CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: adaptable e-learning</title> <meta name="description" content="Search results for: adaptable e-learning"> <meta name="keywords" content="adaptable e-learning"> <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 navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="adaptable e-learning" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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="adaptable e-learning"> <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> 213</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: adaptable e-learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">213</span> The Transformative Landscape of the University of the Western Cape’s Elearning Center: Institutionalizing ELearning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20Dankers">Paul Dankers</a>, <a href="https://publications.waset.org/abstracts/search?q=Juliet%20Stoltenkamp"> Juliet Stoltenkamp</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolynne%20Kies"> Carolynne Kies</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In May 2005, the University of the Western Cape (UWC) established an eLearning Division (ED) that, over the past 18 years, accelerated into the institutionalization of an efficient eLearning Centre. The initial objective of the ED was to incessantly align itself with emerging technologies caused by digital transformation, which progressively impacted Higher Education Institutions (HEIs) globally. In this paper, we present how the UWC eLearning Division (ED) first evolved into the eLearning Development and Support Unit (EDUS), currently called the ‘Centre for Innovative Education and Communication Technologies (CIECT). CIECT was strategically separated from the Department of Information and Communication Services (ICS) in 2009 and repositioned as an independent structure at UWC. Using a comparative research method, we highlight the transformative eLearning landscape at UWC by doing a detailed account of the shift in practices. Our research method will determine the initial vision and outcomes of institutionalizing an eLearning division. The study aims to compare across space or time the eLearning division’s rate of growth. By comparing the progressive growth of the UWCs eLearning division over the years, we will be able to document the successes and achievements of the eLearning division precisely. This study’s outcomes will act as a reference for novel research subjects on formalising eLearning. More research that delves into the effectiveness of having an eLearning division at HEIs in support of students’ teaching and learning is needed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=institutionalization" title=" institutionalization"> institutionalization</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation" title=" transformation"> transformation</a> </p> <a href="https://publications.waset.org/abstracts/187549/the-transformative-landscape-of-the-university-of-the-western-capes-elearning-center-institutionalizing-elearning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187549.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">41</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">212</span> Free to Select vTuber Avatar eLearning Video for University Ray Tracing Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rex%20Hsieh">Rex Hsieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kosei%20Yamamura"> Kosei Yamamura</a>, <a href="https://publications.waset.org/abstracts/search?q=Satoshi%20Cho"> Satoshi Cho</a>, <a href="https://publications.waset.org/abstracts/search?q=Hisashi%20Sato"> Hisashi Sato</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project took place in the fall semester of 2019 from September 2019 to February 2020. It improves upon the design of a previous vTuber based eLearning video system by correcting criticisms from students and enhancing the positive aspects of the previous system. The transformed audio which has proven to be ineffective in previous experiments was not used in this experiment. The result is videos featuring 3 avatars covering different Ray Tracing subject matters being released weekly. Students are free to pick which videos they want to watch and can also re-watch any videos they want. The students' subjective impressions of each video is recorded and analysed to help further improve the system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vTuber" title=" vTuber"> vTuber</a>, <a href="https://publications.waset.org/abstracts/search?q=eLearning" title=" eLearning"> eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=Ray%20Tracing" title=" Ray Tracing"> Ray Tracing</a>, <a href="https://publications.waset.org/abstracts/search?q=Avatar" title=" Avatar"> Avatar</a> </p> <a href="https://publications.waset.org/abstracts/118303/free-to-select-vtuber-avatar-elearning-video-for-university-ray-tracing-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118303.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">188</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">211</span> Computational Analysis of Adaptable Winglets for Improved Morphing Aircraft Performance </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erdogan%20Kaygan">Erdogan Kaygan</a>, <a href="https://publications.waset.org/abstracts/search?q=Alvin%20Gatto"> Alvin Gatto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An investigation of adaptable winglets for enhancing morphing aircraft performance is described in this paper. The concepts investigated consist of various winglet configurations fundamentally centered on a baseline swept wing. The impetus for the work was to identify and optimize winglets to enhance the aerodynamic efficiency of a morphing aircraft. All computations were performed with Athena Vortex Lattice modelling with varying degrees of twist and cant angle considered. The results from this work indicate that if adaptable winglets were employed on aircraft’s improvements in aircraft performance could be achieved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aircraft" title="aircraft">aircraft</a>, <a href="https://publications.waset.org/abstracts/search?q=drag" title=" drag"> drag</a>, <a href="https://publications.waset.org/abstracts/search?q=twist" title=" twist"> twist</a>, <a href="https://publications.waset.org/abstracts/search?q=winglet" title=" winglet"> winglet</a> </p> <a href="https://publications.waset.org/abstracts/32680/computational-analysis-of-adaptable-winglets-for-improved-morphing-aircraft-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32680.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">584</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">210</span> Investigation of Adaptable Winglets for Improved UAV Control and Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Kaygan">E. Kaygan</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Gatto"> A. Gatto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An investigation of adaptable winglets for morphing aircraft control and performance is described in this paper. The concepts investigated consist of various winglet configurations fundamentally centred on a baseline swept wing. The impetus for the work was to identify and optimize winglets to enhance controllability and the aerodynamic efficiency of a small unmanned aerial vehicle. All computations were performed with Athena Vortex Lattice modelling with varying degrees of twist, swept, and dihedral angle considered. The results from this work indicate that if adaptable winglets were employed on small scale UAV’s improvements in both aircraft control and performance could be achieved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aircraft" title="aircraft">aircraft</a>, <a href="https://publications.waset.org/abstracts/search?q=rolling" title=" rolling"> rolling</a>, <a href="https://publications.waset.org/abstracts/search?q=wing" title=" wing"> wing</a>, <a href="https://publications.waset.org/abstracts/search?q=winglet" title=" winglet "> winglet </a> </p> <a href="https://publications.waset.org/abstracts/11760/investigation-of-adaptable-winglets-for-improved-uav-control-and-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11760.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">209</span> Simulation Model for Evaluating the Impact of Adaptive E-Learning in the Agricultural Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Nabakooza">Maria Nabakooza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Efficient agricultural production is very significant in attaining food sufficiency and security in the world. Many methods are employed by the farmers while attending to their gardens, from manual to mechanized, with Farmers range from subsistence to commercial depending on the motive. This creates a lacuna in the modes of operation in this field as different farmers will take different approaches. This has led to many e-Learning courses being introduced to address this gap. Many e-learning systems use advanced network technologies like Web services, grid computing to promote learning at any time and any place. Many of the existing systems have not inculcated the applicability of the modules in them, the tools to be used and further access whether they are the right tools for the right job. A thorough investigation into the applicability of adaptive eLearning in the agricultural sector has not been taken into account; enabling the assumption that eLearning is the right tool for boosting productivity in this sector. This study comes in to provide an insight and thorough analysis as to whether adaptive eLearning is the right tool for boosting agricultural productivity. The Simulation will adopt a system dynamics modeling approach as a way of examining causality and effect relationship. This study will provide teachers with an insight into which tools they should adopt in designing, and provide students the opportunities to achieve an orderly learning experience through adaptive navigating e-learning services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agriculture" title="agriculture">agriculture</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive" title=" adaptive"> adaptive</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=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/63388/simulation-model-for-evaluating-the-impact-of-adaptive-e-learning-in-the-agricultural-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63388.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">251</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">208</span> Research on Adaptable Development Strategy of Medical Architecture Based on the Background of Current Era</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiani%20Gao">Jiani Gao</a>, <a href="https://publications.waset.org/abstracts/search?q=Qingping%20Luo"> Qingping Luo</a>, <a href="https://publications.waset.org/abstracts/search?q=Xinlei%20Fang"> Xinlei Fang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to try to achieve better rights and interests for both doctors and patients in the new medical environment, the paper will focus on the renewal and development of medical buildings. In today's highly developed society, many factors have a profound guiding significance for the development of medical buildings. By doing social research, the paper has found that these factors come from all aspects. These factors include the optimization of traditional medical model, rapid alternation of medical technology and equipment, the reform of the social, medical security system, changes in the age structure of the population, the birth of intelligent medical care under the Internet, and the deepening of the concept of green sustainable building development, etc. The purpose of this paper is to capture sensitively these various factors that may affect the evolution of medical buildings in the context of the current era, and to put forward, by using an adaptable development strategy, some feasible suggestions on the design of medical buildings when facing these changes and challenges. Specifically speaking, the adaptable development strategy includes some basic principles and methods, such as using modular design, adopting scalable streamline, selecting a long-span structural system and using replaceable materials and components, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20architecture" title="medical architecture">medical architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptable%20development" title=" adaptable development"> adaptable development</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20model" title=" medical model"> medical model</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20design" title=" space design"> space design</a> </p> <a href="https://publications.waset.org/abstracts/93117/research-on-adaptable-development-strategy-of-medical-architecture-based-on-the-background-of-current-era" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93117.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">157</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">207</span> The Use of Social Networking Sites in eLearning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clifford%20De%20Raffaele">Clifford De Raffaele</a>, <a href="https://publications.waset.org/abstracts/search?q=Luana%20Bugeja"> Luana Bugeja</a>, <a href="https://publications.waset.org/abstracts/search?q=Serengul%20Smith"> Serengul Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The adaptation of social networking sites within higher education has garnered significant interest in the recent years with numerous researches considering it as a possible shift from the traditional classroom based learning paradigm. Notwithstanding this increase in research and conducted studies however, the adaption of SNS based modules have failed to proliferate within Universities. This paper, commences its contribution by analyzing the various models and theories proposed in literature and amalgamates together various effective aspects for the inclusion of social technology within e-Learning. A three phased framework is further proposed which details the necessary considerations for the successful adaptation of SNS in enhancing the students learning experience. This proposal outlines the theoretical foundations which will be analyzed in practical implementation across international university campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</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=social%20network%20sites" title=" social network sites"> social network sites</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a> </p> <a href="https://publications.waset.org/abstracts/26573/the-use-of-social-networking-sites-in-elearning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26573.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">340</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">206</span> A Machine Learning Approach for Performance Prediction Based on User Behavioral Factors in E-Learning Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naduni%20Ranasinghe">Naduni Ranasinghe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> E-learning environments are getting more popular than any other due to the impact of COVID19. Even though e-learning is one of the best solutions for the teaching-learning process in the academic process, it’s not without major challenges. Nowadays, machine learning approaches are utilized in the analysis of how behavioral factors lead to better adoption and how they related to better performance of the students in eLearning environments. During the pandemic, we realized the academic process in the eLearning approach had a major issue, especially for the performance of the students. Therefore, an approach that investigates student behaviors in eLearning environments using a data-intensive machine learning approach is appreciated. A hybrid approach was used to understand how each previously told variables are related to the other. A more quantitative approach was used referred to literature to understand the weights of each factor for adoption and in terms of performance. The data set was collected from previously done research to help the training and testing process in ML. Special attention was made to incorporating different dimensionality of the data to understand the dependency levels of each. Five independent variables out of twelve variables were chosen based on their impact on the dependent variable, and by considering the descriptive statistics, out of three models developed (Random Forest classifier, SVM, and Decision tree classifier), random forest Classifier (Accuracy – 0.8542) gave the highest value for accuracy. Overall, this work met its goals of improving student performance by identifying students who are at-risk and dropout, emphasizing the necessity of using both static and dynamic data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance%20prediction" title="academic performance prediction">academic performance prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=e%20learning" title=" e learning"> e learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title=" learning analytics"> learning analytics</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=predictive%20model" title=" predictive model"> predictive model</a> </p> <a href="https://publications.waset.org/abstracts/146791/a-machine-learning-approach-for-performance-prediction-based-on-user-behavioral-factors-in-e-learning-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146791.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">157</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">205</span> Incorporating Morality Standards in eLearning Process at INU</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khader%20Musbah%20Titi">Khader Musbah Titi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this era, traditional education systems do not meet the new challenges created by emerging technologies. On the other hand, eLearning offers all the necessary tools to meet these challenges. Using the Internet has brought numerous benefits to most educational institutions; it has also stretched traditional problems of plagiarism, cheating, stealing, vandalism, and spying into the cyberspace. This research discusses these issues in an eLearning environment. It attempts to provide suggestions and possible solutions to some of these issues. The main aim of this research is to conduct a survey at Irbid National University (INU), one of the oldest and biggest universities in Jordan, to study information related to moral and ethical issues in e-learning environment that affect the construction of the students’ characters in the future. The study will focus on student’s behavior and actions through the Internet using Learning Management System (LMS). Another aim of this research is to analyze the opinions of the instructors and last year students at INU about ethical behavior and interaction through LMS. The results show that educational institutes that use LMS should focus on student character development along with field knowledge. According to disadvantages, the results of the study showed that most of students behave unethically in their online activities (cheating, plagiarism, copy/paste etc.) while studying online courses through LMS. The result showed that instructors play a major role in the character development of students. The result also showed that academic institute must have variant mechanisms and strict policy in LMS to control unethical actions of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LMS" title="LMS">LMS</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20ethics" title=" cyber ethics"> cyber ethics</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=IT%20ethics" title=" IT ethics"> IT ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20behaviors" title=" students’ behaviors"> students’ behaviors</a> </p> <a href="https://publications.waset.org/abstracts/44394/incorporating-morality-standards-in-elearning-process-at-inu" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44394.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">242</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">204</span> The Impact of Artificial Intelligence on E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sameil%20Hanna%20Samweil%20Botros">Sameil Hanna Samweil Botros</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The variation of social networking websites inside higher training has garnered enormous hobby in recent years, with numerous researchers thinking about it as a possible shift from the conventional lecture room-based learning paradigm. However, this boom in research and carried out research, but the adaption of SNS-based modules has not proliferated inside universities. This paper commences its contribution with the aid of studying the numerous fashions and theories proposed in the literature and amalgamates together various effective aspects for the inclusion of social technology within e-gaining knowledge. A three-phased framework is similarly proposed, which informs the important concerns for the hit edition of SNS in improving the student's mastering experience. This suggestion outlines the theoretical foundations as a way to be analyzed in sensible implementation across worldwide university campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=institutionalization" title=" institutionalization"> institutionalization</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation%20vtuber" title=" transformation vtuber"> transformation vtuber</a>, <a href="https://publications.waset.org/abstracts/search?q=ray%20tracing" title=" ray tracing"> ray tracing</a>, <a href="https://publications.waset.org/abstracts/search?q=avatar%20agriculture" title=" avatar agriculture"> avatar agriculture</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive" title=" adaptive"> adaptive</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=technology%20eLearning" title=" technology eLearning"> technology eLearning</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=social%20network%20sites" title=" social network sites"> social network sites</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a> </p> <a href="https://publications.waset.org/abstracts/189161/the-impact-of-artificial-intelligence-on-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189161.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">25</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">203</span> Perception Towards Using E-learning with Stem Students Whose Programs Require Them to Attend Practical Sections in Laboratories during Covid-19</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Youssef%20A.%20Yakoub">Youssef A. Yakoub</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramy%20M.%20Shaaban"> Ramy M. Shaaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Covid-19 has changed and affected the whole world dramatically in a new way that the entire world, even scientists, have not imagined before. The educational institutions around the world have been fighting since Covid-19 hit the world last December to keep the educational process unchanged for all students. E-learning was a must for almost all US universities during the pandemic. It was specifically more challenging to use eLearning instead of regular classes among students who take practical education. The aim of this study is to examine the perception of STEM students towards using eLearning instead of traditional methods during their practical study. Focus groups of STEM students studying at a western Pennsylavian, mid-size university were interviewed. Semi-structured interviews were designed to get an insight on students’ perception towards the alternative educational methods they used in the past seven months. Using convenient sampling, four students were chosen from different STEM fields: science of physics, technology, electrical engineering, and mathematics. The interview was primarily about the extent to which these students were satisfied, and their educational needs were met through distance education during the pandemic. The interviewed students were generally able to do a satisfactory performance during their virtual classes, but they were not satisfied enough with the learning methods. The main challenges they faced included the inability to have real practical experience, insufficient materials posted by the faculty, and some technical problems associated with their study. However, they reported they were satisfied with the simulation programs they had. They reported these simulations provided them with a good alternative to their traditional practical education. In conclusion, this study highlighted the challenges students face during the pandemic. It also highlighted the various learning tools students see as good alternatives to their traditional education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20crisis" title=" COVID-19 crisis"> COVID-19 crisis</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20practical%20training" title=" online practical training"> online practical training</a> </p> <a href="https://publications.waset.org/abstracts/131033/perception-towards-using-e-learning-with-stem-students-whose-programs-require-them-to-attend-practical-sections-in-laboratories-during-covid-19" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131033.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">134</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">202</span> Enhancing Inservice Education Training Effectiveness Using a Mobile Based E-Learning Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Richard%20Patrick%20Kabuye">Richard Patrick Kabuye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on the addressing the enhancement of in-service training programs as a tool of transforming the existing traditional approaches of formal lectures/contact hours. This will be supported with a more versatile, robust, and remotely accessible means of mobile based e-learning, as a support tool for the traditional means. A combination of various factors in education and incorporation of the eLearning strategy proves to be a key factor in effective in-service education. Key factor needs to be factored in so as to maintain a credible co-existence of the programs, with the prevailing social, economic and political environments. Effective in-service education focuses on having immediate transformation of knowledge into practice for a good time period, active participation of attendees, enable before training planning, in training assessment and post training feedback training analysis which will yield knowledge to the trainers of the applicability of knowledge given out. All the above require a more robust approach to attain success in implementation. Incorporating mobile technology in eLearning will enable the above to be factored together in a more coherent manner, as it is evident that participants have to take time off their duties and attend to these training programs. Making it mobile, will save a lot of time since participants would be in position to follow certain modules while away from lecture rooms, get continuous program updates after completing the program, send feedback to instructors on knowledge gaps, and a wholly conclusive evaluation of the entire program on a learn as you work platform. This study will follow both qualitative and quantitative approaches in data collection, and this will be compounded incorporating a mobile eLearning application using Android. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=in%20service" title="in service">in service</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile" title=" mobile"> mobile</a>, <a href="https://publications.waset.org/abstracts/search?q=e-%20learning" title=" e- learning"> e- learning</a>, <a href="https://publications.waset.org/abstracts/search?q=model" title=" model"> model</a> </p> <a href="https://publications.waset.org/abstracts/62510/enhancing-inservice-education-training-effectiveness-using-a-mobile-based-e-learning-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62510.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">219</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">201</span> Using the Semantic Web Technologies to Bring Adaptability in E-Learning Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Faiza%20Ahmed">Fatima Faiza Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20Farrukh%20Hussain"> Syed Farrukh Hussain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The last few decades have seen a large proportion of our population bending towards e-learning technologies, starting from learning tools used in primary and elementary schools to competency based e-learning systems specifically designed for applications like finance and marketing. The huge diversity in this crowd brings about a large number of challenges for the designers of these e-learning systems, one of which is the adaptability of such systems. This paper focuses on adaptability in the learning material in an e-learning course and how artificial intelligence and the semantic web can be used as an effective tool for this purpose. The study proved that the semantic web, still a hot topic in the area of computer science can prove to be a powerful tool in designing and implementing adaptable e-learning systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptable%20e-learning" title="adaptable e-learning">adaptable e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=HTMLParser" title=" HTMLParser"> HTMLParser</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20extraction" title=" information extraction"> information extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/77268/using-the-semantic-web-technologies-to-bring-adaptability-in-e-learning-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77268.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">339</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">200</span> A Review on Predictive Sound Recognition System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Kadam">Ajay Kadam</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramesh%20Kagalkar"> Ramesh Kagalkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The proposed research objective is to add to a framework for programmed recognition of sound. In this framework the real errand is to distinguish any information sound stream investigate it & anticipate the likelihood of diverse sounds show up in it. To create and industrially conveyed an adaptable sound web crawler a flexible sound search engine. The calculation is clamor and contortion safe, computationally productive, and hugely adaptable, equipped for rapidly recognizing a short portion of sound stream caught through a phone microphone in the presence of frontal area voices and other predominant commotion, and through voice codec pressure, out of a database of over accessible tracks. The algorithm utilizes a combinatorial hashed time-recurrence group of stars examination of the sound, yielding ordinary properties, for example, transparency, in which numerous tracks combined may each be distinguished. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fingerprinting" title="fingerprinting">fingerprinting</a>, <a href="https://publications.waset.org/abstracts/search?q=pure%20tone" title=" pure tone"> pure tone</a>, <a href="https://publications.waset.org/abstracts/search?q=white%20noise" title=" white noise"> white noise</a>, <a href="https://publications.waset.org/abstracts/search?q=hash%20function" title=" hash function"> hash function</a> </p> <a href="https://publications.waset.org/abstracts/33296/a-review-on-predictive-sound-recognition-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33296.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">322</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">199</span> An Assessment of Digital Platforms, Student Online Learning, Teaching Pedagogies, Research and Training at Kenya College of Accounting University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jasmine%20Renner">Jasmine Renner</a>, <a href="https://publications.waset.org/abstracts/search?q=Alice%20Njuguna"> Alice Njuguna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The booming technological revolution is driving a change in the mode of delivery systems especially for e-learning and distance learning in higher education. The report and findings of the study; an assessment of digital platforms, student online learning, teaching pedagogies, research and training at Kenya College of Accounting University (hereinafter 'KCA') was undertaken as a joint collaboration project between the Carnegie African Diaspora Fellowship and input from the staff, students and faculty at KCA University. The participants in this assessment/research met for selected days during a six-week period during which, one-one consultations, surveys, questionnaires, foci groups, training, and seminars were conducted to ascertain 'online learning and teaching, curriculum development, research and training at KCA.' The project was organized into an eight-week project workflow with each week culminating in project activities designed to assess digital online teaching and learning at KCA. The project also included the training of distance learning instructors at KCA and the evaluation of KCA’s distance platforms and programs. Additionally, through a curriculum audit and redesign, the project sought to enhance the curriculum development activities related to of distance learning at KCA. The findings of this assessment/research represent the systematic deliberate process of gathering, analyzing and using data collected from DL students, DL staff and lecturers and a librarian personnel in charge of online learning resources and access at KCA. We engaged in one-on-one interviews and discussions with staff, students, and faculty and collated the findings to inform practices that are effective in the ongoing design and development of eLearning earning at KCA University. Overall findings of the project led to the following recommendations. First, there is a need to address infrastructural challenges that led to poor internet connectivity for online learning, training needs and content development for faculty and staff. Second, there is a need to manage cultural impediments within KCA; for example fears of vital change from one platform to another for effectiveness and Institutional goodwill as a vital promise of effective online learning. Third, at a practical and short-term level, the following recommendations based on systematic findings of the research conducted were as follows: there is a need for the following to be adopted at KCA University to promote the effective adoption of online learning: a) an eLearning compatible faculty lab, b) revision of policy to include an eLearn strategy or strategic management, c) faculty and staff recognitions engaged in the process of training for the adoption and implementation of eLearning and d) adequate website resources on eLearning. The report and findings represent a comprehensive approach to a systematic assessment of online teaching and learning, research and training at KCA. <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=digital%20platforms" title=" digital platforms"> digital platforms</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20online%20learning" title=" student online learning"> student online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching%20pedagogies" title=" online teaching pedagogies"> online teaching pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/85634/an-assessment-of-digital-platforms-student-online-learning-teaching-pedagogies-research-and-training-at-kenya-college-of-accounting-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85634.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">191</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">198</span> Design Development, Fabrication, and Preliminary Specifications of Multi-Fingered Prosthetic Hand </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mogeeb%20A.%20El-Sheikh">Mogeeb A. El-Sheikh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study has developed the previous design of an artificial anthropomorphic humanoid hand and accustomed it as a prosthetic hand. The main specifications of this design are determined. The development of our previous design involves the main artificial hand’s parts and subassemblies, palm, fingers, and thumb. In addition, the study presents an adaptable socket design for a transradial amputee. This hand has 3 fingers and thumb. It is more reliable, cosmetics, modularity, and ease of assembly. Its size and weight are almost as a natural hand. The socket cavity has the capability for different sizes of a transradial amputee. The study implements the developed design by using rapid prototype and specifies its main specifications by using a data glove and finite element method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptable%20socket" title="adaptable socket">adaptable socket</a>, <a href="https://publications.waset.org/abstracts/search?q=prosthetic%20hand" title=" prosthetic hand"> prosthetic hand</a>, <a href="https://publications.waset.org/abstracts/search?q=transradial%20amputee" title=" transradial amputee"> transradial amputee</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20glove" title=" data glove"> data glove</a> </p> <a href="https://publications.waset.org/abstracts/56702/design-development-fabrication-and-preliminary-specifications-of-multi-fingered-prosthetic-hand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56702.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">262</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">197</span> Graph Planning Based Composition for Adaptable Semantic Web Services</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rihab%20Ben%20Lamine">Rihab Ben Lamine</a>, <a href="https://publications.waset.org/abstracts/search?q=Raoudha%20Ben%20Jemaa"> Raoudha Ben Jemaa</a>, <a href="https://publications.waset.org/abstracts/search?q=Ikram%20Amous%20Ben%20Amor"> Ikram Amous Ben Amor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes a graph planning technique for semantic adaptable Web Services composition. First, we use an ontology based context model for extending Web Services descriptions with information about the most suitable context for its use. Then, we transform the composition problem into a semantic context aware graph planning problem to build the optimal service composition based on user's context. The construction of the planning graph is based on semantic context aware Web Service discovery that allows for each step to add most suitable Web Services in terms of semantic compatibility between the services parameters and their context similarity with the user's context. In the backward search step, semantic and contextual similarity scores are used to find best composed Web Services list. Finally, in the ranking step, a score is calculated for each best solution and a set of ranked solutions is returned to the user. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=semantic%20web%20service" title="semantic web service">semantic web service</a>, <a href="https://publications.waset.org/abstracts/search?q=web%20service%20composition" title=" web service composition"> web service composition</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptation" title=" adaptation"> adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=context" title=" context"> context</a>, <a href="https://publications.waset.org/abstracts/search?q=graph%20planning" title=" graph planning"> graph planning</a> </p> <a href="https://publications.waset.org/abstracts/62455/graph-planning-based-composition-for-adaptable-semantic-web-services" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62455.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">521</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">196</span> Outsourcing the Front End of Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20Likar">B. Likar</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20%C5%A0irok"> K. Širok </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents a new method for efficient innovation process management. Even though the innovation management methods, tools and knowledge are well established and documented in literature, most of the companies still do not manage it efficiently. Especially in SMEs the front end of innovation - problem identification, idea creation and selection - is often not optimally performed. Our eMIPS methodology represents a sort of "umbrella methodology"- a well-defined set of procedures, which can be dynamically adapted to the concrete case in a company. In daily practice, various methods (e.g. for problem identification and idea creation) can be applied, depending on the company's needs. It is based on the proactive involvement of the company's employees supported by the appropriate methodology and external experts. The presented phases are performed via a mixture of face-to-face activities (workshops) and online (eLearning) activities taking place in eLearning Moodle environment and using other e-communication channels. One part of the outcomes is an identified set of opportunities and concrete solutions ready for implementation. The other also very important result is connected to innovation competences for the participating employees related with concrete tools and methods for idea management. In addition, the employees get a strong experience for dynamic, efficient and solution oriented managing of the invention process. The eMIPS also represents a way of establishing or improving the innovation culture in the organization. The first results in a pilot company showed excellent results regarding the motivation of participants and also as to the results achieved. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=front%20end" title=" front end"> front end</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=problem" title=" problem"> problem</a> </p> <a href="https://publications.waset.org/abstracts/25616/outsourcing-the-front-end-of-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25616.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">195</span> E-learning: An Effective Approach for Enhancing Social and Behavior Change Communication Capacity in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20K.%20Abedin">Mohammad K. Abedin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Shahjahan"> Mohammad Shahjahan</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeenat%20Sultana"> Zeenat Sultana</a>, <a href="https://publications.waset.org/abstracts/search?q=Tawfique%20Jahan"> Tawfique Jahan</a>, <a href="https://publications.waset.org/abstracts/search?q=Jesmin%20Akter"> Jesmin Akter</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To strengthen social and behavior change communication (SBCC) capacity of Ministry of Health and Family Welfare (MoHFW) of the Government of Bangladesh, BCCP/BKMI developed two eLearning courses providing opportunities for professional development of SBCC Program Managers who have no access to training or refreshers training. The two eLearning courses – Message and Material Development (MMD) and Monitoring and Evaluation (MandE) of SBCC programs – went online in September 2015, where all users could register their participation so results could be monitored. Methodology: To assess the uses of these courses a randomly selected sample was collected to run a pre and post-test analyses and a phone survey were conducted. Systematic random sampling was used to select a sample of 75 MandE and 25 MMD course participants from a sampling frame of 179 and 51 respectively. Results: As of September 2016, more than 179 learners have completed the MandE course, and 49 learners have completed the MMD course. The users of these courses are program managers, university faculty members, and students. Encouraging results were revealed from the analysis of pre and post-test scores and a phone survey three months after course completion. Test scores suggested a substantial increase in knowledge. The pre-test scores findings suggested that about 19% learners scored high on the MandE. The post-test scores finding indicated a high score (92%) of the sample across 4 modules of MandE. For MMD course in pre-test scoring, 30% of the learners scored high, and 100% scored high at the post-test. It was found that all the learners in the phone survey have discussed the courses. Most of the sharing occurred with colleagues and friends, usually through face to face (70%) interaction. The learners reported that they did recommend the two courses to concerned people. About 67% MandE and 76% MMD learners stated that the concepts that they had to learn during the course were put into practice in their work settings. The respondents for both MandE and MMD courses have provided a valuable set of suggestions that would further strengthen the courses. Conclusions: The study showed that the initiative offered ample opportunities to build capacity in various ways in which the eLearning courses were used. It also highlighted the importance of scaling up these efforts to further strengthen the outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning%20course" title="e-learning course">e-learning course</a>, <a href="https://publications.waset.org/abstracts/search?q=message%20%26%20material%20development" title=" message & material development"> message & material development</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring%20%26%20evaluation" title=" monitoring & evaluation"> monitoring & evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20and%20behavior%20change%20communication" title=" social and behavior change communication"> social and behavior change communication</a> </p> <a href="https://publications.waset.org/abstracts/61951/e-learning-an-effective-approach-for-enhancing-social-and-behavior-change-communication-capacity-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61951.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">296</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">194</span> A Structure-Based Approach for Adaptable Building System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Taghdiri">Alireza Taghdiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Ghanbarzade%20Ghomi"> Sara Ghanbarzade Ghomi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Existing buildings are permanently subjected to change, continuously renovated and repaired in their long service life. Old buildings are destroyed and their material and components are recycled or reused for constructing new ones. In this process, importance of sustainability principles for building construction is obviously known and great significance must be attached to consumption of resources, resulting effects on the environment and economic costs. Utilization strategies for extending buildings service life and delay in destroying have positive effect on environment protection. In addition, simpler alterability or expandability of buildings’ structures and reducing energy and natural resources consumption have benefits for users, producers and environment. To solve these problems, by applying theories of open building, structural components of some conventional building systems have been analyzed and then, a new geometry adaptive building system is developed which can transform and support different imposed loads. In order to achieve this goal, various research methods and tools such as professional and scientific literatures review, comparative analysis, case study and computer simulation were applied and data interpretation was implemented using descriptive statistics and logical arguments. Therefore, hypothesis and proposed strategies were evaluated and an adaptable and reusable 2-dimensional building system was presented which can respond appropriately to dwellers and end-users needs and provide reusability of structural components of building system in new construction or function. Investigations showed that this incremental building system can be successfully applied in achieving the architectural design objectives and by small modifications on components and joints, it is easy to obtain different and adaptable load-optimized component alternatives for flexible spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptability" title="adaptability">adaptability</a>, <a href="https://publications.waset.org/abstracts/search?q=durability" title=" durability"> durability</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20building" title=" open building"> open building</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20life" title=" service life"> service life</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20building%20system" title=" structural building system "> structural building system </a> </p> <a href="https://publications.waset.org/abstracts/18157/a-structure-based-approach-for-adaptable-building-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18157.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">581</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">193</span> A Self-Study of the Facilitation of Science Teachers’ Action Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20A.%20Alsultan">Jawaher A. Alsultan</a>, <a href="https://publications.waset.org/abstracts/search?q=Allen%20Feldman"> Allen Feldman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid switch to remote learning due to the COVID-19 pandemic, science teachers were suddenly required to teach their classes online. This breakneck shift to eLearning raised the question of how teacher educators could support science teachers who wanted to use reform-based methods of instruction while using virtual technologies. In this retrospective self-study, we, two science teacher educators, examined our practice as we worked with science teachers to implement inquiry, discussion, and argumentation [IDA] through eLearning. Ten high school science teachers from a large school district in the southeastern US participated virtually in the COVID-19 Community of Practice [COVID-19 CoP]. The CoP met six times from the end of April through May 2020 via Zoom. Its structure was based on a model of action research called enhanced normal practice [ENP], which includes exchanging stories, trying out ideas, and systematic inquiry. Data sources included teacher educators' meeting notes and reflective conversations, audio recordings of the CoP meetings, teachers' products, and post-interviews of the teachers. Findings included a new understanding of the role of existing relationships, shared goals, and similarities in the participants' situations, which helped build trust in the CoP, and the effects of our paying attention to the science teachers’ needs led to a well-functioning CoP. In addition, we became aware of the gaps in our knowledge of how the teachers already used apps in their practice, which they then shared with all of us about how they could be used for online teaching using IDA. We also identified the need to pay attention to feelings about tensions between the teachers and us around the expectations for final products and the project's primary goals. We found that if we are to establish relationships between us as facilitators and teachers that are honest, fair, and kind, we must express those feelings within the collective, dialogical processes that can lead to learning by all members of the CoP, whether virtual or face-to-face. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title="community of practice">community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitators" title=" facilitators"> facilitators</a>, <a href="https://publications.waset.org/abstracts/search?q=self-study" title=" self-study"> self-study</a>, <a href="https://publications.waset.org/abstracts/search?q=action%20research" title=" action research"> action research</a> </p> <a href="https://publications.waset.org/abstracts/164997/a-self-study-of-the-facilitation-of-science-teachers-action-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164997.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">126</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">192</span> A Report on the Elearning Programme of the Irish College of General Practitioners Which Can Address Continuing Education Needs of Primary Care Physicians</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nicholas%20P.%20Fenlon">Nicholas P. Fenlon</a>, <a href="https://publications.waset.org/abstracts/search?q=Aisling%20Lavelle"> Aisling Lavelle</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Mclean"> David Mclean</a>, <a href="https://publications.waset.org/abstracts/search?q=Margaret%20O%27riordan"> Margaret O'riordan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The case for continuing professional development has been well made, and was formalized in Ireland in recent years through the enactment of the Medical Practitioner’s Act, which requires registered medical practitioners to complete a minimum of 50 hours CPD each year. The ICGP, who have been providing CPD opportunities to its members for many years, have responded to this need by developing a series of evidence-based, high-quality, multimedia modules across a range of clinical and non-clinical areas. (More traditional education opportunities are still being provided by the college also). Overview of Programme: The first module was released in September 2011, since when the eLearning program has grown steadily, and there are currently almost 20 modules available, with a further 5 in production. Each module contains three to six 10-minute video lessons, which use a combination of graphics, images, text, voice-over and clinical clips. These are supported by supplementary videos of expert pieces-to-camera, Q&As with content experts, clinical scenarios, external links and relevant documentation and other resources. Successful completion of MCQs will result in a Certificate of Completion, which can be printed or stored in Professional Competence portfolio. The Medical Practitioner’s Act requires doctors to gather CPD credits across 8 domains of practice, and various eLearning modules have been developed to address each. For instance, modules with a strong clinical content would include Management of Hypertension, Management of COPD, and Management of Asthma. Other modules focus on health promotion such as Promoting Smoking Cessation, Promoting Physical Activity, and Addressing Childhood Obesity. Modules where communication skills are keys include modules on Suicide Prevention and Management of Depression. Other modules, currently in development include non-clinical topics around risk management, including Confidentiality, Consent etc. Each module is developed by a core group, which includes where possible, a GP with a special interest in the area, and a content expert(s). The college works closely with a medical education consultant and a production company in developing and producing the modules. Modules can be accessed (with password) through the ICGP website and are available free to all ICGP members. Summary of Evaluation: There are over 1700 registered users to date (over 55% of College membership). The program was evaluated using an online survey in 2013 (N = 144/950 – 12%) and results were very positive overall but provided material for the further improvement of the program also. Future Plans: While knowledge can be imparted well through eLearning, skills and attitudes are more difficult to influence through an online environment. The college is now developing a series of linked workshops, which will lead to ICGP Professional Competence Awards. The first pilot workshop is scheduled for February 2015 and is Cardiology-themed. Participants will be required to complete the following 4 modules in advance of attending – Management of Hypertension, Management of Heart Failure, Promoting Smoking Cessation, and Promoting Physical Activity. The workshop will be case-based and interactive, addressing ECG Interpretation in General Practice. Conclusions: The ICGP have responded to members needs for high-quality evidence-based education delivered in a way that suits GPs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CPD%20opportunities" title="CPD opportunities">CPD opportunities</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence-based" title=" evidence-based"> evidence-based</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20quality" title=" high quality"> high quality</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20modules%20across%20a%20range%20of%20clinical%20and%20non-clinical%20areas" title=" multimedia modules across a range of clinical and non-clinical areas"> multimedia modules across a range of clinical and non-clinical areas</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20practitioner%E2%80%99s%20act" title=" medical practitioner’s act"> medical practitioner’s act</a> </p> <a href="https://publications.waset.org/abstracts/26517/a-report-on-the-elearning-programme-of-the-irish-college-of-general-practitioners-which-can-address-continuing-education-needs-of-primary-care-physicians" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26517.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">599</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">191</span> Proposing of an Adaptable Land Readjustment Model for Developing of the Informal Settlements in Kabul City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Habibi%20Said%20Mustafa">Habibi Said Mustafa</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroko%20Ono"> Hiroko Ono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since 2006, Afghanistan is dealing with one of the most dramatic trend of urban movement in its history, cities and towns are expanding in size and number. Kabul is the capital of Afghanistan and as well as the fast-growing city in the Asia. The influx of the returnees from neighbor countries and other provinces of Afghanistan caused high rate of artificial growth which slums increased. As an unwanted consequence of this growth, today informal settlements have covered a vast portion of the city. Land Readjustment (LR) has proved to be an important tool for developing informal settlements and reorganizing urban areas but its implementation always varies from country to country and region to region within the countries. Consequently, to successfully develop the informal settlements in Kabul, we need to define an Afghan model of LR specifically for Afghanistan which needs to incorporate all those factors related to the socio-economic condition of the country. For this purpose, a part of the old city of Kabul has selected as a study area which is located near the Central Business District (CBD). After the further analysis and incorporating all needed factors, the result shows a positive potential for the implementation of an adaptable Land Readjustment model for Kabul city which is more sustainable and socio-economically friendly. It will enhance quality of life and provide better urban services for the residents. Moreover, it will set a vision and criteria by which sustainable developments shall proceed in other similar informal settlements of Kabul. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptation" title="adaptation">adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20settlements" title=" informal settlements"> informal settlements</a>, <a href="https://publications.waset.org/abstracts/search?q=Kabul" title=" Kabul"> Kabul</a>, <a href="https://publications.waset.org/abstracts/search?q=land%20readjustment" title=" land readjustment"> land readjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=preservation" title=" preservation"> preservation</a> </p> <a href="https://publications.waset.org/abstracts/88042/proposing-of-an-adaptable-land-readjustment-model-for-developing-of-the-informal-settlements-in-kabul-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88042.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">202</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">190</span> The Importance of Student Feedback in Development of Virtual Engineering Laboratories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Altalbe">A. A. Altalbe</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20W%20Bergmann"> N. W Bergmann</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been significant recent interest in on-line learning, as well as considerable work on developing technologies for virtual laboratories for engineering students. After reviewing the state-of-the-art of virtual laboratories, this paper steps back from the technology issues to look in more detail at the pedagogical issues surrounding virtual laboratories, and examines the role of gathering student feedback in the development of such laboratories. The main contribution of the paper is a set of student surveys before and after a prototype deployment of a simulation laboratory tool, and the resulting analysis which leads to some tentative guidelines for the design of virtual engineering laboratories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=elearning" title=" elearning"> elearning</a>, <a href="https://publications.waset.org/abstracts/search?q=electrical%20engineering" title=" electrical engineering"> electrical engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20laboratories" title=" virtual laboratories"> virtual laboratories</a> </p> <a href="https://publications.waset.org/abstracts/62804/the-importance-of-student-feedback-in-development-of-virtual-engineering-laboratories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62804.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">189</span> Adaptable Buildings for More Sustainable Housing: Energy Life Cycle Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rafael%20Santos%20Fischer">Rafael Santos Fischer</a>, <a href="https://publications.waset.org/abstracts/search?q=Alo%C3%ADsio%20Leoni%20Schmid"> Aloísio Leoni Schmid</a>, <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Dalla-Bonna"> Amanda Dalla-Bonna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The life cycle analysis and the energy life cycle analysis are useful design support tools when sustainability becomes imperative. The final phase of buildings life cycle is probably the least known, on which less knowledge is available. In the Brazilian building industry, the lifespan of a building design rarely is treated as a definite design parameter. There is rather a common sense attitude to take any building demands as permanent, and to take for granted that buildings solutions are durable and solid. Housing, being a permanent issue in any society, presents a real challenge to the choice of a design lifespan. In Brazilian history, there was a contrast of the native solutions of collective, non-durable houses built by several nomadic tribes, and the stone and masonry buildings introduced by the sedentary Portuguese conquerors. Durable buildings are commonly associated with welfare. However, social dynamics makes traditional families of both parents and children be just one of several possible arrangements. In addition, a more liberal attitude towards family leads to an increase in the number of people living in alternative arrangements. Japan is an example of country where houses have been made intentionally ephemeral since the half of 20th century. The present article presents the development of a flexible housing design solution on the basis of the Design Science Research approach. A comparison in terms of energy life cycle shows how flexibility and dematerialization may point at a feasible future for housing policies in Brazil. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptability" title="adaptability">adaptability</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptable%20building" title=" adaptable building"> adaptable building</a>, <a href="https://publications.waset.org/abstracts/search?q=embodied%20energy" title=" embodied energy"> embodied energy</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20cyclce%20analysis" title=" life cyclce analysis"> life cyclce analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20housing" title=" social housing"> social housing</a> </p> <a href="https://publications.waset.org/abstracts/77269/adaptable-buildings-for-more-sustainable-housing-energy-life-cycle-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77269.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">589</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">188</span> Elucidation of Leaders' Intrapersonal Competencies in the Workplace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Employees who are satisfied at their place of work rate their leaders’ intrapersonal competencies as being high. They also believe that a leader’s intrapersonal competencies influence their sense of job satisfaction. Employees who indicate that they are unhappy at their place of work rate their leaders’ intrapersonal competencies as being low. They also believe that a leader’s intrapersonal intelligence influence their feeling of job satisfaction. The leader’s appropriate intrapersonal competencies are crucial to the creation of a motivated and satisfied employee team. In this study, the quantitative research method was used to determine the employees’ perceptions of their leaders’ intrapersonal competencies and their influence on their job satisfaction; the six competencies being self-awareness, self-confidence, self-expression, self-control, adaptability, and optimism. All the competencies of leaders identified in this quantitative study can therefore be described as intervening variables that influence an employee’s sense of job satisfaction. The number of responses that indicate that each of the intrapersonal competencies of a leader that will have an influence on an employee’s sense of job satisfaction, ranges from 93% (a leader’s sense of self-awareness) to 99% (a leader’s ability to be adaptable). As the responses are significantly similar, it can be stated that the respondents indicate that all the intrapersonal competencies of a leader can influence an employee’s sense of job satisfaction. The findings of this study strongly suggest that in order to be satisfied at work, employees prefer to be led by leaders who are confident in their leadership roles; who send out clear, unambiguous messages; who maintain self-control; who are adaptable and flexible;, who face the future with optimism and who support the establishment of a collegial working environment. Evidently, the findings corroborate the hypothesis that employees believe that the intrapersonal competencies of leaders have a positive influence on the employees’ sense of job satisfaction. This study’s findings, therefore, confirm that the key to the leaders’ self-knowledge is access to their own feelings and the ability to discriminate among them and draw upon them to guide behaviour in their organisations. This exploratory study makes a contribution to the emerging research being accomplished on leaders’ intrapersonal intelligence with more research still needing to be attempted to determine to what extent these competencies of leaders can reshape the organizational climate and culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=employees%E2%80%99%20job%20satisfaction" title=" employees’ job satisfaction"> employees’ job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=leaders%E2%80%99%20intrapersonal%20competencies" title=" leaders’ intrapersonal competencies"> leaders’ intrapersonal competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=leaders%E2%80%99%20self-knowledge" title=" leaders’ self-knowledge"> leaders’ self-knowledge</a> </p> <a href="https://publications.waset.org/abstracts/37302/elucidation-of-leaders-intrapersonal-competencies-in-the-workplace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37302.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">187</span> Adaptable Regulatory Oversight and Safety Awareness Regime: An Experience-Based Contribution Towards Sustainability in a Changing Railway Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peaceman%20%20Sopazi">Peaceman Sopazi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mabila%20%20Mathebula"> Mabila Mathebula</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Smallwood"> John Smallwood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent health and safety (H&S) concerns and their resultant impact on railway operations, namely, the severe acute respiratory syndrome (SARS) or collectively known as SARS-CoV-2 (Covid-19) pandemic and the Fourth Industrial Revolution (4IR), which have dominated public discourse, brought into question as to whether, or not, some aspects of how we have so far managed safety oversight as railway regulatory bodies and operators will remain relevant in a changing railway environment. Railway practitioners have generally found themselves between a proverbial rock and a hard place by being confronted by emerging challenges which have brought along great opportunities for sustainability. As witnesses and participants to the progressively introduced railway safety management, and transformation regimes, this paper attempts to share gathered field experience on adaptable regulatory oversight and safety awareness. The discourse is approached from a South African context but also with an informed perspective of what seems to work and what usually does not. The authors share their own multi and transdisciplinary experience coupled with insights they have gained as researchers of global trends in general safety management and specific aspects of railway safety management, for sustainability. In addition to sharing a largely experience-based methodology for survival, suggestions are offered for consideration as a way of keeping the railway safety management discourse alive as practitioners navigate a new path which is shrouded in a cloud of untold uncertainty. The authors further believe that the right timing for the implementation of the proposed suggestions in this paper will produce beneficial outcomes. Finally, the paper will identify areas that are still open for further investigation for and by researchers and practitioners alike. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20%26%20safety%20management" title="health & safety management">health & safety management</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20awareness" title=" safety awareness"> safety awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=railway%20safety%20management" title=" railway safety management"> railway safety management</a>, <a href="https://publications.waset.org/abstracts/search?q=railway%20systems%20sustainability" title=" railway systems sustainability"> railway systems sustainability</a> </p> <a href="https://publications.waset.org/abstracts/133908/adaptable-regulatory-oversight-and-safety-awareness-regime-an-experience-based-contribution-towards-sustainability-in-a-changing-railway-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133908.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">173</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">186</span> Adaptability of Steel-Framed Industrialized Building System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Taghdiri">Alireza Taghdiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Ghanbarzade%20Ghomi"> Sara Ghanbarzade Ghomi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Existing buildings are permanently subjected to change, continuously renovated and repaired in their long service life. Old buildings are destroyed and their material and components are recycled or reused for constructing new ones. In this process, importance of sustainability principles for building construction is obviously known and great significance must be attached to consumption of resources, resulting effects on the environment and economic costs. Utilization strategies for extending buildings service life and delay in destroying have positive effect on environment protection. In addition, simpler alterability or expandability of buildings’ structures and reducing energy and natural resources consumption have benefits for users, producers and environment. To solve these problems, by applying theories of open building, structural components of some conventional building systems have been analyzed and then, a new geometry adaptive building system is developed which can transform and support different imposed loads. In order to achieve this goal, various research methods and tools such as professional and scientific literatures review, comparative analysis, case study and computer simulation were applied and data interpretation was implemented using descriptive statistics and logical arguments. Therefore, hypothesis and proposed strategies were evaluated and an adaptable and reusable 2-dimensional building system was presented which can respond appropriately to dwellers and end-users needs and provide reusability of structural components of building system in new construction or function. Investigations showed that this incremental building system can be successfully applied in achieving the architectural design objectives and by small modifications on components and joints, it is easy to obtain different and adaptable load-optimized component alternatives for flexible spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptability" title="adaptability">adaptability</a>, <a href="https://publications.waset.org/abstracts/search?q=durability" title=" durability"> durability</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20building" title=" open building"> open building</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20life" title=" service life"> service life</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20building%20system" title=" structural building system"> structural building system</a> </p> <a href="https://publications.waset.org/abstracts/39273/adaptability-of-steel-framed-industrialized-building-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39273.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">366</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">185</span> Guidelines for Enhancing the Learning Environment by the Integration of Design Flexibility and Immersive Technology: The Case of the British University in Egypt’s Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20Ayman">Eman Ayman</a>, <a href="https://publications.waset.org/abstracts/search?q=Gehan%20Nagy"> Gehan Nagy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The learning environment has four main parameters that affect its efficiency which they are: pedagogy, user, technology, and space. According to Morrone, enhancing these parameters to be adaptable for future developments is essential. The educational organization will be in need of developing its learning spaces. Flexibility of design an immersive technology could be used as tools for this development. when flexible design concepts are used, learning spaces that can accommodate a variety of teaching and learning activities are created. To accommodate the various needs and interests of students, these learning spaces are easily reconfigurable and customizable. The immersive learning opportunities offered by technologies like virtual reality, augmented reality, and interactive displays, on the other hand, transcend beyond the confines of the traditional classroom. These technological advancements could improve learning. This thesis highlights the problem of the lack of innovative, flexible learning spaces in educational institutions. It aims to develop guidelines for enhancing the learning environment by the integration of flexible design and immersive technology. This research uses a mixed method approach, both qualitative and quantitative: the qualitative section is related to the literature review theories and case studies analysis. On the other hand, the quantitative section will be identified by the results of the applied studies of the effectiveness of redesigning a learning space from its traditional current state to a flexible technological contemporary space that will be adaptable to many changes and educational needs. Research findings determine the importance of flexibility in learning spaces' internal design as it enhances the space optimization and capability to accommodate the changes and record the significant contribution of immersive technology that assists the process of designing. It will be summarized by the questionnaire results and comparative analysis, which will be the last step of finalizing the guidelines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flexibility" title="flexibility">flexibility</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20space" title=" learning space"> learning space</a>, <a href="https://publications.waset.org/abstracts/search?q=immersive%20technology" title=" immersive technology"> immersive technology</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20environment" title=" learning environment"> learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=interior%20design" title=" interior design"> interior design</a> </p> <a href="https://publications.waset.org/abstracts/176406/guidelines-for-enhancing-the-learning-environment-by-the-integration-of-design-flexibility-and-immersive-technology-the-case-of-the-british-university-in-egypts-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176406.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">93</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">184</span> Adaptability of Steel-Framed Industrialized Building System In Post-Service Life</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Taghdiri">Alireza Taghdiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Ghanbarzade%20Ghomi"> Sara Ghanbarzade Ghomi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Existing buildings are permanently subjected to change, continuously renovated and repaired in their long service life. Old buildings are destroyed and their material and components are recycled or reused for constructing new ones. In this process, the importance of sustainability principles for building construction is obviously known and great significance must be attached to the consumption of resources, resulting effects on the environment and economic costs. Utilization strategies for extending buildings service life and delay in destroying have a positive effect on environment protection. In addition, simpler alterability or expandability of buildings’ structures and reducing energy and natural resources consumption have benefits for users, producers and the environment. To solve these problems, by applying theories of open building, structural components of some conventional building systems have been analyzed and then, a new geometry adaptive building system is developed which can transform and support different imposed loads. In order to achieve this goal, various research methods and tools such as professional and scientific literatures review, comparative analysis, case study and computer simulation were applied and data interpretation was implemented using descriptive statistics and logical arguments. Therefore, hypothesis and proposed strategies were evaluated and an adaptable and reusable 2-dimensional building system was presented which can respond appropriately to dwellers and end-users needs and provide reusability of structural components of building system in new construction or function. Investigations showed that this incremental building system can be successfully applied in achieving the architectural design objectives and by small modifications on components and joints, it is easy to obtain different and adaptable load-optimized component alternatives for flexible spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptability" title="adaptability">adaptability</a>, <a href="https://publications.waset.org/abstracts/search?q=durability" title=" durability"> durability</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20building" title=" open building"> open building</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20life" title=" service life"> service life</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20building%20system" title=" structural building system"> structural building system</a> </p> <a href="https://publications.waset.org/abstracts/20155/adaptability-of-steel-framed-industrialized-building-system-in-post-service-life" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20155.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">435</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=adaptable%20e-learning&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=adaptable%20e-learning&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=adaptable%20e-learning&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=adaptable%20e-learning&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=adaptable%20e-learning&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=adaptable%20e-learning&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=adaptable%20e-learning&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=adaptable%20e-learning&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>