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education tools</title> <meta name="description" content="Search results for: computer education tools"> <meta name="keywords" content="computer education tools"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="computer education tools"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 12501</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: computer education tools</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12501</span> The Use of Computer Simulation as Technological Education for Crisis Management Staff</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ji%C5%99%C3%AD%20Barta">Jiří Barta</a>, <a href="https://publications.waset.org/abstracts/search?q=Josef%20Krahulec"> Josef Krahulec</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji%C5%99%C3%AD%20F.%20Urb%C3%A1nek"> Jiří F. Urbánek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education and practical training crisis management members are a topical issue nowadays. The paper deals with the perspectives and possibilities of ‘smart solutions’ to education for crisis management staff. Currently, there are a large number of simulation tools, which notes that they are suitable for practical training of crisis management staff. The first part of the paper is focused on the introduction of the technology simulation tools. The simulators aim is to create a realistic environment for the practical training of extending units of crisis staff. The second part of the paper concerns the possibilities of using the simulation technology to the education process. The aim of this section is to introduce the practical capabilities and potential of the simulation programs for practical training of crisis management staff. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crisis%20management%20staff" title="crisis management staff">crisis management staff</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20simulation" title=" computer simulation"> computer simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=software" title=" software"> software</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20education" title=" technological education"> technological education</a> </p> <a href="https://publications.waset.org/abstracts/39792/the-use-of-computer-simulation-as-technological-education-for-crisis-management-staff" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39792.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12500</span> Human Kinetics Education and the Computer Operations, Effects and Merits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kehinde%20Adeyeye%20Adelabu">Kehinde Adeyeye Adelabu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computer applications has completely revolutionized the way of life of people which does not exclude the field of sport education. There are computer technologies which help to enhance teaching in every field of education. Invention of computers has done great to the field of education. This study was therefore carried out to examine the effects and merits of computer operations in Human Kinetics Education and Sports. The study was able to identify the component of computer, uses of computer in Human Kinetics education (sports), computer applications in some branches of human kinetics education. A qualitative research method was employed by the author in gathering experts’ views and used to analyze the effects and merits of computer applications in the field of human kinetics education. No experiment was performed in the cause of carrying out the study. The source of information for the study was text-books, journal, articles, past project reports, internet i.e. Google search engine. Computer has significantly helped to improve Education (Human Kinetic), it has complemented the basic physical fitness testing and gave a more scientific basis to the testing. The use of the software and packages has made cost projections, database applications, inventory control, management of events, word processing, electronic mailing and record keeping easier than the pasts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=application" title="application">application</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20operation" title=" computer operation"> computer operation</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20kinetics" title=" human kinetics"> human kinetics</a> </p> <a href="https://publications.waset.org/abstracts/92823/human-kinetics-education-and-the-computer-operations-effects-and-merits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92823.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12499</span> Perception of Secondary Schools’ Students on Computer Education in Federal Capital Territory (FCT-Abuja), Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salako%20Emmanuel%20Adekunle">Salako Emmanuel Adekunle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computer education is referred to as the knowledge and ability to use computers and related technology efficiently, with a range of skills covering levels from basic use to advance. Computer continues to make an ever-increasing impact on all aspect of human endeavours such as education. With numerous benefits of computer education, what are the insights of students on computer education? This study investigated the perception of senior secondary school students on computer education in Federal Capital Territory (FCT), Abuja, Nigeria. A sample of 7500 senior secondary schools students was involved in the study, one hundred (100) private and fifty (50) public schools within FCT. They were selected by using simple random sampling technique. A questionnaire [PSSSCEQ] was developed and validated through expert judgement and reliability co-efficient of 0.84 was obtained. It was used to gather relevant data on computer education. Findings confirmed that the students in the FCT had positive perception on computer education. Some factors were identified that affect students’ perception on computer education. The null hypotheses were tested using t-test and ANOVA statistical analyses at 0.05 level of significance. Based on these findings, some recommendations were made which include competent teachers should be employed into all secondary schools; this will help students to acquire relevant knowledge in computer education, technological supports should be provided to all secondary schools; this will help the users (students) to solve specific problems in computer education and financial supports should be provided to procure computer facilities that will enhance the teaching and the learning of computer education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20education" title="computer education">computer education</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/32844/perception-of-secondary-schools-students-on-computer-education-in-federal-capital-territory-fct-abuja-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32844.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12498</span> A Pattern Practise for Awareness Educations on Information Security: Information Security Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fati%CC%87h%20Apaydin">Fati̇h Apaydin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education technology is an area which constantly changes and creates innovations. As an inevitable part of the changing circumstances, the societies who have a tendency to the improvements keep up with these innovations by using the methods and strategies which have been designed for education technology. At this point, education technology has taken the responsibility to help the individuals improve themselves and teach the effective teaching methods by filling the airs in theoretical information, information security and the practice. The technology which comes to the core of our lives by raising the importance of it day by day and it enforced its position in computer- based environments. As a result, ‘being ready for technological innovations, improvement on computer-based talent, information, ability and attitude’ doctrines have to be given. However, it is today quite hard to deal with the security and reinforcement of this information. The information which is got illegally gives harm to society from every aspect, especially education. This study includes how and to what extent to use these innovative appliances such as computers and the factor of information security of these appliances in computer-based education. As the use of computer is constantly becoming prevalent in our country, both education and computer will never become out of date, so how computer-based education affects our lives and the study of information security for this type of education are important topics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer" title="computer">computer</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20security" title=" information security"> information security</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a> </p> <a href="https://publications.waset.org/abstracts/35678/a-pattern-practise-for-awareness-educations-on-information-security-information-security-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35678.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">594</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12497</span> The Effect of Using Computer-Assisted Translation Tools on the Translation of Collocations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Mahdi">Hassan Mahdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The integration of computer-assisted translation (CAT) tools in translation creates several opportunities for translators. However, this integration is not useful in all types of English structures. This study aims at examining the impact of using CAT tools in translating collocations. Seventy students of English as a foreign language participated in this study. The participants were divided into three groups (i.e., CAT tools group, Machine Translation group, and the control group). The comparison of the results obtained from the translation output of the three groups demonstrated the improvement of translation using CAT tools. The results indicated that the participants who used CAT tools outscored the participants who used MT, and in turn, both groups outscored the control group who did not use any type of technology in translation. In addition, there was a significant difference in the use of CAT for translation different types of collocations. The results also indicated that CAT tools were more effective in translation fixed and medium-strength collocations than weak collocations. Finally, the results showed that CAT tools were effective in translation collocations in both types of languages (i.e. target language or source language). The study suggests some guidelines for translators to use CAT tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20translation" title="machine translation">machine translation</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20translation" title=" computer-assisted translation"> computer-assisted translation</a>, <a href="https://publications.waset.org/abstracts/search?q=collocations" title=" collocations"> collocations</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology "> technology </a> </p> <a href="https://publications.waset.org/abstracts/129611/the-effect-of-using-computer-assisted-translation-tools-on-the-translation-of-collocations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129611.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">193</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12496</span> Age-Based Interface Design for Children’s CAPT Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saratu%20Yusuf%20Ilu">Saratu Yusuf Ilu</a>, <a href="https://publications.waset.org/abstracts/search?q=Mumtaz%20B.%20Mustafa"> Mumtaz B. Mustafa</a>, <a href="https://publications.waset.org/abstracts/search?q=Siti%20Salwah%20Salim"> Siti Salwah Salim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Malekzadeh"> Mehdi Malekzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children today use computer based application in various activities especially for learning and education. Many of these tools and application such as the Computer Aided Pronunciation Training (CAPT) system enable children to explore and experience them with little supervision from the adults. In order for these tools and application to have maximum effect on the children’s learning and education, it must be attractive to the children to use them. This could be achieved with the proper user interface (UI) design. As children grow, so do their ability, taste and preferences. They interact differently with these applications as they grow older. This study reviews several articles on how age factor influences the UI design. The review focuses on age related abilities such as cognitive, literacy, concentration and feedback requirement. We have also evaluated few of existing CAPT systems and determine the influence of age-based factors on the interface design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=age-based%20interaction" title=" age-based interaction"> age-based interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20application" title=" learning application"> learning application</a>, <a href="https://publications.waset.org/abstracts/search?q=age-based%20capability" title=" age-based capability"> age-based capability</a> </p> <a href="https://publications.waset.org/abstracts/13117/age-based-interface-design-for-childrens-capt-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13117.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12495</span> Increasing Health Education Tools Satisfaction in Nursing Staffs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lu%20Yu%20Jyun">Lu Yu Jyun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Health education is important nursing work aiming to strengthen patients’ self-caring ability and family members. Our department educates through three methods, including speech education, flyer and demonstration video education. The satisfaction rate of health education tool use is 54.3% in nursing staff. The main reason is there hadn’t been a storage area for flyers, causing extra workload in assessing flyers. The satisfaction rate of health education in patients and families is 70.7%. We aim to improve this situation between 13th April and 6th June 2021. Method: We introduce the ECRS method to erase repetitive and redundant actions. We redesign the health education tool usage workflow to improve nursing staffs’ efficiency and further enhance nursing staffs care quality and working satisfaction. Result: The satisfaction rate of health education tool usage in nursing staff elevated from 54.3% to 92.5%. The satisfaction rate of health education in patients and families elevated from 70.7% to 90.2%. Conclusion: The assessment time of health care tools dropped from 10minutes to 3minutes. This significantly reduced the nursing staffs’ workload. 1213 paper is saved in one month and 14,556 a year in the estimate; we save the environment via this action. Health education map implemented in other nursing departments since October due to its’ high efficiency and makes health care tools more humanize. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health" title="health">health</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20tools" title=" education tools"> education tools</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20staff" title=" nursing staff"> nursing staff</a> </p> <a href="https://publications.waset.org/abstracts/146067/increasing-health-education-tools-satisfaction-in-nursing-staffs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146067.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12494</span> Using Computer Simulations to Prepare Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roberta%20Gentry">Roberta Gentry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The presentation will begin with a brief literature review of the use of computer simulation in teacher education programs. This information will be summarized. Additionally, based on the literature review, advantages and disadvantages of using computer simulation in higher education will be shared. Finally, a study in which computer simulations software was used with 50 initial licensure teacher candidates in both an introductory course and a behavior management course will be shared. Candidates reflected on their experiences with using computer simulation. The instructor of the course will also share lessons learned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simulations" title="simulations">simulations</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20research" title=" educational research"> educational research</a> </p> <a href="https://publications.waset.org/abstracts/22934/using-computer-simulations-to-prepare-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22934.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">650</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12493</span> AI as a Tool Hindering Digital Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Justyna%20%C5%BBywio%C5%82ek">Justyna Żywiołek</a>, <a href="https://publications.waset.org/abstracts/search?q=Marek%20Matulewski"> Marek Matulewski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article presents the results of a survey conducted among students from various European countries. The aim of the study was to understand how artificial intelligence (AI) affects educational processes in a digital environment. The survey covered a wide range of topics, including students' understanding and use of AI, its impact on motivation and engagement, interaction and support issues, accessibility and equity, and data security and privacy concerns. Most respondents admitted having difficulties comprehending the advanced functions of AI in educational tools. Many students believe that excessive use of AI in education can decrease their motivation for self-study and active participation in classes. Additionally, students reported that interaction with AI-based tools is often less satisfying compared to direct contact with teachers. Furthermore, the survey highlighted inequalities in access to advanced AI tools, which can widen the educational gap between students from different economic backgrounds. Students also expressed concerns about the security and privacy of their personal data collected and processed by AI systems. The findings suggest that while AI has the potential to support digital education, significant challenges need to be addressed to make these tools more effective and acceptable for students. Recommendations include increasing training for students and teachers on using AI, providing more interactive and engaging forms of education, and implementing stricter regulations on data protection. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AI" title="AI">AI</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20education" title=" digital education"> digital education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20tools" title=" education tools"> education tools</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation%20and%20engagement" title=" motivation and engagement"> motivation and engagement</a> </p> <a href="https://publications.waset.org/abstracts/188302/ai-as-a-tool-hindering-digital-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">28</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12492</span> Comparative Study of Computer Assisted Instruction and Conventional Method in Attaining and Retaining Mathematical Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nirupma%20Bhatti">Nirupma Bhatti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This empirical study was aimed to compare the effectiveness of Computer Assisted Instruction (CAI) and Conventional Method (CM) in attaining and retaining mathematical concepts. Instructional and measuring tools were developed for five units of Matrix Algebra, two of Calculus and five of Numerical Analysis. Reliability and validity of these tools were also examined in pilot study. Ninety undergraduates participated in this study. Pre-test – post-test equivalent – groups research design was used. SPSS v.16 was used for data analysis. Findings supported CAI as better mode of instruction for attainment and retention of basic mathematical concepts. Administrators should motivate faculty members to develop Computer Assisted Instructional Material (CAIM) in mathematics for higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attainment" title="attainment">attainment</a>, <a href="https://publications.waset.org/abstracts/search?q=CAI" title=" CAI"> CAI</a>, <a href="https://publications.waset.org/abstracts/search?q=CAIM" title=" CAIM"> CAIM</a>, <a href="https://publications.waset.org/abstracts/search?q=conventional%20method" title=" conventional method"> conventional method</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a> </p> <a href="https://publications.waset.org/abstracts/83983/comparative-study-of-computer-assisted-instruction-and-conventional-method-in-attaining-and-retaining-mathematical-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83983.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12491</span> Examining Foreign Student Visual Perceptions of Online Marketing Tools at a Hungarian University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anita%20K%C3%A9ri">Anita Kéri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education marketing has been a widely researched field in recent years. Due to the increasing competition among higher education institutions worldwide, it has become crucial to target foreign students with effective marketing tools. Online marketing tools became central to attracting, retaining, and satisfying the needs of foreign students. Therefore, the aim of the current study is to reveal how the online marketing tools of a Hungarian university are perceived visually by its first-year foreign students, with special emphasis on the university webpage content. Eye-camera tracking and retrospective think-aloud interviews were used to measure visual perceptions. Results show that freshmen students remember those online marketing content more that has familiar content on them. Pictures of real-life students and their experiences attract students’ attention more, and they also remember information on these webpage elements more, compared to designs with stock photos. This research is novel in the sense that it uses eye-camera tracking in the field of higher education marketing, thereby providing insight into the perception of online higher education marketing for foreign students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing" title=" marketing"> marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=eye-camera" title=" eye-camera"> eye-camera</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perceptions" title=" visual perceptions"> visual perceptions</a> </p> <a href="https://publications.waset.org/abstracts/161711/examining-foreign-student-visual-perceptions-of-online-marketing-tools-at-a-hungarian-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161711.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12490</span> Online Educational Tools and Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Petr%20Sulc">Petr Sulc</a>, <a href="https://publications.waset.org/abstracts/search?q=Hana%20Maresova"> Hana Maresova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This contribution focuses on online educational tools and language teaching, specifically on literary education in a multi-user virtual environment. The goal of this contribution is to give a basic overview of online language education and teaching in a virtual environment. The main goal of the research survey is to compare language (literary) education in a virtual environment with the traditional way of teaching in a typical classroom. The research concept will be mixed: a didactic test, the grounded theory method, and semi-structured questioning will be used. Kitely’s multi-user virtual environment and printed worksheets will be used for the comparison. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20educational%20tools" title="online educational tools">online educational tools</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20environment" title=" virtual environment"> virtual environment</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20teaching%20objects" title=" virtual teaching objects"> virtual teaching objects</a>, <a href="https://publications.waset.org/abstracts/search?q=literary%20education" title=" literary education"> literary education</a>, <a href="https://publications.waset.org/abstracts/search?q=didactic%20test" title=" didactic test"> didactic test</a> </p> <a href="https://publications.waset.org/abstracts/142264/online-educational-tools-and-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142264.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12489</span> ICT Education: Digital History Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Elvis%20Fung"> Elvis Fung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is to review and understand the new generation of students to understand their expectations and attitudes. There are a group of students on school projects, creative work, educational software and digital signal source, the use of social networking tools to communicate with friends and a part in the competition. Today's students have been described as the new millennium students. They use information and communication technology in a more creative and innovative at home than at school, because the information and communication technologies for different purposes, in the home, usually occur in school. They collaborate and communicate more effectively when they are at home. Most children enter school, they will bring about how to use information and communication technologies, some basic skills and some tips on how to use information and communication technology will provide a more advanced than most of the school's expectations. Many teachers can help students, however, still a lot of work, "tradition", without a computer, and did not see the "new social computing networks describe young people to learn and new ways of working life in the future", in the education system of the benefits of using a computer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT%20education" title="ICT education">ICT education</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20history" title=" digital history"> digital history</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20generation%20of%20students" title=" new generation of students"> new generation of students</a>, <a href="https://publications.waset.org/abstracts/search?q=benefits%20of%20using%20a%20computer" title=" benefits of using a computer"> benefits of using a computer</a> </p> <a href="https://publications.waset.org/abstracts/12133/ict-education-digital-history-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12133.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12488</span> Students’ Perceptions of the Use of Social Media in Higher Education in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20Alshehri">Omar Alshehri</a>, <a href="https://publications.waset.org/abstracts/search?q=Vic%20Lally"> Vic Lally</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examined the attitudes of using social media tools to support learning at a university in Saudi Arabia. Moreover, it investigated the students’ current usage of these tools and examined the barriers they could face during the use of social media tools in the education process. Participants in this study were 42 university students. A web-based survey was used to collect data for this study. The results indicate that all of the students were familiar with social media and had used at least one type of social media for learning. It was found out that all students had very positive attitudes towards the use of social media and welcomed using these tools as a supplementary to the curriculum. However, the results indicated that the major barriers to using these tools in learning were distraction, opposing Islamic religious teachings, privacy issues, and cyberbullying. The study recommended that this study could be replicated at other Saudi universities to investigate factors and barriers that might affect Saudi students’ attitudes toward using social media to support learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=barriers%20to%20social%20media%20use" title="barriers to social media use">barriers to social media use</a>, <a href="https://publications.waset.org/abstracts/search?q=benefits%20of%20social%20media%20use" title=" benefits of social media use"> benefits of social media use</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/103367/students-perceptions-of-the-use-of-social-media-in-higher-education-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12487</span> Analyzing the Attitudes of Prep-Class Students at Higher Education towards Computer-Based Foreign Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakine%20Sincer">Sakine Sincer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s world, the borders between countries and globalization are getting faster. It is an undeniable fact that this trend mostly results from the developments and improvements in technology. Technology, which dominates our lives to a great extent, has turned out to be one of the most important resources to be used in building an effective and fruitful educational atmosphere. Nowadays, technology is a significant means of arranging educational activities at all levels of education such as primary, secondary or tertiary education. This study aims at analyzing the attitudes of prep-class students towards computer-based foreign language education. Within the scope of this study, prep-class students at a university in Ankara, Turkey in 2013-2014 Academic Year participated in this study. The participants were asked to fill in 'Computer-Based Educational Attitude Scale.' The data gathered in this study were analyzed by means of using statistical devices such as means, standard deviation, percentage as well as t-test and ANOVA. At the end of the analysis, it was found out that the participants had a highly positive attitude towards computer-based language education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-based%20education" title="computer-based education">computer-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20education" title=" foreign language education"> foreign language education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=prep-class" title=" prep-class"> prep-class</a> </p> <a href="https://publications.waset.org/abstracts/52955/analyzing-the-attitudes-of-prep-class-students-at-higher-education-towards-computer-based-foreign-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">438</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12486</span> Accessible Sustainability Assessment Tools and Approach of the University level Academic Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20K.%20Ashiquer%20Rahman">S. K. Ashiquer Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The innovative knowledge threshold significantly shifted education from traditional to an online version which was an emergent state of arts for academic programs of any higher education institutions; the substantive situation thus raises the importance of deliberative integration of education, Knowledge, technology and sustainability as well as knowledge platforms, e.g., ePLANETe. In fact, the concept of 'ePLANETe' an innovative knowledge platform and its functionalities as an experimental digitized platform for contributing sustainable assessment of academic programs of higher education institution(HEI). Besides, this paper assessed and define the common sustainable development challenges of higher education(HE) and identified effective approach and tools of 'ePLANETe’ that is enable to practices sustainability assessment of academic programs through the deliberation methodologies. To investigate the effectiveness of knowledge tools and approach of 'ePLANETe’, I have studied sustainable challenges digitized pedagogical content as well as evaluation of academic programs of two public universities in France through the 'ePLANETe’ evaluation space. The investigation indicated that the effectiveness of 'ePLANETe’s tools and approach perfectly fit for the quality assessment of academic programs, implementation of sustainable challenges, and dynamic balance of ecosystem within the university communities and academic programs through 'ePLANETe’ evaluation process and space. The study suggests to the relevant higher educational institution’s authorities and policymakers could use this approach and tools for assessing sustainability and enhancing the sustainability competencies of academic programs for quality education <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ePLANETe" title="ePLANETe">ePLANETe</a>, <a href="https://publications.waset.org/abstracts/search?q=deliberation" title=" deliberation"> deliberation</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=competencies" title=" competencies"> competencies</a> </p> <a href="https://publications.waset.org/abstracts/168218/accessible-sustainability-assessment-tools-and-approach-of-the-university-level-academic-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168218.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12485</span> The Role of Quality Management Tools and Knowledge Sharing in Improving the Level of Academic Staff: An Empirical Investigation of the Jordanian Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tasneem%20Alfalah">Tasneem Alfalah</a>, <a href="https://publications.waset.org/abstracts/search?q=Salsabeel%20Alfalah"> Salsabeel Alfalah</a>, <a href="https://publications.waset.org/abstracts/search?q=Jannat%20Alfalah"> Jannat Alfalah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The quality of higher education as a service is fundamental to a country’s development because universities prepare the professionals who will work as managers in companies and manage public and private resources and care for the health and education of new generations. Knowledge sharing involves the interaction of all activities between individuals. Thus, the higher education institutions are aiming to improve and assist their academics in generating new ideas by encouraging them to work as a team, to simplify the exchange of the new knowledge and to further improve the learning process and achieving institutional aims. Moreover, the sources of competitive advantage in universities derive from intellectual capital and innovations in which innovation comes through knowledge sharing. Using quality tools is to define the exact requirements needed to create the concept of knowledge sharing and what are the barriers to achieve this in universities. The purpose of this research is critically evaluating the role of using quality tools to facilitate the concept of knowledge sharing and improve the academic staff level in the Jordanian universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=quality" title=" quality"> quality</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20tools" title=" management tools"> management tools</a> </p> <a href="https://publications.waset.org/abstracts/23308/the-role-of-quality-management-tools-and-knowledge-sharing-in-improving-the-level-of-academic-staff-an-empirical-investigation-of-the-jordanian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23308.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">463</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12484</span> The Role of Synthetic Data in Aerial Object Detection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ava%20Dodd">Ava Dodd</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Adams"> Jonathan Adams</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to explore the characteristics of developing a machine learning application using synthetic data. The study is structured to develop the application for the purpose of deploying the computer vision model. The findings discuss the realities of attempting to develop a computer vision model for practical purpose, and detail the processes, tools, and techniques that were used to meet accuracy requirements. The research reveals that synthetic data represents another variable that can be adjusted to improve the performance of a computer vision model. Further, a suite of tools and tuning recommendations are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20vision" title="computer vision">computer vision</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=synthetic%20data" title=" synthetic data"> synthetic data</a>, <a href="https://publications.waset.org/abstracts/search?q=YOLOv4" title=" YOLOv4"> YOLOv4</a> </p> <a href="https://publications.waset.org/abstracts/139194/the-role-of-synthetic-data-in-aerial-object-detection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139194.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">225</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12483</span> Awareness and Utilization of Social Network Tools among Agricultural Science Students in Colleges of Education in Ogun State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adebowale%20Olukayode%20Efunnowo">Adebowale Olukayode Efunnowo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was carried out to assess the awareness and utilization of Social Network Tools (SNTs) among agricultural science students in Colleges of Education in Ogun State, Nigeria. Simple random sampling techniques were used to select 280 respondents from the study area. Descriptive statistics was used to describe the objectives while Pearson Product Moment Correlation was used to test the hypothesis. The result showed that the majority (71.8%) of the respondents were single, with a mean age of 20 years. Almost all (95.7%) the respondents were aware of Facebook and 2go as a Social Network Tools (SNTs) while 85.0% of the respondents were not aware of Blackplanet, LinkedIn, MyHeritage and Bebo. Many (41.1%) of the respondents had views that using SNTs can enhance extensive literature survey, increase internet browsing potential, promote teaching proficiency, and update on outcomes of researches. However, 51.4% of the respondents perceived that SNTs usage as what is meant for the lecturers/adults only while 16.1% considered it as mainly used by internet fraudsters. Findings revealed that about 50.0% of the respondents browsed Facebook and 2go daily while more than 80% of the respondents used Blackplanet, MyHeritage, Skyrock, Bebo, LinkedIn and My YearBook as the need arise. Major constraints to the awareness and utilization of SNTs were high cost and poor quality of ICTs facilities (77.1%), epileptic power supply (75.0%), inadequate telecommunication infrastructure (71.1%), low technical know-how (62.9%) and inadequate computer knowledge (61.1%). The result of PPMC analysis showed that there was an inverse relationship between constraints and utilization of SNTs at p < 0.05. It can be concluded that constraints affect efficient and effective utilization of SNTs in the study area. It is hereby recommended that management of colleges of education and agricultural institutes should provide good internet connectivity, computer facilities, and alternative power supply in order to increase the awareness and utilization of SNTs among students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=utilization" title=" utilization"> utilization</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20tools" title=" social network tools"> social network tools</a>, <a href="https://publications.waset.org/abstracts/search?q=constraints" title=" constraints"> constraints</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/73222/awareness-and-utilization-of-social-network-tools-among-agricultural-science-students-in-colleges-of-education-in-ogun-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73222.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12482</span> Future Education: Changing Paradigms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Girish%20Choudhary">Girish Choudhary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is in a state of flux. Not only one need to acquire skills in order to cope with a fast changing global world, an explosive growth in technology, on the other hand is providing a new wave of teaching tools - computer aided video instruction, hypermedia, multimedia, CD-ROMs, Internet connections, and collaborative software environments. The emerging technology incorporates the group qualities of interactive, classroom-based learning while providing individual students the flexibility to participate in an educational programme at their own time and place. The technology facilitating self learning also seems to provide a cost effective solution to the dilemma of delivering education to masses. Online education is a unique learning domain that provides for many to many communications as well. The computer conferencing software defines the boundaries of the virtual classroom. The changing paradigm provides access of instruction to a large proportion of society, promises a qualitative change in the quality of learning and echoes a new way of thinking in educational theory that promotes active learning and open new learning approaches. Putting it to practice is challenging and may fundamentally alter the nature of educational institutions. The subsequent part of paper addresses such questions viz. 'Do we need to radically re-engineer the curriculum and foster an alternate set of skills in students?' in the onward journey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=on-line%20education" title="on-line education">on-line education</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20learning" title=" self learning"> self learning</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20and%20power%20engineering" title=" energy and power engineering"> energy and power engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=future%20education" title=" future education"> future education</a> </p> <a href="https://publications.waset.org/abstracts/19356/future-education-changing-paradigms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19356.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">328</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12481</span> Information Technology Approaches to Literature Text Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayse%20Tarhan">Ayse Tarhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Ilkan"> Mustafa Ilkan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Karimzadeh"> Mohammad Karimzadeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science was considered as part of philosophy in ancient Greece. By the nineteenth century, it was understood that philosophy was very inclusive and that social and human sciences such as literature, history, and psychology should be separated and perceived as an autonomous branch of science. The computer was also first seen as a tool of mathematical science. Over time, computer science has grown by encompassing every area in which technology exists, and its growth compelled the division of computer science into different disciplines, just as philosophy had been divided into different branches of science. Now there is almost no branch of science in which computers are not used. One of the newer autonomous disciplines of computer science is digital humanities, and one of the areas of digital humanities is literature. The material of literature is words, and thanks to the software tools created using computer programming languages, data that a literature researcher would need months to complete, can be achieved quickly and objectively. In this article, three different tools that literary researchers can use in their work will be introduced. These studies were created with the computer programming languages Python and R and brought to the world of literature. The purpose of introducing the aforementioned studies is to set an example for the development of special tools or programs on Ottoman language and literature in the future and to support such initiatives. The first example to be introduced is the Stylometry tool developed with the R language. The other is The Metrical Tool, which is used to measure data in poems and was developed with Python. The latest literature analysis tool in this article is Voyant Tools, which is a multifunctional and easy-to-use tool. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DH" title="DH">DH</a>, <a href="https://publications.waset.org/abstracts/search?q=literature" title=" literature"> literature</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technologies" title=" information technologies"> information technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=stylometry" title=" stylometry"> stylometry</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20metrical%20tool" title=" the metrical tool"> the metrical tool</a>, <a href="https://publications.waset.org/abstracts/search?q=voyant%20tools" title=" voyant tools"> voyant tools</a> </p> <a href="https://publications.waset.org/abstracts/144484/information-technology-approaches-to-literature-text-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144484.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12480</span> Evaluating the Use of Digital Art Tools for Drawing to Enhance Artistic Ability and Improve Digital Skill among Junior School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aber%20Salem%20Aboalgasm">Aber Salem Aboalgasm</a>, <a href="https://publications.waset.org/abstracts/search?q=Rupert%20Ward"> Rupert Ward</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated some results of the use of digital art tools by junior school children in order to discover if these tools could promote artistic ability and creativity. The study considers the ease of use and usefulness of the tools as well as how to assess artwork produced by digital means. As the use of these tools is a relatively new development in Art education, this study may help educators in their choice of which tools to use and when to use them. The study also aims to present a model for the assessment of students’ artistic development and creativity by studying their artistic activity. This model can help in determining differences in students’ creative ability and could be useful both for teachers, as a means of assessing digital artwork, and for students, by providing the motivation to use the tools to their fullest extent. Sixteen students aged nine to ten years old were observed and recorded while they used the digital drawing tools. The study found that, according to the students’ own statements, it was not the ease of use but the successful effects the tools provided which motivated the children to use them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artistic%20ability" title="artistic ability">artistic ability</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=drawing%20digital%20tool" title=" drawing digital tool"> drawing digital tool</a>, <a href="https://publications.waset.org/abstracts/search?q=TAM%20model" title=" TAM model"> TAM model</a>, <a href="https://publications.waset.org/abstracts/search?q=psychomotor%20domain" title=" psychomotor domain"> psychomotor domain</a> </p> <a href="https://publications.waset.org/abstracts/16532/evaluating-the-use-of-digital-art-tools-for-drawing-to-enhance-artistic-ability-and-improve-digital-skill-among-junior-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16532.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">330</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12479</span> Envisioning The Future of Language Learning: Virtual Reality, Mobile Learning and Computer-Assisted Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jasmin%20Cowin">Jasmin Cowin</a>, <a href="https://publications.waset.org/abstracts/search?q=Amany%20Alkhayat"> Amany Alkhayat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will concentrate on a comparative analysis of both the advantages and limitations of using digital learning resources (DLRs). DLRs covered will be Virtual Reality (VR), Mobile Learning (M-learning) and Computer-Assisted Language Learning (CALL) together with their subset, Mobile Assisted Language Learning (MALL) in language education. In addition, best practices for language teaching and the application of established language teaching methodologies such as Communicative Language Teaching (CLT), the audio-lingual method, or community language learning will be explored. Education has changed dramatically since the eruption of the pandemic. Traditional face-to-face education was disrupted on a global scale. The rise of distance learning brought new digital tools to the forefront, especially web conferencing tools, digital storytelling apps, test authoring tools, and VR platforms. Language educators raced to vet, learn, and implement multiple technology resources suited for language acquisition. Yet, questions remain on how to harness new technologies, digital tools, and their ubiquitous availability while using established methods and methodologies in language learning paired with best teaching practices. In M-learning language, learners employ portable computing devices such as smartphones or tablets. CALL is a language teaching approach using computers and other technologies through presenting, reinforcing, and assessing language materials to be learned or to create environments where teachers and learners can meaningfully interact. In VR, a computer-generated simulation enables learner interaction with a 3D environment via screen, smartphone, or a head mounted display. Research supports that VR for language learning is effective in terms of exploration, communication, engagement, and motivation. Students are able to relate through role play activities, interact with 3D objects and activities such as field trips. VR lends itself to group language exercises in the classroom with target language practice in an immersive, virtual environment. Students, teachers, schools, language institutes, and institutions benefit from specialized support to help them acquire second language proficiency and content knowledge that builds on their cultural and linguistic assets. Through the purposeful application of different language methodologies and teaching approaches, language learners can not only make cultural and linguistic connections in DLRs but also practice grammar drills, play memory games or flourish in authentic settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20methodologies" title="language teaching methodologies">language teaching methodologies</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20language%20learning" title=" computer-assisted language learning"> computer-assisted language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/141073/envisioning-the-future-of-language-learning-virtual-reality-mobile-learning-and-computer-assisted-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141073.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">238</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12478</span> An Exploratory Study of the Student’s Learning Experience by Applying Different Tools for e-Learning and e-Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angel%20Daniel%20Mu%C3%B1oz%20Guzm%C3%A1n">Angel Daniel Muñoz Guzmán</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning is becoming more and more common every day. For online, hybrid or traditional face-to-face programs, there are some e-teaching platforms like Google classroom, Blackboard, Moodle and Canvas, and there are platforms for full e-learning like Coursera, edX or Udemy. These tools are changing the way students acquire knowledge at schools; however, in today’s changing world that is not enough. As students’ needs and skills change and become more complex, new tools will need to be added to keep them engaged and potentialize their learning. This is especially important in the current global situation that is changing everything: the Covid-19 pandemic. Due to Covid-19, education had to make an unexpected switch from face-to-face courses to digital courses. In this study, the students’ learning experience is analyzed by applying different e-tools and following the Tec21 Model and a flexible and digital model, both developed by the Tecnologico de Monterrey University. The evaluation of the students’ learning experience has been made by the quantitative PrEmo method of emotions. Findings suggest that the quantity of e-tools used during a course does not affect the students’ learning experience as much as how a teacher links every available tool and makes them work as one in order to keep the student engaged and motivated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student" title="student">student</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-teaching" title=" e-teaching"> e-teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=e-tools" title=" e-tools"> e-tools</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/126841/an-exploratory-study-of-the-students-learning-experience-by-applying-different-tools-for-e-learning-and-e-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126841.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12477</span> Decision-Making in Higher Education: Case Studies Demonstrating the Value of Institutional Effectiveness Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carolinda%20Douglass">Carolinda Douglass</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Institutional Effectiveness (IE) is the purposeful integration of functions that foster student success and support institutional performance. IE is growing rapidly within higher education as it is increasingly viewed by higher education administrators as a beneficial approach for promoting data-informed decision-making in campus-wide strategic planning and execution of strategic initiatives. Specific IE tools, including, but not limited to, project management; impactful collaboration and communication; commitment to continuous quality improvement; and accountability through rigorous evaluation; are gaining momentum under the auspices of IE. This research utilizes a case study approach to examine the use of these IE tools, highlight successes of this use, and identify areas for improvement in the implementation of IE tools within higher education. The research includes three case studies: (1) improving upon academic program review processes including the assessment of student learning outcomes as a core component of program quality; (2) revising an institutional vision, mission, and core values; and (3) successfully navigating an institution-wide re-accreditation process. Several methods of data collection are embedded within the case studies, including surveys, focus groups, interviews, and document analyses. Subjects of these methods include higher education administrators, faculty, and staff. Key findings from the research include areas of success and areas for improvement in the use of IE tools associated with specific case studies as well as aggregated results across case studies. For example, the use of case management proved useful in all of the case studies, while rigorous evaluation did not uniformly provide the value-added that was expected by higher education decision-makers. The use of multiple IE tools was shown to be consistently useful in decision-making when applied with appropriate awareness of and sensitivity to core institutional culture (for example, institutional mission, local environments and communities, disciplinary distinctions, and labor relations). As IE gains a stronger foothold in higher education, leaders in higher education can make judicious use of IE tools to promote better decision-making and secure improved outcomes of strategic planning and the execution of strategic initiatives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accreditation" title="accreditation">accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=data-informed%20decision-making" title=" data-informed decision-making"> data-informed decision-making</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20management" title=" higher education management"> higher education management</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20effectiveness%20tools" title=" institutional effectiveness tools"> institutional effectiveness tools</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20mission" title=" institutional mission"> institutional mission</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20review" title=" program review"> program review</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20planning" title=" strategic planning"> strategic planning</a> </p> <a href="https://publications.waset.org/abstracts/116901/decision-making-in-higher-education-case-studies-demonstrating-the-value-of-institutional-effectiveness-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12476</span> Influential Factors Impacting the Utilization of Pain Assessment Tools among Hospitalized Elderly Patients in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huei%20Jiun%20Chen">Huei Jiun Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hui%20Mei%20Huan"> Hui Mei Huan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Pain is an unpleasant experience for hospitalized patients that impacts both their physical and mental well-being. It is important to select appropriate pain assessment tools to ensure effective pain management. Therefore, it is suggested to use Verbal Rating Scale (VRS) instead for better assessment. The Wong-Baker FACES Pain Rating Scale(WBS) is a widely used pain assessment tool in Taiwan to help individuals communicate the intensity of their pain. However, in clinical practice, even when using various assessment tools to evaluate pain, Numeric Rating Scale-11 (NRS-11) is still commonly utilized to quantify the intensity of pain. The correlation between NRS and other pain assessment tools has not been extensively explored in Taiwan. Additionally, the influence of gender and education level on pain assessment among elderly individuals has not been extensively studied in Taiwan. The aim of this study is to investigate the correlation between pain assessment scales (NRS-11, VRS, WBS) in assessing pain intensity among elderly inpatients. The secondary objective of this study is to examine how gender and education level influence pain assessment among individuals, as well as to explore their preferences regarding pain assessment tools. Method: In this study, a questionnaire survey and purposive sampling were employed to recruit participants from a medical center located in central Taiwan. Participants were requested to assess their pain intensity in the past 24 hours using NRS-11, VRS, and WBS. Additionally, the study investigated their preferences for pain assessment tools. Result: A total of 252 participants were included in this study, with a mean age of 71.1 years (SD=6.2). Of these participants, 135 were male (53.6%), and 44.4% had a primary level or below education. Participants were asked to use NRS-11, VRS, and WBS to assess their current, maximum, and minimum pain intensity experienced in the past 24 hours. The findings indicated a significant correlation (p< .01) among all three pain assessment tools. No significant differences were observed in gender across the three pain assessment scales. For severe pain, there were significant differences in self-rated pain scales among the elderly participants with different education levels (F=3.08, p< .01; X²=17.25, X²=17.21, p< .01), but there were no significant differences observed for mild pain. Regarding preferences for pain assessment tools, 158 participants (62.7%) favored VRS, followed by WBS; gender and education level had no influence on their preferences. Conclusion: Most elderly participants prefer using VRS (Verbal Rating Scale) to self-reported their pain. The reason for this preference may be attributed to the verbal nature of VRS, as it is simple and easy to understand. Furthermore, it could be associated with the level of education among the elderly participants. The pain assessment using VRS demonstrated a significant correlation with NRS-11 and WBS, and gender was not found to have any influence on these assessment. Further research is needed to explore the effect of different education levels on self-reported pain intensity among elderly people in Taiwan. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pain%20assessment" title="pain assessment">pain assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=elderly" title=" elderly"> elderly</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/170640/influential-factors-impacting-the-utilization-of-pain-assessment-tools-among-hospitalized-elderly-patients-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170640.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12475</span> Using Technology to Enhance the Student Assessment Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asim%20Qayyum">Asim Qayyum</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Smith"> David Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of information tools is a common activity for students of any educational stage when they encounter online learning activities. Finding the relevant information for particular learning tasks is the topic of this paper as it investigates the use of information tools for a group of student participants. The paper describes and discusses the results with particular implications for use in higher education, and the findings suggest that improvement in assessment design and subsequent student learning may be achieved by structuring the purposefulness of information tools usage and online reading behaviors of university students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20tools" title="information tools">information tools</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20assessment%20experience" title=" student assessment experience"> student assessment experience</a> </p> <a href="https://publications.waset.org/abstracts/14141/using-technology-to-enhance-the-student-assessment-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14141.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">560</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12474</span> Design of Mobile Teaching for Students Collaborative Learning in Distance Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lisbeth%20Amhag">Lisbeth Amhag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to describe and analyze the design of mobile teaching for students collaborative learning in distance higher education with a focus on mobile technologies as online webinars (web-based seminars or conferencing) by using laptops, smart phones, or tablets. These multimedia tools can provide face-to-face interactions, recorded flipped classroom videos and parallel chat communications. The data collection consists of interviews with 22 students and observations of online face-to-face webinars, as well two surveys. Theoretically, the study joins the research tradition of Computer Supported Collaborative learning, CSCL, as well as Computer Self-Efficacy, CSE concerned with individuals’ media and information literacy. Important conclusions from the study demonstrated mobile interactions increased student centered learning. As the students were appreciating the working methods, they became more engaged and motivated. The mobile technology using among student also contributes to increased flexibility between space and place, as well as media and information literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20self-efficacy" title="computer self-efficacy">computer self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20supported%20collaborative%20learning" title=" computer supported collaborative learning"> computer supported collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20and%20open%20learning" title=" distance and open learning"> distance and open learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20design%20and%20technologies" title=" educational design and technologies"> educational design and technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20and%20information%20literacy" title=" media and information literacy"> media and information literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a> </p> <a href="https://publications.waset.org/abstracts/36365/design-of-mobile-teaching-for-students-collaborative-learning-in-distance-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12473</span> Adjustment and Compensation Techniques for the Rotary Axes of Five-axis CNC Machine Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tung-Hui%20Hsu">Tung-Hui Hsu</a>, <a href="https://publications.waset.org/abstracts/search?q=Wen-Yuh%20Jywe"> Wen-Yuh Jywe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Five-axis computer numerical control (CNC) machine tools (three linear and two rotary axes) are ideally suited to the fabrication of complex work pieces, such as dies, turbo blades, and cams. The locations of the axis average line and centerline of the rotary axes strongly influence the performance of these machines; however, techniques to compensate for eccentric error in the rotary axes remain weak. This paper proposes optical (Non-Bar) techniques capable of calibrating five-axis CNC machine tools and compensating for eccentric error in the rotary axes. This approach employs the measurement path in ISO/CD 10791-6 to determine the eccentric error in two rotary axes, for which compensatory measures can be implemented. Experimental results demonstrate that the proposed techniques can improve the performance of various five-axis CNC machine tools by more than 90%. Finally, a result of the cutting test using a B-type five-axis CNC machine tool confirmed to the usefulness of this proposed compensation technique. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=calibration" title="calibration">calibration</a>, <a href="https://publications.waset.org/abstracts/search?q=compensation" title=" compensation"> compensation</a>, <a href="https://publications.waset.org/abstracts/search?q=rotary%20axis" title=" rotary axis"> rotary axis</a>, <a href="https://publications.waset.org/abstracts/search?q=five-axis%20computer%20numerical%20control%20%28CNC%29%20machine%20tools" title=" five-axis computer numerical control (CNC) machine tools"> five-axis computer numerical control (CNC) machine tools</a>, <a href="https://publications.waset.org/abstracts/search?q=eccentric%20error" title=" eccentric error"> eccentric error</a>, <a href="https://publications.waset.org/abstracts/search?q=optical%20calibration%20system" title=" optical calibration system"> optical calibration system</a>, <a href="https://publications.waset.org/abstracts/search?q=ISO%2FCD%2010791-6" title=" ISO/CD 10791-6"> ISO/CD 10791-6</a> </p> <a href="https://publications.waset.org/abstracts/4994/adjustment-and-compensation-techniques-for-the-rotary-axes-of-five-axis-cnc-machine-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4994.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">383</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12472</span> A Pathway of Collaborative Platform to Assess the Sustainable University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20K.%20Ashiquer%20Rahman">S. K. Ashiquer Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper concentrates on the importance of Sustainable Campus Strategies, emphasizing the significance of mobilizing Innovative technological tools for constructing effectiveness of higher education strategy and institutional cooperation for sustainable campus at the university level and preparing the university’s authority to face the upcoming higher education strategy and institutional cooperation difficulties to the Sustainable Campus Plan. Within a framework of Sustainable Campus Strategies and institutional cooperation, the paper discusses the significance of a set of reference points that will lead to operational activities for multi-stakeholder multi-criteria evaluation of Higher Education and Research Institutions relative to the Sustainable Campus criteria and potential action plan for the University’s Strategy and Institutional Cooperation. It makes mention of the emergence of the effectiveness of Higher Education Strategy and Institutional Cooperation as well as the necessity of mobilizing innovative technological methods and tools for constructing the effectiveness of this Process. The paper outlines the conceptual framing of a Sustainable Campus Strategy, Institutional Cooperation and Action Plan for a sustainable campus. Optimistically, these will be a milestone in higher education, a pathway to meet the imminent Sustainable Campus Strategy and Institutional Cooperation of the completive world, and be able to manage the required criteria for a Sustainable University. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20strategy" title="higher education strategy">higher education strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=institutional%20cooperation" title=" institutional cooperation"> institutional cooperation</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20campus" title=" sustainable campus"> sustainable campus</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-criteria%20evaluation" title=" multi-criteria evaluation"> multi-criteria evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20method%20and%20tools" title=" innovative method and tools"> innovative method and tools</a> </p> <a href="https://publications.waset.org/abstracts/179722/a-pathway-of-collaborative-platform-to-assess-the-sustainable-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179722.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=computer%20education%20tools&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=computer%20education%20tools&page=3">3</a></li> <li class="page-item"><a class="page-link" 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