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program</title> <meta name="description" content="Search results for: learning program"> <meta name="keywords" content="learning program"> <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 class="d-block d-lg-none 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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="learning program"> <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> 10377</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: learning program</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10377</span> The Analysis of a Learning Media Prototype as Web Learning in Distance Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yudi%20Efendi">Yudi Efendi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasanuddin"> Hasanuddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web-based learning program is the complementary of Printed Teaching Material (BMP) that serves and helps students clarify the parts that require additional explanation or illustration. This research attempts to analyze a prototype of web-based learning program. A prototype of web-based learning program which is interactive is completed with exercises and formative tests. Using qualitative descriptive method, the research presents the analysis from the content expert and media expert. Besides, the interviews from tutors of Political and Social Sciences will be presented. The research also analyzes questionnaires from the students of English and literature program in Jakarta. The questionnaire deals with the display of the content, the audio video, the usability, and the navigation. In the long run, it is expected that the program could be recommended to use by the university as an ideal program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=web%20learning" title="web learning">web learning</a>, <a href="https://publications.waset.org/abstracts/search?q=prototype" title=" prototype"> prototype</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20expert" title=" content expert"> content expert</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20expert" title=" media expert"> media expert</a> </p> <a href="https://publications.waset.org/abstracts/41081/the-analysis-of-a-learning-media-prototype-as-web-learning-in-distance-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41081.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">247</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">10376</span> The Effect of an e-Learning Program of Basic Cardiopulmonary Resuscitation for Students of an Emergency Medical Technician Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Itsaree%20Padphai">Itsaree Padphai</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiranan%20Pakpeian"> Jiranan Pakpeian</a>, <a href="https://publications.waset.org/abstracts/search?q=Suksun%20Niponchai"> Suksun Niponchai </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a descriptive research which aims to: 1) Compare the difference of knowledge before and after using the e-Learning program entitled “Basic Cardiopulmonary Resuscitation for Students in an Emergency Medical Technician Diploma Program”, and 2) Assess the students’ satisfaction after using the said program. This research is a kind of teaching and learning management supplemented with the e-Learning system; therefore, the purposively selected samples are 44 first-year and class-16 students of an emergency medical technician diploma program who attend the class in a second semester of academic year 2012 in Sirindhorn College of Public Health, Khon Kaen province. The research tools include 1) the questionnaire for general information of the respondents, 2) the knowledge tests before and after using the e-Learning program, and 3) an assessment of satisfaction in using the e-Learning program. The statistics used in data analysis percentage, include mean, standard deviation, and inferential statistics: paired t-test. 1. The general information of the respondents was mostly 37 females representing 84.09 percent. The average age was 19.5 years (standard deviation was 0.81), the maximum age was 21 years, and the minimum age was 19 years respectively. Students (35 subjects) admitted that they preferred the methods of teaching and learning by using the e-Learning systems. This was totally 79.95 percent. 2. A comparison on the difference of knowledge before and after using the e-Learning program showed that the mean before an application was 6.64 (standard deviation was 1.94) and after was 18.84 (standard deviation 1.03), which was higher than the knowledge of students before using the e-Learning program with the statistical significance (P value < 0.001). 3. For the satisfaction after using the e-Learning program, it was found that students’ satisfaction was at a very good level with the mean of 4.93 (standard deviation was 0.11). <p class="card-text"><strong>Keywords:</strong> <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=cardiopulmonary%20resuscitation" title=" cardiopulmonary resuscitation"> cardiopulmonary resuscitation</a>, <a href="https://publications.waset.org/abstracts/search?q=diploma%20program" title=" diploma program"> diploma program</a>, <a href="https://publications.waset.org/abstracts/search?q=Khon%20Kaen%20Province" title=" Khon Kaen Province"> Khon Kaen Province</a> </p> <a href="https://publications.waset.org/abstracts/2035/the-effect-of-an-e-learning-program-of-basic-cardiopulmonary-resuscitation-for-students-of-an-emergency-medical-technician-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2035.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">401</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">10375</span> A Program Based on Artistic and Musical Activities to Acquire Some Educational Concepts for Children with Learning Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/abstracts/search?q=Huda%20Mazeed"> Huda Mazeed</a>, <a href="https://publications.waset.org/abstracts/search?q=Eman%20Saad"> Eman Saad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to identify the extent of the effectiveness of the artistic formation program using some types of pastes to reduce the hyperactivity of the kindergarten child. The researcher has discussed the effectiveness of the artistic program using some types of pastes in reducing the hyperactivity of the kindergarten child. The research sample included 120 children of ages between 5 to 6 years old from the five schools for special needs section learning disability, Cairo Province. The study used the empirical like curriculum which depends on designing one group using the before and after application measurement for the group to validate the fidelity of both the hypothesis and the effectiveness of the program. The variables of the study were specified as follows; artistic formation program using paper Mache as an independent variable and its effect on skills of kindergarten child with learning disabilities as a subsequent variable. The researchers depended on applying a group of artistic formation program using pulp melding skills for kindergarten children with learning disabilities. The tools of the study, designed by the researcher, included: recording card used for recording the Effective program using pulp molding skills for kindergarten children with learning disabilities during practicing the artistic formation activity. In additional, there was a program using pulp molding skills for kindergarten children with learning disabilities. The results proved the effectiveness of the program using pulp molding skills for kindergarten children with learning disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artistic%20program" title="artistic program">artistic program</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20skills" title=" developing skills"> developing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a> </p> <a href="https://publications.waset.org/abstracts/138898/a-program-based-on-artistic-and-musical-activities-to-acquire-some-educational-concepts-for-children-with-learning-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138898.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">160</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">10374</span> Evaluating the Effectiveness of the Use of Scharmer’s Theory-U Model in Action-Learning-Based Leadership Development Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Donald%20C.%20Lantu">Donald C. Lantu</a>, <a href="https://publications.waset.org/abstracts/search?q=Henndy%20Ginting"> Henndy Ginting</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Yorga%20Permana"> M. Yorga Permana</a>, <a href="https://publications.waset.org/abstracts/search?q=Dany%20M.%20A.%20Ramdlany"> Dany M. A. Ramdlany</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We constructed a training program for top-talents of a Bank with Scharmer Theory-U as the model. In this training program, we implemented the action learning perspective, as it is claimed to be the most effective one currently available. In the process, participants were encouraged to be more involved, especially compared to traditional lecturing. The goal of this study is to assess the effectiveness of this particular training. The program consists of six days non-residential workshop within two months. Between each workshop, the participants were involved in the works of action learning group. They were challenged by dealing with the real problem related to their tasks at work. The participants of the program were 30 best talents who were chosen according to their yearly performance. Using paired difference statistical test in the behavioral assessment, we found that the training was not effective to increase participants’ leadership competencies. For the future development program, we suggested to modify the goals of the program toward the next stage of development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20learning" title="action learning">action learning</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior" title=" behavior"> behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20development" title=" leadership development"> leadership development</a>, <a href="https://publications.waset.org/abstracts/search?q=Theory-U" title=" Theory-U"> Theory-U</a> </p> <a href="https://publications.waset.org/abstracts/90693/evaluating-the-effectiveness-of-the-use-of-scharmers-theory-u-model-in-action-learning-based-leadership-development-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90693.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">196</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">10373</span> Teachers’ and Students’ Reactions to a Guided Reading Program Designed by a Teachers’ Professional Learning Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yea-Mei%20Leou">Yea-Mei Leou</a>, <a href="https://publications.waset.org/abstracts/search?q=Shiu-Hsung%20Huang"> Shiu-Hsung Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20C.%20Shen"> T. C. Shen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chin-Ya%20Fang"> Chin-Ya Fang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this study were to explore how to establish a professional learning community for English teachers at a junior high school, and to explore how teachers and students think about the guided reading program. The participants were three experienced English teachers and their ESL seventh-grade students from three classes in a junior high school. Leveled picture books and worksheets were used in the program. Questionnaires and interviews were used for gathering information. The findings were as follows: First, most students enjoyed this guided reading program. Second, the teachers thought the guided reading program was helpful to students’ learning and the discussions in the professional learning community refreshed their ideas, but the preparation for the teaching was time-consuming. Suggestions based on the findings were provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20students" title="ESL students">ESL students</a>, <a href="https://publications.waset.org/abstracts/search?q=guided%20reading" title=" guided reading"> guided reading</a>, <a href="https://publications.waset.org/abstracts/search?q=leveled%20books" title=" leveled books"> leveled books</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20learning%20community" title=" professional learning community"> professional learning community</a> </p> <a href="https://publications.waset.org/abstracts/6750/teachers-and-students-reactions-to-a-guided-reading-program-designed-by-a-teachers-professional-learning-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6750.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">377</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">10372</span> Impact of Overall Teaching Program of Anatomy in Learning: A Students Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mamatha%20Hosapatna">Mamatha Hosapatna</a>, <a href="https://publications.waset.org/abstracts/search?q=Anne%20D.%20Souza"> Anne D. Souza</a>, <a href="https://publications.waset.org/abstracts/search?q=Antony%20Sylvan%20Dsouza"> Antony Sylvan Dsouza</a>, <a href="https://publications.waset.org/abstracts/search?q=Vrinda%20Hari%20Ankolekar"> Vrinda Hari Ankolekar </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our study intends to know the effect of the overall teaching program of Anatomy on a students learning. The advancement of various teaching methodologies in the present era has led to progressive changes in education. A student should be able to correlate well between the theory and practical knowledge attained even in the early years of their education in medicine and should be able to implement the same in patient care. The present study therefore aims to assess the impact the current anatomy teaching program has on a students learning and to what extent is it successful in making the learning program effective. Specific objectives of our study to assess the impact of overall teaching program of Anatomy in a students’ learning. Description of process proposed: A questionnaire will be constructed and the students will be asked to put forth their views regarding the Anatomy teaching program and its method of assessment. Suggestions, if any will also be encouraged to be put forth. Type of study is cross sectional observations. Target population is the first year MBBS students and sample size is 250. Assessment plan is to obtaining students responses using questionnaire. Calculating percentages of the responses obtained. Tabulation of the results will be done. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anatomy" title="anatomy">anatomy</a>, <a href="https://publications.waset.org/abstracts/search?q=observational%20study%20questionnaire" title=" observational study questionnaire"> observational study questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=observational%20study" title=" observational study"> observational study</a>, <a href="https://publications.waset.org/abstracts/search?q=M.B.B.S%20students" title=" M.B.B.S students "> M.B.B.S students </a> </p> <a href="https://publications.waset.org/abstracts/35049/impact-of-overall-teaching-program-of-anatomy-in-learning-a-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35049.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">501</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">10371</span> Student Learning and Motivation in an Interculturally Inclusive Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20H.%20Westover">Jonathan H. Westover</a>, <a href="https://publications.waset.org/abstracts/search?q=Jacque%20P.%20Westover"> Jacque P. Westover</a>, <a href="https://publications.waset.org/abstracts/search?q=Maureen%20S.%20Andrade"> Maureen S. Andrade</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though learning theories vary in complexity and usefulness, a thorough understanding of foundational learning theories is a necessity in today’s educational environment. Additionally, learning theories lead to approaches in instruction that can affect student motivation and learning. The combination of a learning theory and elements to enhance student motivation can create a learning context where the student can thrive in their educational pursuits. This paper will provide an overview of three main learning theories: (1) Behavioral Theory, (2) Cognitive Theory, and (3) Constructivist Theory and explore their connection to elements of student learning motivation. Finally, we apply these learning theories and elements of student motivation to the following two context: (1) The FastStart Program at the Community College of Denver, and (2) An Online Academic English Language Course. We discussed potential of the program and course to have success in increasing student success outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20theory" title="learning theory">learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20motivation" title=" student motivation"> student motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20pedagogy" title=" inclusive pedagogy"> inclusive pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20education" title=" developmental education"> developmental education</a> </p> <a href="https://publications.waset.org/abstracts/145152/student-learning-and-motivation-in-an-interculturally-inclusive-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145152.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">258</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">10370</span> Foreign Language Reading Comprehenmsion and the Linguistic Intervention Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Hvozd%C3%ADkov%C3%A1">Silvia Hvozdíková</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20Stranovsk%C3%A1"> Eva Stranovská</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the article is to discuss the results of the research conducted during the period of two semesters paying attention to selected factors of foreign language reading comprehension through the means of Linguistic Intervention Program. The Linguistic Intervention Program was designed for the purpose of the current research. It refers to such method of foreign language teaching which emphasized active social learning, creative drama strategies, self-directed learning. The research sample consisted of 360 respondents, foreign language learners ranging from 13 – 17 years of age. Specifically designed questionnaire and a standardized foreign language reading comprehension tests were applied to serve the purpose. The outcomes of the research recorded significant results towards significant relationship between selected elements of the Linguistic Intervention Program and the academic achievements in the factors of reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title="foreign language learning">foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20intervention%20program" title=" linguistic intervention program"> linguistic intervention program</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a> </p> <a href="https://publications.waset.org/abstracts/122732/foreign-language-reading-comprehenmsion-and-the-linguistic-intervention-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122732.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">119</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">10369</span> The Influence of Guided and Independent Training Toward Teachers’ Competence to Plan Early Childhood Education Learning Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Hartati">Sofia Hartati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is aimed at describing training in early childhood education program empirically, describing teachers ability to plan lessons empirically, and acquiring empirical data as well as analyzing the influence of guided and independent training toward teachers competence in planning early childhood learning program. The method used is an experiment. It collected data with a population of 76 early childhood educators in Tunjung Teja Sub District area through random sampling technique and grouped into two namely 38 people in an experiment class and 38 people in a controlled class. The technique used for data collections is a test. The result of the research shows that there is a significant influence between training for guided educators toward Teachers Ability toward Planning Early Childhood Learning Program. Guided training has been proven to improve the ability to comprehend planning a learning program. The ability to comprehend planning a learning program owned by teachers of early childhood program comprises of 1) determining the characteristics and competence of students prior to learning; 2) formulating the objective of the learning; 3) selecting materials and its sequences; 4) selecting teaching methods; 5) determining the means or learning media; 6) selecting evaluation strategy as a part of teachers pedagogic competence. The result of this research describes a difference in the competence level of teachers who have joined guided training which is relatively higher than the teachers who joined the independent training. Guided training is one of an effective way to improve the knowledge and competence of early childhood educators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competence" title="competence">competence</a>, <a href="https://publications.waset.org/abstracts/search?q=planning" title=" planning"> planning</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a> </p> <a href="https://publications.waset.org/abstracts/44975/the-influence-of-guided-and-independent-training-toward-teachers-competence-to-plan-early-childhood-education-learning-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44975.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">265</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">10368</span> Program Level Learning Outcomes in Music and Technology: Toward Improved Assessment and Better Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susan%20Lewis">Susan Lewis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The assessment of learning outcomes at the program level has attracted much international interest from the perspectives of quality assurance and ongoing curricular redesign and renewal. This paper examines program-level learning outcomes in the field of music and technology, an area of study that has seen an explosion in program development over the past fifteen years. The Audio Engineering Society (AES) maintains an online directory of educational institutions worldwide, yielding the most comprehensive inventory of programs and courses in music and technology. The inventory includes courses, programs, and degrees in music and technology, music and computer science, music production, and the music industry. This paper focuses on published student learning outcomes for undergraduate degrees in music and technology and analyses commonalities at institutions in North America, the United Kingdom, and Europe. The results of a survey of student learning outcomes at twenty institutions indicates a focus on three distinct student learning outcomes: (1) cross-disciplinary knowledge in the fields of music and technology; (2) the practical application of training through the professional industry; and (3) the acquisition of skills in communication and collaboration. The paper then analyses assessment mechanisms for tracking student learning and achievement of learning outcomes at these institutions. The results indicate highly variable assessment practices. Conclusions offer recommendations for enhancing assessment techniques and better communicating learning outcomes to students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title="quality assurance">quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%3B%20learning%20outcomes" title=" student learning; learning outcomes"> student learning; learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20and%20technology" title=" music and technology"> music and technology</a> </p> <a href="https://publications.waset.org/abstracts/122231/program-level-learning-outcomes-in-music-and-technology-toward-improved-assessment-and-better-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122231.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">10367</span> The Impact of Training Method on Programming Learning Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chechen%20Liao">Chechen Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Chin%20Yi%20Yang"> Chin Yi Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although several factors that affect learning to program have been identified over the years, there continues to be no indication of any consensus in understanding why some students learn to program easily and quickly while others have difficulty. Seldom have researchers considered the problem of how to help the students enhance the programming learning outcome. The research had been conducted at a high school in Taiwan. Students participating in the study consist of 330 tenth grade students enrolled in the Basic Computer Concepts course with the same instructor. Two types of training methods-instruction-oriented and exploration-oriented were conducted. The result of this research shows that the instruction-oriented training method has better learning performance than exploration-oriented training method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20performance" title="learning performance">learning performance</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20learning" title=" programming learning"> programming learning</a>, <a href="https://publications.waset.org/abstracts/search?q=TDD" title=" TDD"> TDD</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20method" title=" training method"> training method</a> </p> <a href="https://publications.waset.org/abstracts/10123/the-impact-of-training-method-on-programming-learning-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10123.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">428</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">10366</span> ROOP: Translating Sequential Code Fragments to Distributed Code Fragments Using Deep Reinforcement Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arun%20Sanjel">Arun Sanjel</a>, <a href="https://publications.waset.org/abstracts/search?q=Greg%20Speegle"> Greg Speegle</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every second, massive amounts of data are generated, and Data Intensive Scalable Computing (DISC) frameworks have evolved into effective tools for analyzing such massive amounts of data. Since the underlying architecture of these distributed computing platforms is often new to users, building a DISC application can often be time-consuming and prone to errors. The automated conversion of a sequential program to a DISC program will consequently significantly improve productivity. However, synthesizing a user’s intended program from an input specification is complex, with several important applications, such as distributed program synthesizing and code refactoring. Existing works such as Tyro and Casper rely entirely on deductive synthesis techniques or similar program synthesis approaches. Our approach is to develop a data-driven synthesis technique to identify sequential components and translate them to equivalent distributed operations. We emphasize using reinforcement learning and unit testing as feedback mechanisms to achieve our objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=program%20synthesis" title="program synthesis">program synthesis</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20computing" title=" distributed computing"> distributed computing</a>, <a href="https://publications.waset.org/abstracts/search?q=reinforcement%20learning" title=" reinforcement learning"> reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=unit%20testing" title=" unit testing"> unit testing</a>, <a href="https://publications.waset.org/abstracts/search?q=DISC" title=" DISC"> DISC</a> </p> <a href="https://publications.waset.org/abstracts/158356/roop-translating-sequential-code-fragments-to-distributed-code-fragments-using-deep-reinforcement-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158356.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">10365</span> A Curricular Approach to Organizational Mentoring Programs: The Integrated Mentoring Curriculum Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Webb">Christopher Webb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work presents a new model of mentoring in an organizational environment and has important implications for both practice and research, the model frames the organizational environment as organizational curriculum, which includes the elements that affect learning within the organization. This includes the organizational structure and culture, roles within the organization, and accessibility of knowledge. The program curriculum includes the elements of the mentoring program, including materials, training, and scheduled events for the program participants. The term dyadic curriculum is coined in this work. The dyadic curriculum describes the participation, behavior, and identities of the pairs participating in mentorships. This also includes the identity work of the participants and their views of each other. Much of this curriculum is unprescribed and is unique within each dyad. It describes how participants mediate the elements of organizational and program curricula. These three curricula interact and affect each other in predictable ways. A detailed example of a mentoring program framed in this model is provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning%20and%20development" title=" organizational learning and development"> organizational learning and development</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a> </p> <a href="https://publications.waset.org/abstracts/138124/a-curricular-approach-to-organizational-mentoring-programs-the-integrated-mentoring-curriculum-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138124.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">203</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">10364</span> Participation in Co-Curricular Activities of Undergraduate Nursing Students Attending the Leadership Promoting Program Based on Self-Directed Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Porntipa%20Taksin">Porntipa Taksin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jutamas%20Wongchan"> Jutamas Wongchan</a>, <a href="https://publications.waset.org/abstracts/search?q=Amornrat%20Karamee"> Amornrat Karamee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The researchers’ experience of student affairs in 2011-2013, we found that few undergraduate nursing students become student association members who participated in co-curricular activities, they have limited skill of self-directed-learning and leadership. We developed “A Leadership Promoting Program” using Self-Directed Learning concept. The program included six activities: 1) Breaking the ice, Decoding time, Creative SMO, Know me-Understand you, Positive thinking, and Creative dialogue, which include four aspects of these activities: decision-making, implementation, benefits, and evaluation. The one-group, pretest-posttest quasi-experimental research was designed to examine the effects of the program on participation in co-curricular activities. Thirty five students participated in the program. All were members of the board of undergraduate nursing student association of Boromarajonani College of Nursing, Chonburi. All subjects completed the questionnaire about participation in the activities at beginning and at the end of the program. Data were analyzed using descriptive statistics and dependent t-test. The results showed that the posttest scores of all four aspects mean were significantly higher than the pretest scores (t=3.30, p<.01). Three aspects had high mean scores, Benefits (Mean = 3.24, S.D. = 0.83), Decision-making (Mean = 3.21, S.D. = 0.59), and Implementation (Mean=3.06, S.D.=0.52). However, scores on evaluation falls in moderate scale (Mean = 2.68, S.D. = 1.13). Therefore, the Leadership Promoting Program based on Self-Directed Learning Approach could be a method to improve students’ participation in co-curricular activities and leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=participation%20in%20co-curricular%20activities" title="participation in co-curricular activities">participation in co-curricular activities</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20nursing%20students" title=" undergraduate nursing students"> undergraduate nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20promoting%20program" title=" leadership promoting program"> leadership promoting program</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a> </p> <a href="https://publications.waset.org/abstracts/49582/participation-in-co-curricular-activities-of-undergraduate-nursing-students-attending-the-leadership-promoting-program-based-on-self-directed-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49582.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">353</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">10363</span> Instructional Coaches' Perceptions of Professional Development: An Exploration of the School-Based Support Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Youmen%20Chaaban">Youmen Chaaban</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdallah%20Abu-Tineh"> Abdallah Abu-Tineh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines the development of a professional development (PD) model for educator growth and learning that is embedded into the school context. The School based Support Program (SBSP), designed for the Qatari context, targets the practices, knowledge, and skills of both school leadership and teachers in an attempt to improve students’ learning outcomes. Key aspects of the model include the development of learning communities among teachers, strong leadership that supports school improvement activities, and the use of research-based PD to improve teacher practices and student achievement. This paper further presents the results of a qualitative study examining the perceptions of nineteen instructional coaches about the strengths of the PD program, the challenges they face in their day-to-day implementation of the program, and their suggestions for the betterment of the program’s implementation and outcomes. Data were collected from the instructional coaches through open-ended surveys followed by focus group interviews. The instructional coaches reported several strengths, which were compatible with the literature on effective PD. However, the challenges they faced were deeply rooted within the structure of the program, in addition to external factors operating at the school and Ministry of Education levels. Thus, a general consensus on the way the program should ultimately develop was reached. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=situated%20professional%20development" title="situated professional development">situated professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20reform" title=" school reform"> school reform</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20coach" title=" instructional coach"> instructional coach</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20based%20support%20program" title=" school based support program"> school based support program</a> </p> <a href="https://publications.waset.org/abstracts/59703/instructional-coaches-perceptions-of-professional-development-an-exploration-of-the-school-based-support-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59703.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">356</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">10362</span> The School Based Support Program: An Evaluation of a Comprehensive School Reform Initiative in the State of Qatar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Abu-Tineh">Abdullah Abu-Tineh</a>, <a href="https://publications.waset.org/abstracts/search?q=Youmen%20Chaaban"> Youmen Chaaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the development of a professional development (PD) model for teacher growth and learning that is embedded into the school context. The School based Support Program (SBSP), designed for the Qatari context, targets the practices, knowledge and skills of both school leadership and teachers in an attempt to improve student learning outcomes. Key aspects of the model include the development of learning communities among teachers, strong leadership that supports school improvement activities, and the use of research-based PD to improve teacher practices and student achievement. This paper further presents findings from an evaluation of this PD program. Based on an adaptation of Guskey’s evaluation of PD models, 100 teachers at the participating schools were selected for classroom observations and 40 took part in in-depth interviews to examine changed classroom practices. The impact of the PD program on student learning was also examined. Teachers’ practices and their students’ achievement in English, Arabic, mathematics and science were measured at the beginning and at the end of the intervention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=initiative" title="initiative">initiative</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20based%20support%20Program%20%28SBSP%29" title=" school based support Program (SBSP)"> school based support Program (SBSP)</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20reform" title=" school reform"> school reform</a> </p> <a href="https://publications.waset.org/abstracts/40262/the-school-based-support-program-an-evaluation-of-a-comprehensive-school-reform-initiative-in-the-state-of-qatar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40262.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">496</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">10361</span> Web-Based Learning in Nursing: The Sample of Delivery Lesson Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Merve%20Kadio%C4%9Flu">Merve Kadioğlu</a>, <a href="https://publications.waset.org/abstracts/search?q=Nevin%20H.%20%C5%9Eahin"> Nevin H. Şahin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: This research is organized to determine the influence of the web-based learning program. The program has been developed to gain information about normal delivery skill that is one of the topics of nursing students who take the woman health and illness. Material and Methods: The methodology of this study was applied as pre-test post-test single-group quasi-experimental. The pilot study consisted of 28 nursing student study groups who agreed to participate in the study. The findings were gathered via web-based technologies: student information form, information evaluation tests, Web Based Training Material Evaluation Scale and web-based learning environment feedback form. In the analysis of the data, the percentage, frequency and Wilcoxon Signed Ranks Test were used. The Web Based Instruction Program was developed in the light of full learning model, Mayer's research-based multimedia development principles and Gagne's Instructional Activities Model. Findings: The average scores of it was determined in accordance with the web-based educational material evaluation scale: ‘Instructional Suitability’ 4.45, ‘Suitability to Educational Program’ 4.48, ‘Visual Adequacy’ 4.53, ‘Programming Eligibility / Technical Adequacy’ 4.00. Also, the participants mentioned that the program is successful and useful. A significant difference was found between the pre-test and post-test results of the seven modules (p < 0.05). Results: According to pilot study data, the program was rated ‘very good’ by the study group. It was also found to be effective in increasing knowledge about normal labor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=normal%20delivery" title="normal delivery">normal delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=web-based%20learning" title=" web-based learning"> web-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/71647/web-based-learning-in-nursing-the-sample-of-delivery-lesson-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71647.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">178</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">10360</span> A Systematic Review on Lifelong Learning Programs for Community-Dwelling Older Adults </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xi%20Vivien%20Wu">Xi Vivien Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Emily%20Neo%20Kim%20Ang"> Emily Neo Kim Ang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi%20Jung%20Tung"> Yi Jung Tung</a>, <a href="https://publications.waset.org/abstracts/search?q=Wenru%20Wang"> Wenru Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Objective: The increase in life expectancy and emphasis on self-reliance for the older adults are global phenomena. As such, lifelong learning in the community is considered a viable means of promoting successful and active aging. This systematic review aims to examine various lifelong learning programs for community-dwelling older adults and to synthesize the contents and outcomes of these lifelong learning programs. Methods: A systematic search was conducted in July to December 2016. Two reviewers were engaged in the process to ensure creditability of the selection process. Narrative description and analysis were applied with the support of a tabulation of key data including study design, interventions, and outcomes. Results: Eleven articles, which consisted of five randomized controlled trials and six quasi-experimental studies, were included in this review. Interventions included e-health literacy programs with the aid of computers and the Internet (n=4), computer and Internet training (n=3), physical fitness programs (n=2), music program (n=1), and intergenerational program (n=1). All studies used objective measurement tools to evaluate the outcomes of the study. Conclusion: The systematic review indicated lifelong learning programs resulted in positive outcomes in terms of physical health, mental health, social behavior, social support, self-efficacy and confidence in computer usage, and increased e-health literacy efficacy. However, the lifelong learning programs face challenges such as funding shortages, program cuts, and increasing costs. A comprehensive lifelong learning program could be developed to enhance the well-being of the older adults at a more holistic level. Empirical research can be done to explore the effectiveness of this comprehensive lifelong learning program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community-dwelling%20older%20adults" title="community-dwelling older adults">community-dwelling older adults</a>, <a href="https://publications.waset.org/abstracts/search?q=e-health%20literacy%20program" title=" e-health literacy program"> e-health literacy program</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning%20program" title=" lifelong learning program"> lifelong learning program</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20wellbeing%20of%20the%20older%20adults" title=" the wellbeing of the older adults"> the wellbeing of the older adults</a> </p> <a href="https://publications.waset.org/abstracts/88982/a-systematic-review-on-lifelong-learning-programs-for-community-dwelling-older-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88982.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">165</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">10359</span> Second Language Skill through M-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Subramaniam%20Chandran">Subramaniam Chandran</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Geetha"> A. Geetha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses three issues: how to prepare the instructional design for imparting English language skill from inter-disciplinary self-learning material; how the disadvantaged students are benefited from such kind of language skill imparted through m-learning; and how do m-learners perform better than the other learners. This paper examines these issues through an experimental study conducted among the distance learners enrolled in a preparatory program for bachelor’s degree. This program is designed for the disadvantaged learners especially for the school drop-outs to qualify to pursue graduate program through distant education. It also explains how mobile learning helps them to enhance their capacity in learning despite their rural background and other disadvantages. In India, nearly half of the students enrolled in schools do not complete their study. The pursuance of higher education is very low when compared with developed countries. This study finds a significant increase in their learning capacity and mobile learning seems to be a viable alternative where the conventional system could not reach the disadvantaged learners. Improving the English language skill is one of the reasons for such kind of performance. Exercises framed from the relevant self-learning material for enhancing English language skill not only improves language skill but also widens the subject-knowledge. This paper explains these issues out of the study conducted among the disadvantaged learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20skill" title="English language skill">English language skill</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20learners" title=" disadvantaged learners"> disadvantaged learners</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=m-learning" title=" m-learning"> m-learning</a> </p> <a href="https://publications.waset.org/abstracts/24313/second-language-skill-through-m-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24313.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">426</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">10358</span> Enhancement of Higher Order Thinking Skills among Teacher Trainers by Fun Game Learning Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malathi%20Balakrishnan">Malathi Balakrishnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Gananathan%20M.%20Nadarajah"> Gananathan M. Nadarajah</a>, <a href="https://publications.waset.org/abstracts/search?q=Saraswathy%20Vellasamy"> Saraswathy Vellasamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Evelyn%20Gnanam%20William%20George"> Evelyn Gnanam William George</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to explore how the fun game-learning approach enhances teacher trainers’ higher order thinking skills. Two-day fun filled fun game learning-approach was introduced to teacher trainers as a Continuous Professional Development Program (CPD). 26 teacher trainers participated in this Transformation of Teaching and Learning Fun Way Program, organized by Institute of Teacher Education Malaysia. Qualitative research technique was adopted as the researchers observed the participants’ higher order thinking skills developed during the program. Data were collected from observational checklist; interview transcriptions of four participants and participants’ reflection notes. All the data were later analyzed with NVivo data analysis process. The finding of this study presented five main themes, which are critical thinking, hands on activities, creating, application and use of technology. The studies showed that the teacher trainers’ higher order thinking skills were enhanced after the two-day CPD program. Therefore, Institute of Teacher Education will have more success using the fun way game-learning approach to develop higher order thinking skills among its teacher trainers who can implement these skills to their trainee teachers in future. This study also added knowledge to Constructivism learning theory, which will further highlight the prominence of the fun way learning approach to enhance higher order thinking skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivism" title="constructivism">constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=game-learning%20approach" title=" game-learning approach"> game-learning approach</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20order%20thinking%20skill" title=" higher order thinking skill"> higher order thinking skill</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20trainer" title=" teacher trainer"> teacher trainer</a> </p> <a href="https://publications.waset.org/abstracts/54827/enhancement-of-higher-order-thinking-skills-among-teacher-trainers-by-fun-game-learning-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54827.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">295</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">10357</span> Imparting Second Language Skill through M-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Subramaniam%20Chandran">Subramaniam Chandran</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Geetha"> A. Geetha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper addresses three issues: how to prepare instructional design for imparting English language skill from inter-disciplinary self-learning material; how the disadvantaged students are benefited from such kind of language skill imparted through m-learning; and how do the m-learners perform better than the other learners. This paper examines these issues through an experimental study conducted among the distance learners enrolled in preparatory program for bachelor’s degree. This program is designed for the disadvantage learners especially for the school drop-outs to qualify to pursue graduate program through distant education. It also explains how mobile learning helps them to enhance their capacity in learning despite their rural background and other disadvantages. In India nearly half of the students enrolled in schools do not complete their study. The pursuance of higher education is very low when compared with developed countries. This study finds a significant increase in their learning capacity and mobile learning seems to be a viable alternative where conventional system could not reach the disadvantaged learners. Improving the English language skill is one of the reasons for such kind of performance. Exercises framed from the relevant self-learning material for enhancing English language skill not only improves language skill but also widens the subject-knowledge. This paper explains these issues out of the study conducted among the disadvantaged learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20skill" title="English language skill">English language skill</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20learners" title=" disadvantaged learners"> disadvantaged learners</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=m-learning" title=" m-learning"> m-learning</a> </p> <a href="https://publications.waset.org/abstracts/20792/imparting-second-language-skill-through-m-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20792.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">669</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">10356</span> 'English in Tourism' in the Project 'English for Community'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Duc%20An">Nguyen Duc An</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To the movement towards learning community, creating friendly, positive and appropriate learning environments which best suit the local features is the most salient and decisive factor of the development and success of that learning society. With the aim at building such an English language learning community for the inhabitants in Moc Chau - the national tourist zone, Tay Bac University has successfully designed and deployed the program ‘English in Tourism’ in the project ‘English for Community’. With the strong attachment to the local reality and close knit to the certain communicative situations, this program which was carefully designed and compiled with interesting and practical activities, has greatly helped the locals confidently introduce and popularize the natural beauty, unique culture and specific characteristics of Moc Chau to the foreign tourists; in addition, reinforce awareness of the native culture of the local people as well as improve the professional development in tourism and service. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20for%20community" title="English for community">English for community</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20society" title=" learning society"> learning society</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20community" title=" learning community"> learning community</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20in%20tourism" title=" English in tourism"> English in tourism</a> </p> <a href="https://publications.waset.org/abstracts/38401/english-in-tourism-in-the-project-english-for-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38401.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">371</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">10355</span> An iTunes U App for Development of Metacognition Skills Delivered in the Enrichment Program Offered to Gifted Students at the Secondary Level </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maha%20Awad%20M.%20Almuttairi">Maha Awad M. Almuttairi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed to measure the impact of the use of a mobile learning (iTunes U) app for the development of metacognition skills delivered in the enrichment program offered to gifted students at the secondary level in Jeddah. The author targeted a group of students on an experimental scale to evaluate the achievement. The research sample consisted of a group of 38 gifted female students. The scale of evaluation of the metacognition skills used to measure the performance of students in the enrichment program was as follows: Satisfaction scale for the assessment of the technique used and the final product form after completion of the program. Appropriate statistical treatment used includes Paired Samples T-Test Cronbach’s alpha formula and eta squared formula. It was concluded in the results the difference of α≤ 0.05, which means the performance of students in the skills of metacognition in favor of using iTunes U. In light of the conclusion of the experiment, a number of recommendations and suggestions were present; the most important benefit of mobile learning applications is to provide enrichment programs for gifted students in the Kingdom of Saudi Arabia, as well as conducting further research on mobile learning and gifted student teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=enrichment%20program" title="enrichment program">enrichment program</a>, <a href="https://publications.waset.org/abstracts/search?q=gifted%20students" title=" gifted students"> gifted students</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition%20skills" title=" metacognition skills"> metacognition skills</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/112186/an-itunes-u-app-for-development-of-metacognition-skills-delivered-in-the-enrichment-program-offered-to-gifted-students-at-the-secondary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112186.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">119</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">10354</span> Tips for Effective Intercultural Collaboration on the Evaluation of an International Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Athanase%20Gahungu">Athanase Gahungu</a>, <a href="https://publications.waset.org/abstracts/search?q=Karen%20Freeman"> Karen Freeman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Different groups of stakeholders expect the evaluation of an international, grant-funded program to inform them of the worth of the program - the funder, the agency operating the program and its community, and the citizens of the country where the program is implemented. This paper summarizes the challenges that intercultural teams of researchers faced as they crisscrossed a host country while evaluating a teaching and learning materials program, and offers useful tips for effective collaboration. Firstly, was recommended that the teams be representative of the cultures involved, and have the required research and program evaluation skills. Secondly, cultures involved must consistently establish and maintain a shared performance system. Thirdly, successful team members must be self-aware, inter-culturally knowledgeable, not just in communication, but in conceptualizing the political and social context of international grant-funded projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=program%20evaluation" title="program evaluation">program evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20collaboration" title=" international collaboration"> international collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural" title=" intercultural"> intercultural</a>, <a href="https://publications.waset.org/abstracts/search?q=shared%20performance" title=" shared performance"> shared performance</a> </p> <a href="https://publications.waset.org/abstracts/29109/tips-for-effective-intercultural-collaboration-on-the-evaluation-of-an-international-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29109.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">539</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">10353</span> Teachers’ Stress as a Moderator of the Impact of POMPedaSens on Preschool Children’s Social-Emotional Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Zarra-Nezhad">Maryam Zarra-Nezhad</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Moazami-Goodarzi"> Ali Moazami-Goodarzi</a>, <a href="https://publications.waset.org/abstracts/search?q=Joona%20Muotka"> Joona Muotka</a>, <a href="https://publications.waset.org/abstracts/search?q=Nina%20Sajaniemi"> Nina Sajaniemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the extent to which the impact of a universal intervention program, i.e., POMPedaSens, on children’s early social-emotional learning (SEL) is different depending on early childhood education (ECE) teaches stress at work. The POMPedaSens program aims to promote children’s (5–6-year-olds) SEL by supporting ECE teachers’ engagement and emotional availability. The intervention effectiveness has been monitored using an 8-month randomized controlled trial design with an intervention (IG; 26 teachers and 195 children) and a waiting control group (CG; 36 teachers and 198 children) that provided the data before and after the program implementation. The ECE teachers in the IG are trained to implement the intervention program in their early childhood education and care groups. Latent change score analysis suggests that the program increases children’s prosocial behavior in the IG when teachers show a low level of stress. No significant results were found for the IG regarding a change in antisocial behavior. However, when teachers showed a high level of stress, an increase in prosocial behavior and a decrease in antisocial behavior were only found for children in the CG. The results suggest a promising application of the POMPedaSens program for promoting prosocial behavior in early childhood when teachers have low stress. The intervention will likely need a longer time to display the moderating effect of ECE teachers’ well-being on children’s antisocial behavior change. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title="early childhood">early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=social-emotional%20learning" title=" social-emotional learning"> social-emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20intervention%20program" title=" universal intervention program"> universal intervention program</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20stress" title=" teachers' stress"> teachers' stress</a> </p> <a href="https://publications.waset.org/abstracts/163180/teachers-stress-as-a-moderator-of-the-impact-of-pompedasens-on-preschool-childrens-social-emotional-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163180.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">89</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">10352</span> Dialogue Journals as an EFL Learning Strategy in the Preparatory Year Program: Learners' Attitudes and Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asma%20Alyahya">Asma Alyahya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study attempts to elicit the perceptions and attitudes of EFL learners of the Preparatory Year Program at KSU towards dialogue journal writing as an EFL learning strategy. The descriptive research design used incorporated both qualitative and quantitative instruments to accomplish the objectives of the study. A learners’ attitude questionnaire and follow-up interviews with learners from a randomly selected representative sample of the participants were employed. The participants were 55 female Saudi university students in the Preparatory Year Program at King Saud University. The analysis of the results indicated that the PYP learners had highly positive attitudes towards dialogue journal writing in their EFL classes and positive perceptions of the benefits of the use of dialogue journal writing as an EFL learning strategy. The results also revealed that dialogue journals are considered an effective EFL learning strategy since they fulfill various needs for both learners and instructors. Interestingly, the analysis of the results also revealed that Saudi university level students tend to write about personal topics in their dialogue journals more than academic ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue%20journals" title="dialogue journals">dialogue journals</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategy" title=" learning strategy"> learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/19954/dialogue-journals-as-an-efl-learning-strategy-in-the-preparatory-year-program-learners-attitudes-and-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19954.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">459</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">10351</span> A Holistic Conceptual Measurement Framework for Assessing the Effectiveness and Viability of an Academic Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Munir%20Majdalawieh">Munir Majdalawieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Adam%20Marks"> Adam Marks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s very competitive higher education industry (HEI), HEIs are faced with the primary concern of developing, deploying, and sustaining high quality academic programs. Today, the HEI has well-established accreditation systems endorsed by a country’s legislation and institutions. The accreditation system is an educational pathway focused on the criteria and processes for evaluating educational programs. Although many aspects of the accreditation process highlight both the past and the present (prove), the “program review” assessment is "forward-looking assessment" (improve) and thus transforms the process into a continuing assessment activity rather than a periodic event. The purpose of this study is to propose a conceptual measurement framework for program review to be used by HEIs to undertake a robust and targeted approach to proactively and continuously review their academic programs to evaluate its practicality and effectiveness as well as to improve the education of the students. The proposed framework consists of two main components: program review principles and the program review measurement matrix. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20program" title="academic program">academic program</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20review%20principles" title=" program review principles"> program review principles</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=accreditation" title=" accreditation"> accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=review%20measurement%20matrix" title=" review measurement matrix"> review measurement matrix</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20review%20process" title=" program review process"> program review process</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technologies%20supporting%20learning" title=" information technologies supporting learning"> information technologies supporting learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%2Fteaching%20methodologies%20and%20assessment" title=" learning/teaching methodologies and assessment"> learning/teaching methodologies and assessment</a> </p> <a href="https://publications.waset.org/abstracts/79878/a-holistic-conceptual-measurement-framework-for-assessing-the-effectiveness-and-viability-of-an-academic-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79878.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">10350</span> Assessment of Master's Program in Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Niaz%20Latif">Niaz Latif</a>, <a href="https://publications.waset.org/abstracts/search?q=Joy%20L.%20Colwell"> Joy L. Colwell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Following implementation of a master’s level graduate degree program in technology, a research-based assessment of the program was undertaken to determine how well the program met its goals and objectives, and the impact of the degree program on the objectives and the needs of its graduates. Upon review of the survey data, it was concluded that the program was meeting its goals and objectives and that the directed project option should be encouraged. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=master%E2%80%99s%20degree" title="master’s degree">master’s degree</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20program" title=" graduate program"> graduate program</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=master%27s%20program%20in%20technology" title=" master's program in technology "> master's program in technology </a> </p> <a href="https://publications.waset.org/abstracts/12119/assessment-of-masters-program-in-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12119.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">410</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">10349</span> Implementing Service Learning in the Health Education Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20Butler">Karen Butler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Johnson C. Smith University, one of the nation’s oldest Historically Black Colleges and Universities, has a strong history of service learning and community service. We first integrated service learning and peer education into health education courses in the spring of 2000. Students enrolled in the classes served as peer educators for the semester. Since then, the program has evolved and expanded but remains an integral part of several courses. The purpose of this session is to describe our program in terms of development, successes, and obstacles, and feedback received. A detailed description of the service learning component in HED 235: Drugs and Drug Education and HED 337: Environmental Health will be provided. These classes are required of our Community Health majors but are also popular electives for students in other disciplines. Three sources of student feedback were used to evaluate and continually modify the component: the SIR II course evaluation, service learning reflection papers, and focus group interviews. Student feedback has been largely positive. When criticism was given, it was thoughtful and constructive – given in the spirit of making it better for the next group. Students consistently agreed that the service learning program increased their awareness of pertinent health issues; that both the service providers and service recipients benefited from the project; and that the goals/issues targeted by the service learning component fit the objectives of the course. Also, evidence of curriculum and learning enhancement was found in the reflection papers and focus group sessions. Service learning sets up a win-win situation. It provides a way to respond to campus and community health needs while enhancing the curriculum, as students learn more by doing things that benefit the health and wellness of others. Service learning is suitable for any health education course and any target audience would welcome the effort. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=black%20colleges" title="black colleges">black colleges</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20health" title=" community health"> community health</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20education" title=" health education"> health education</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20learning" title=" service learning"> service learning</a> </p> <a href="https://publications.waset.org/abstracts/59328/implementing-service-learning-in-the-health-education-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59328.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">342</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">10348</span> The Practice of Teaching Chemistry by the Application of Online Tests</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nikolina%20Ribari%C4%87">Nikolina Ribarić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning is most commonly defined as a set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration, that enable access to instructional content through a variety of electronic media. The main goal of an e-learning system is learning, and the way to evaluate the impact of an e-learning system is by examining whether students learn effectively with the help of that system. Testmoz is a program for online preparation of knowledge evaluation assignments. The program provides teachers with computer support during the design of assignments and evaluating them. Students can review and solve assignments and also check the correctness of their solutions. Research into the increase of motivation by the practice of providing teaching content by applying online tests prepared in the Testmoz program was carried out with students of the 8th grade of Ljubo Babić Primary School in Jastrebarsko. The students took the tests in their free time, from home, for an unlimited number of times. SPSS was used to process the data obtained by the research instruments. The results of the research showed that students preferred to practice teaching content and achieved better educational results in chemistry when they had access to online tests for repetition and practicing in relation to subject content which was checked after repetition and practicing in "the classical way" -i.e., solving assignments in a workbook or writing assignments in worksheets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry%20class" title="chemistry class">chemistry class</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=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=Testmoz" title=" Testmoz"> Testmoz</a> </p> <a href="https://publications.waset.org/abstracts/142287/the-practice-of-teaching-chemistry-by-the-application-of-online-tests" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142287.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">160</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=learning%20program&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%20program&page=3">3</a></li> <li class="page-item"><a class="page-link" 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