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learning/teaching strategies</title> <meta name="description" content="Search results for: learning/teaching strategies"> <meta name="keywords" content="learning/teaching strategies"> <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> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="learning/teaching strategies"> <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> 12827</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: learning/teaching strategies</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12677</span> Technology in English Language Teaching and Its Benefits in Improving Language Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasir%20Naseem">Yasir Naseem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this fast-growing and evolving world, usage and adoption of technology have displayed an essential component of the learning process, both in and out of the class, which converges and incorporates every domain of the learning aspects. It aids in learning distinct entities irrespective of their levels of challenge. It also incorporates both viewpoints of learning, i.e., competence as well as the performances of the learner. In today's learning scenario, nearly every language class ordinarily uses some form of technology. It integrates with various teaching methodologies and transforms in a way that now it grew as an integral part of the language learning courses. It has been employed to facilitate, promote, and enhances language learning. It facilitates educators in numerous ways and enhances their methodologies by equipping them to modify classroom activities, which covers every aspect of language learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a> </p> <a href="https://publications.waset.org/abstracts/130827/technology-in-english-language-teaching-and-its-benefits-in-improving-language-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130827.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">175</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">12676</span> The Integration of ICT in EFL Classroom and Its Impact on Teacher Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tayaa%20Karima">Tayaa Karima</a>, <a href="https://publications.waset.org/abstracts/search?q=Bouaziz%20Amina"> Bouaziz Amina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today's world is knowledge-based; everything we do is somehow connected with technology which it has a remarkable influence on socio-cultural and economic developments, including educational settings. This type of technology is supported in many teaching/learning setting where the medium of instruction is through computer technology, and particularly involving digital technologies. There has been much debate over the use of computers and the internet in foreign language teaching for more than two decades. Various studies highlights that the integration of Information Communications Technology (ICT) in foreign language teaching will have positive effects on both the teachers and students to help them be aware of the modernized world and meet the current demands of the globalised world. Information and communication technology has been gradually integrated in foreign learning environment as a platform for providing learners with learning opportunities. Thus, the impact of ICT on language teaching and learning has been acknowledged globally, this is because of the fundamental role that it plays in the enhancement of teaching and learning quality, modify the pedagogical practice, and motivate learners. Due to ICT related developments, many Maghreb countries regard ICT as a tool for changes and innovations in education. Therefore, the ministry of education attempted to set up computer laboratories and provide internet connection in the schools. Investment in ICT for educational innovations and improvement purposes has been continuing the need of teacher who will employ it in the classroom as vital role of the curriculum. ICT does not have an educational value in itself, but it becomes precious when teachers use it in learning and teaching process. This paper examines the impacts of ICT on teacher development rather than on teaching quality and highlights some challenges facing using ICT in the language learning/teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20communications%20technology%20%28ICT%29" title="information communications technology (ICT)">information communications technology (ICT)</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title=" foreign language teaching"> foreign language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20development" title=" teacher development"> teacher development</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20opportunity" title=" learning opportunity"> learning opportunity</a> </p> <a href="https://publications.waset.org/abstracts/43919/the-integration-of-ict-in-efl-classroom-and-its-impact-on-teacher-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43919.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">388</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">12675</span> Research on the Online Learning Activities Design and Students’ Experience Based on APT Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Yanli">Wang Yanli</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Yun"> Cheng Yun</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Jiarui"> Yang Jiarui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the separation of teachers and students, online teaching during the COVID-19 epidemic was faced with many problems, such as low enthusiasm of students, distraction, low learning atmosphere, and insufficient interaction between teachers and students. The essay designed the elaborate online learning activities of the course 'Research Methods of Educational Science' based on the APT model from three aspects of multiple assessment methods, a variety of teaching methods, and online learning environment and technology. Student's online learning experience was examined from the perception of online course, the perception of the online learning environment, and satisfaction after the course’s implementation. The research results showed that students have a positive overall evaluation of online courses, a high degree of engagement in learning, positive acceptance of online learning, and high satisfaction with it, but students hold a relatively neutral attitude toward online learning. And some dimensions in online learning experience were found to have positive inﬂuence on students' satisfaction with online learning. We suggest making the good design of online courses, selecting proper learning platforms, and conducting blended learning to improve students’ learning experience. This study has both theoretical and practical significance for the design, implementation, effect feedback, and sustainable development of online teaching in the post-epidemic era. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=APT%20model" title="APT model">APT model</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20activities" title=" online learning activities"> online learning activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experience" title=" learning experience"> learning experience</a> </p> <a href="https://publications.waset.org/abstracts/130109/research-on-the-online-learning-activities-design-and-students-experience-based-on-apt-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130109.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">135</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">12674</span> A Study on Pre-Service English Teachers' Language Self Efficacy and Learning Goal Orientation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erteki%CC%87n%20Kotba%C5%9F">Erteki̇n Kotbaş</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English as a Foreign Language (EFL) is on the front burner of many countries in the world, in particular for English language teaching departments that train EFL teachers. Under the head of motivational theories in foreign language education, there are numerous researches in literature. However; researches comprising English language self-efficacy and teachers’ learning goal orientation which has a positive impact on learning teachings skills are scarce. Examination of these English language self-efficacy beliefs and learning goal orientations of pre-service EFL teachers may broaden the horizons, considering the importance of self-efficacy and goal orientation on learning and teaching activities. At this juncture, present study aims to investigate the strong relationship between English language self efficacy and teachers’ learning goal orientation from Turkish context in addition to teacher students’ grade factor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20goal%20orientation" title=" learning goal orientation"> learning goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20efficacy" title=" self efficacy"> self efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/43834/a-study-on-pre-service-english-teachers-language-self-efficacy-and-learning-goal-orientation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43834.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">462</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">12673</span> A Collaborative Teaching and Learning Model between Academy and Industry for Multidisciplinary Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moon-Soo%20Kim">Moon-Soo Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to cope with the increasing demand for multidisciplinary learning between academy and industry, a collaborative teaching and learning model and related operational tools enabling applications to engineering education are essential. This study proposes a web-based collaborative framework for interactive teaching and learning between academy and industry as an initial step for the development of a web- and mobile-based integrated system for both engineering students and industrial practitioners. The proposed web-based collaborative teaching and learning framework defines several entities such as learner, solver and supporter or sponsor for industrial problems, and also has a systematic architecture to build information system including diverse functions enabling effective interaction among the defined entities regardless of time and places. Furthermore, the framework, which includes knowledge and information self-reinforcing mechanism, focuses on the previous problem-solving records as well as subsequent learners’ creative reusing in solving process of new problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teaching%20and%20learning%20model" title="collaborative teaching and learning model">collaborative teaching and learning model</a>, <a href="https://publications.waset.org/abstracts/search?q=academy%20and%20industry" title=" academy and industry"> academy and industry</a>, <a href="https://publications.waset.org/abstracts/search?q=web-based%20collaborative%20framework" title=" web-based collaborative framework"> web-based collaborative framework</a>, <a href="https://publications.waset.org/abstracts/search?q=self-reinforcing%20mechanism" title=" self-reinforcing mechanism"> self-reinforcing mechanism</a> </p> <a href="https://publications.waset.org/abstracts/86272/a-collaborative-teaching-and-learning-model-between-academy-and-industry-for-multidisciplinary-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86272.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">326</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">12672</span> Fluctuations in Motivational Strategies EFL Teachers Use in Virtual and In-Person Classes across Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sima%20Modirkhamene">Sima Modirkhamene</a>, <a href="https://publications.waset.org/abstracts/search?q=Arezoo%20Khezri"> Arezoo Khezri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present investigation was to probe the main motivational strategies Iranian school vs. institute teachers use in virtual and in-person classes to motivate students in learning the English language. Yet another purpose was to understand teachers’ perceptions about any modifications in their use of motivational strategies before and during/after the pandemic. For the purpose of this investigation, a total of 63 EFL teachers (35 female, 28 male) were conveniently sampled from schools and institutes in the cities of Mahabad and Sardasht. Moreover, for the interview phase of the study, 20 percent (n=16) of the sample was selected conveniently. The required data was gathered through a modified questionnaire (Cheng & Dornyei, 2007) consisting of 42 items and a set of semi-structured interviews. The outcomes of a set of non-parametric Mann-Whitney U tests demonstrated that presenting tasks properly in online classes and familiarizing learners with L2- related values in in-person classes came out as the most influential source of motivational strategies practiced by EFL school teachers. Additionally, it was found that proper teacher behavior(showing enthusiasm) in both in-person and virtual classes and presenting tasks properly in in-person classes were overwhelmingly endorsed by EFL institute teachers. The study also portrayed no statistically significant mean difference between school and institute EFL teachers’ overall use of motivational strategies in virtual and in-person classes. The interview results indicated that the strategies of designing tasks through technological aids, provision of videos, gamification techniques, assigning projects, and delivering formative online feedback were held in high regard during/after the pandemic due to the high reliance of teaching on the Internet connection. Meanwhile, the research has indicated that the spread of COVID-19 was the main reason for teachers’ modifications in motivational strategies, in response to the crisis of the pandemic, all educational contexts at all levels resorted to online education as a result their strategies were adapted to the new situation. The findings brought to light through this investigation provided initial evidence of the unintended consequences of the pandemic on teachers’ strategic choices. Therefore, to deliver a better education for the future, the study suggests more concentration on the quality of teaching as well as reframing the status quo of teaching . <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20teaching" title="virtual teaching">virtual teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20teaching%20strategies" title=" motivational teaching strategies"> motivational teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20context" title=" teaching context"> teaching context</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education" title=" online education"> online education</a> </p> <a href="https://publications.waset.org/abstracts/178811/fluctuations-in-motivational-strategies-efl-teachers-use-in-virtual-and-in-person-classes-across-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178811.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">57</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">12671</span> Effects of a Student-Centered Approach to Assessment on Students' Attitudes towards 'Applied Statistics' Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anduela%20Lile">Anduela Lile</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this cross sectional study was to investigate the effectiveness of teaching and learning Statistics from a student centered perspective in higher education institutions. Statistics education has emphasized the application of tangible and interesting examples in order to motivate students learning about statistical concepts. Participants in this study were 112 bachelor students enrolled in the ‘Applied Statistics’ course in Sports University of Tirana. Experimental group students received a student-centered teaching approach; Control group students received an instructor-centered teaching approach. This study found student-centered approach student group had statistically significantly higher assessments scores (52.1 ± 18.9) at the end of the evaluation compared to instructor-centered approach student group (61.8 ± 16.4), (t (108) = 2.848, p = 0.005). Results concluded that student-centered perspective can improve student positive attitude to statistical methods and to motivate project work. Therefore, findings of this study may be very useful to the higher education institutions to establish their learning strategies especially for courses related to Statistics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student-centered" title="student-centered">student-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=instructor-centered" title=" instructor-centered"> instructor-centered</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20assessment" title=" course assessment"> course assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20statistics" title=" applied statistics"> applied statistics</a> </p> <a href="https://publications.waset.org/abstracts/77365/effects-of-a-student-centered-approach-to-assessment-on-students-attitudes-towards-applied-statistics-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77365.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">280</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">12670</span> Virtual Science Hub: An Open Source Platform to Enrich Science Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enrique%20Barra">Enrique Barra</a>, <a href="https://publications.waset.org/abstracts/search?q=Aldo%20Gordillo"> Aldo Gordillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Quemada"> Juan Quemada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the Virtual Science Hub platform. It is an open source platform that combines a social network, an e-learning authoring tool, a video conference service and a learning object repository for science teaching enrichment. These four main functionalities fit very well together. The platform was released in April 2012 and since then it has not stopped growing. Finally we present the results of the surveys conducted and the statistics gathered to validate this approach. <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=platform" title=" platform"> platform</a>, <a href="https://publications.waset.org/abstracts/search?q=authoring%20tool" title=" authoring tool"> authoring tool</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teaching" title=" science teaching"> science teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20sciences" title=" educational sciences"> educational sciences</a> </p> <a href="https://publications.waset.org/abstracts/2692/virtual-science-hub-an-open-source-platform-to-enrich-science-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2692.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">397</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">12669</span> How to Improve Teaching and Learning Strategies Through Educational Research. An Experience of Peer Observation in Legal Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luigina%20Mortari">Luigina Mortari</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessia%20Bevilacqua"> Alessia Bevilacqua</a>, <a href="https://publications.waset.org/abstracts/search?q=Roberta%20Silva"> Roberta Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The experience presented in this paper aims to understand how educational research can support the introduction and optimization of teaching innovations in legal education. In this increasingly complex context, a strong need to introduce paths aimed at acquiring not only professional knowledge and skills but also transversal such as reflective, critical, and problem-solving skills emerges. Through a peer observation intertwined with an analysis of discursive practices, researchers and the teacher worked together through a process of participatory and transformative accompaniment whose objective was to promote the active participation and engagement of students in learning processes, an element indispensable to work in the more specific direction of strengthening key competences. This reflective faculty development path led the teacher to activate metacognitive processes, becoming thus aware of the strengths and areas of improvement of his teaching innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=legal%20education" title="legal education">legal education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20innovation" title=" teaching innovation"> teaching innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20observation" title=" peer observation"> peer observation</a>, <a href="https://publications.waset.org/abstracts/search?q=discursive%20analysis" title=" discursive analysis"> discursive analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=faculty%20development" title=" faculty development"> faculty development</a> </p> <a href="https://publications.waset.org/abstracts/144823/how-to-improve-teaching-and-learning-strategies-through-educational-research-an-experience-of-peer-observation-in-legal-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144823.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12668</span> When English Learners Speak “Non-Standard” English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gloria%20Chen">Gloria Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past, when we complimented someone who had a good command of English, we would say ‘She/He speaks/writes standard English,’ or ‘His/Her English is standard.’ However, with English has becoming a ‘global language,’ many scholars and English users even create a plural form for English as ‘world Englishes,’ which indicates that national/racial varieties of English not only exist, but also are accepted to a certain degree. Now, a question will be raised when it comes to English teaching and learning: ‘What variety/varieties of English should be taught?’ This presentation will first explore Braj Kachru’s well-known categorization of the inner circle, the outer circle, and the expanding circle of English users, as well as inner circle varieties such as ‘Ebonics’ and ‘cockney’. The presentation then will discuss the purposes and contexts of English learning, and apply different approaches to different purposes and contexts. Three major purposes of English teaching/learning will be emphasized and considered: (1) communicative competence, (2) academic competence, and (3) intercultural competence. This presentation will complete with the strategies of ‘code switch’ and ‘register switch’ in teaching English to non-standard English speakers in both speaking and writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=world%20Englishes" title="world Englishes">world Englishes</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20and%20non-standard%20English" title=" standard and non-standard English"> standard and non-standard English</a>, <a href="https://publications.waset.org/abstracts/search?q=inner" title=" inner"> inner</a>, <a href="https://publications.waset.org/abstracts/search?q=outer" title=" outer"> outer</a>, <a href="https://publications.waset.org/abstracts/search?q=expanded%20circle%20communicative" title=" expanded circle communicative"> expanded circle communicative</a>, <a href="https://publications.waset.org/abstracts/search?q=academic" title=" academic"> academic</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a> </p> <a href="https://publications.waset.org/abstracts/52620/when-english-learners-speak-non-standard-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52620.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">12667</span> Role of Feedbacks in Simulation-Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Usman%20Ghani">Usman Ghani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Feedback is a vital element for improving student learning in a simulation-based training as it guides and refines learning through scaffolding. A number of studies in literature have shown that students’ learning is enhanced when feedback is provided with personalized tutoring that offers specific guidance and adapts feedback to the learner in a one-to-one environment. Thus, emulating these adaptive aspects of human tutoring in simulation provides an effective methodology to train individuals. This paper presents the results of a study that investigated the effectiveness of automating different types of feedback techniques such as Knowledge-of-Correct-Response (KCR) and Answer-Until- Correct (AUC) in software simulation for learning basic information technology concepts. For the purpose of comparison, techniques like simulation with zero or no-feedback (NFB) and traditional hands-on (HON) learning environments are also examined. The paper presents the summary of findings based on quantitative analyses which reveal that the simulation based instructional strategies are at least as effective as hands-on teaching methodologies for the purpose of learning of IT concepts. The paper also compares the results of the study with the earlier studies and recommends strategies for using feedback mechanism to improve students’ learning in designing and simulation-based IT training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simulation" title="simulation">simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=training" title=" training"> training</a>, <a href="https://publications.waset.org/abstracts/search?q=hands-on" title=" hands-on"> hands-on</a>, <a href="https://publications.waset.org/abstracts/search?q=labs" title=" labs"> labs</a> </p> <a href="https://publications.waset.org/abstracts/41832/role-of-feedbacks-in-simulation-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41832.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">377</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12666</span> A Comparative Study of Mechanisms across Different Online Social Learning Types</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xinyu%20Wang">Xinyu Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the rapid development of Internet technology and the increasing prevalence of online social media, this study investigates the impact of digital communication on social learning. Through three behavioral experiments, we explore both affective and cognitive social learning in online environments. Experiment 1 manipulates the content of experimental materials and two forms of feedback, emotional valence, sociability, and repetition, to verify whether individuals can achieve online emotional social learning through reinforcement using two social learning strategies. Results reveal that both social learning strategies can assist individuals in affective, social learning through reinforcement, with feedback-based learning strategies outperforming frequency-dependent strategies. Experiment 2 similarly manipulates the content of experimental materials and two forms of feedback to verify whether individuals can achieve online knowledge social learning through reinforcement using two social learning strategies. Results show that similar to online affective social learning, individuals adopt both social learning strategies to achieve cognitive social learning through reinforcement, with feedback-based learning strategies outperforming frequency-dependent strategies. Experiment 3 simultaneously observes online affective and cognitive social learning by manipulating the content of experimental materials and feedback at different levels of social pressure. Results indicate that online affective social learning exhibits different learning effects under different levels of social pressure, whereas online cognitive social learning remains unaffected by social pressure, demonstrating more stable learning effects. Additionally, to explore the sustained effects of online social learning and differences in duration among different types of online social learning, all three experiments incorporate two test time points. Results reveal significant differences in pre-post-test scores for online social learning in Experiments 2 and 3, whereas differences are less apparent in Experiment 1. To accurately measure the sustained effects of online social learning, the researchers conducted a mini-meta-analysis of all effect sizes of online social learning duration. Results indicate that although the overall effect size is small, the effect of online social learning weakens over time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20social%20learning" title="online social learning">online social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20social%20learning" title=" affective social learning"> affective social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20social%20learning" title=" cognitive social learning"> cognitive social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning%20strategies" title=" social learning strategies"> social learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20reinforcement" title=" social reinforcement"> social reinforcement</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20pressure" title=" social pressure"> social pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=duration" title=" duration"> duration</a> </p> <a href="https://publications.waset.org/abstracts/186019/a-comparative-study-of-mechanisms-across-different-online-social-learning-types" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186019.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">46</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">12665</span> Critical Reflection in Teaching and Learning Mathematics towards Perspective Transformation: Practices in Public and Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arturo%20Tobias%20Calizon%20Jr.">Arturo Tobias Calizon Jr.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the practices in critical reflection being employed in teaching and learning mathematics in public and private schools for students to achieve perspective transformation in psychological, convictional and behavioral dimensions. There were 1,969 senior high school and college student-respondents selected at random from 33 schools. Process reflection is most commonly practiced in both public and private schools. Convictional dimension of perspective transformation is most frequently achieved. There is no significant difference in practices of process reflection between senior high school and college students. However, there is a significant difference in perspective transformation in behavioral dimension achieved by students from public and private schools. Also, there are significant differences in psychological, convictional and behavioral dimensions of perspective transformation achieved by senior high school and college students. There is a high and significant relationship between critical reflection practices and perspective transformation of students. The researcher concludes that there are teaching strategies that facilitate critical thinking, and there are learning activities that alter perspective of students about mathematics as an abstract field. The researcher further concludes that consistent use of appropriate teaching and learning activities could bring about perspective transformation in students with success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title="critical reflection">critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective%20transformation" title=" perspective transformation"> perspective transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20reflection" title=" process reflection"> process reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=convictional%20dimension" title=" convictional dimension"> convictional dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20mathematics" title=" teaching and learning mathematics"> teaching and learning mathematics</a> </p> <a href="https://publications.waset.org/abstracts/94566/critical-reflection-in-teaching-and-learning-mathematics-towards-perspective-transformation-practices-in-public-and-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94566.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">154</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">12664</span> Use of Smartphone in Practical Classes to Facilitate Teaching and Learning of Microscopic Analysis and Interpretation of Tissues Sections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lise%20P.%20Lab%C3%A9jof">Lise P. Labéjof</a>, <a href="https://publications.waset.org/abstracts/search?q=Krisnayne%20S.%20Ribeiro"> Krisnayne S. Ribeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicolle%20P.%20dos%20Santos"> Nicolle P. dos Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An unrecorded experiment of use of the smartphone as a tool for practical classes of histology is presented in this article. Behavior, learning of the students of three science courses at the University were analyzed and compared as well as the mode of teaching of this discipline and the appreciation of the students, using either digital photographs taken by phone or drawings for record microscopic observations, analyze and interpret histological sections of human or animal tissues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell%20phone" title="cell phone">cell phone</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20micrographies" title=" digital micrographies"> digital micrographies</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20of%20sciences" title=" learning of sciences"> learning of sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practices" title=" teaching practices"> teaching practices</a> </p> <a href="https://publications.waset.org/abstracts/19458/use-of-smartphone-in-practical-classes-to-facilitate-teaching-and-learning-of-microscopic-analysis-and-interpretation-of-tissues-sections" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19458.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">596</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">12663</span> Latinx Adult ELLs: Exploring English Instructors’ Perceptions of Classroom Diversity and Culturally Diverse Teaching Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sharon%20Diaz%20Ruiz">Sharon Diaz Ruiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This qualitative study addresses college English instructors’ perceptions of classroom diversity and culturally diverse teaching strategies within the adult English language learning classroom environment. Every year, English college instructors face numerous challenges as the adult Latinx population keeps rising. To better understand the Latinx adult learners and the language classroom dynamics, research should focus on the experiences, pedagogical methods, and teaching insights of full-time and adjunct minority professors at degree-granting postsecondary institutions. Culturally responsive teaching is used as the framework to understand and explore the perceptions of English instructors on the realities and needs of Latinx adult emergent bilinguals enrolled in developmental English courses. Snowball sampling allows the researcher to locate members who meet these specific criteria: adjunct and part-time English instructors of adult Latinx language learners. Participants answered a demographic questionnaire and then contributed to 45-minute in-depth interviews to explore their perceptions of culturally responsive practices in the Latinx adult emergent bilinguals’ basic and intermediate developmental English courses. The interviews shed light on topics such as teaching biases, educators’ cultural experiences, and resources and strategies faculty recommend for effective culturally responsive teaching strategies. The result of this investigation will shed light on the gap in the literature documenting the application of culturally responsive pedagogy to Latino adult language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Latinx" title="Latinx">Latinx</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title=" English language learners"> English language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20faculty" title=" English faculty"> English faculty</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learners" title=" adult learners"> adult learners</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20theory" title=" critical theory"> critical theory</a>, <a href="https://publications.waset.org/abstracts/search?q=culturally%20responsive%20theory" title=" culturally responsive theory"> culturally responsive theory</a> </p> <a href="https://publications.waset.org/abstracts/175649/latinx-adult-ells-exploring-english-instructors-perceptions-of-classroom-diversity-and-culturally-diverse-teaching-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175649.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">67</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">12662</span> Introducing and Effectiveness Evaluation of Innovative Logistics System Simulation Teaching: Theoretical Integration and Verification</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tsai-Pei%20Liu">Tsai-Pei Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Rou%20Zheng"> Zhi-Rou Zheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Tzu-Tzu%20Wen"> Tzu-Tzu Wen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Innovative logistics system simulation teaching is to extract the characteristics of the system through simulation methodology. The system has randomness and interaction problems in the execution time. Therefore, the simulation model can usually deal with more complex logistics process problems, giving students different learning modes. Students have more autonomy in learning time and learning progress. System simulation has become a new educational tool, but it still needs to accept many tests to use it in the teaching field. Although many business management departments in Taiwan have started to promote, this kind of simulation system teaching is still not popular, and the prerequisite for popularization is to be supported by students. This research uses an extension of Integration Unified Theory of Acceptance and Use of Technology (UTAUT2) to explore the acceptance of students in universities of science and technology to use system simulation as a learning tool. At the same time, it is hoped that this innovation can explore the effectiveness of the logistics system simulation after the introduction of teaching. The results indicated the significant influence of performance expectancy, social influence and learning value on students’ intention towards confirmed the influence of facilitating conditions and behavioral intention. The extended UTAUT2 framework helps in understanding students’ perceived value in the innovative logistics system teaching context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=UTAUT2" title="UTAUT2">UTAUT2</a>, <a href="https://publications.waset.org/abstracts/search?q=logistics%20system%20simulation" title=" logistics system simulation"> logistics system simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20value" title=" learning value"> learning value</a>, <a href="https://publications.waset.org/abstracts/search?q=Taiwan" title=" Taiwan"> Taiwan</a> </p> <a href="https://publications.waset.org/abstracts/165685/introducing-and-effectiveness-evaluation-of-innovative-logistics-system-simulation-teaching-theoretical-integration-and-verification" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165685.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">114</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">12661</span> From the Bright Lights of the City to the Shadows of the Bush: Expanding Knowledge through a Case-Based Teaching Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Henriette%20van%20Rensburg">Henriette van Rensburg</a>, <a href="https://publications.waset.org/abstracts/search?q=Betty%20Adcock"> Betty Adcock </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Concern about the lack of knowledge of quality teaching and teacher retention in rural and remote areas of Australia, has caused academics to improve pre-service teachers’ understanding of this problem. The participants in this study were forty students enrolled in an undergraduate educational course (EDO3341 Teaching in rural and remote communities) at the University of Southern Queensland in Toowoomba in 2012. This study involved an innovative case-based teaching approach in order to broaden their generally under-informed understanding of teaching in a rural and remote area. Three themes have been identified through analysing students’ critical reflections: learning expertise, case-based learning support and authentic learning. The outcomes identified the changes in pre-service teachers’ understanding after they have deepened their knowledge of the realities of teaching in rural and remote areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rural%20and%20remote%20education" title="rural and remote education">rural and remote education</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20based%20teaching" title=" case based teaching"> case based teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20education%20approach" title=" innovative education approach"> innovative education approach</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/18292/from-the-bright-lights-of-the-city-to-the-shadows-of-the-bush-expanding-knowledge-through-a-case-based-teaching-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18292.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">492</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">12660</span> Teaching: Using Co-teaching as an Instructional Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beverley%20Gallimore">Beverley Gallimore</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Individuals with Disabilities Education Act of 2004 (IDEA) has helped to improve outcomes for students with special education needs. Through IDEA, students with Special Education Needs (SEN) have opportunities for more equitable education within the General Education classroom. However, students with disabilities lack access to instructions that can help them to maximize their fullest learning potential. Recently, educational stakeholders have emphasized Integrated Co-teaching as a tool to increase engagement and learning outcomes for students with disabilities in general education classrooms. As a result of this new approach, general and special education teachers are working collaboratively to teach students with disabilities. However, co-teaching models are not properly designed and structured to effectively benefit students with disabilities. Teachers must be oriented correctly in the co-teaching models if it is to be beneficial for students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CO-teaching" title="CO-teaching">CO-teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=differentiation" title=" differentiation"> differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=equitable" title=" equitable"> equitable</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a> </p> <a href="https://publications.waset.org/abstracts/164919/teaching-using-co-teaching-as-an-instructional-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164919.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">81</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">12659</span> Enhancement of Learning Style in Kolej Poly-Tech MARA (KPTM) via Mobile EEF Learning System (MEEFLS)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20E.%20Marwan">M. E. Marwan</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20R.%20Madar"> A. R. Madar</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Fuad"> N. Fuad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile communication provides access to the outside world without borders everywhere and at any time. The learning method that related to mobile communication technology is known as mobile learning (M-learning). It is a method that communicates learning materials with mobile device technology. The purpose of this method is to increase the interest in learning among students and assist them in obtaining learning materials at Kolej Poly-Tech MARA (KPTM) in order to improve the student’s performance in their study and to encourage educators to diversify the teaching practices. This paper discusses the student’s awareness for enhancement of learning style using mobile technologies and their readiness to apply the elements of mobile learning in learning to improve performance and interest in learning among students. An application called Mobile EEF Learning System (MEEFLS) has been developed as a tool to be used as a pilot test in KPTM. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness" title="awareness">awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=MEEFLS" title=" MEEFLS"> MEEFLS</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=readiness" title=" readiness"> readiness</a> </p> <a href="https://publications.waset.org/abstracts/11289/enhancement-of-learning-style-in-kolej-poly-tech-mara-kptm-via-mobile-eef-learning-system-meefls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11289.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">379</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">12658</span> Improving the Teaching of Mathematics at University Using the Inverted Classroom Model: A Case in Greece</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20S.%20Androulakis">G. S. Androulakis</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Deli"> G. Deli</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Kaisari"> M. Kaisari</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20%20Mihos"> N. Mihos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching practices at the university level have changed and developed during the last decade. Implementation of inverted classroom method in secondary education consists of a well-formed basis for academic teachers. On the other hand, distance learning is a well-known field in education research and widespread as a method of teaching. Nonetheless, the new pandemic found many Universities all over the world unprepared, which made adaptations to new methods of teaching a necessity. In this paper, we analyze a model of an inverted university classroom in a distance learning context. Thus, the main purpose of our research is to investigate students’ difficulties as they transit to a new style of teaching and explore their learning development during a semester totally different from others. Our teaching experiment took place at the Business Administration department of the University of Patras, in the context of two courses: Calculus, a course aimed at first-year students, and Statistics, a course aimed at second-year students. Second-year students had the opportunity to attend courses in the university classroom. First-year students started their semester with distance learning. Using a comparative study of these two groups, we explored significant differences in students’ learning procedures. Focused group interviews, written tests, analyses of students’ dialogues were used in a mixed quantity and quality research. Our analysis reveals students’ skills, capabilities but also a difficulty in following, non-traditional style of teaching. The inverted classroom model, according to our findings, offers benefits in the educational procedure, even in a distance learning environment. <p class="card-text"><strong>Keywords:</strong> <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=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=inverted%20classroom" title=" inverted classroom"> inverted classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching" title=" mathematics teaching"> mathematics teaching</a> </p> <a href="https://publications.waset.org/abstracts/132603/improving-the-teaching-of-mathematics-at-university-using-the-inverted-classroom-model-a-case-in-greece" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132603.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">132</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">12657</span> The Impact of the Use of Some Multiple Intelligence-Based Teaching Strategies on Developing Moral Intelligence and Inferential Jurisprudential Thinking among Secondary School Female Students in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sameerah%20A.%20Al-Hariri%20Al-Zahrani">Sameerah A. Al-Hariri Al-Zahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aims at getting acquainted with the impact of the use of some multiple intelligence-based teaching strategies on developing moral intelligence and inferential jurisprudential thinking among secondary school female students. The study has endeavored to answer the following questions: What is the impact of the use of some multiple intelligence-based teaching strategies on developing inferential jurisprudential thinking and moral intelligence among first-year secondary school female students? In the frame of this main research question, the study seeks to answer the following sub-questions: (i) What are the inferential jurisprudential thinking skills among first-year secondary school female students? (ii) What are the components of moral intelligence among first year secondary school female students? (iii) What is the impact of the use of some multiple intelligence‐based teaching strategies (such as the strategies of analyzing values, modeling, Socratic discussion, collaborative learning, peer collaboration, collective stories, building emotional moments, role play, one-minute observation) on moral intelligence among first-year secondary school female students? (iv) What is the impact of the use of some multiple intelligence‐based teaching strategies (such as the strategies of analyzing values, modeling, Socratic discussion, collaborative learning, peer collaboration, collective stories, building emotional moments, role play, one-minute observation) on developing the capacity for inferential jurisprudential thinking of juristic rules among first-year secondary school female students? The study has used the descriptive-analytical methodology in surveying, analyzing, and reviewing the literature on previous studies in order to benefit from them in building the tools of the study and the materials of experimental treatment. The study has also used the experimental method to study the impact of the independent variable (multiple intelligence strategies) on the two dependent variables (moral intelligence and inferential jurisprudential thinking) in first-year secondary school female students’ learning. The sample of the study is made up of 70 female students that have been divided into two groups: an experimental group consisting of 35 students who have been taught through multiple intelligence strategies, and a control group consisting of the other 35 students who have been taught normally. The two tools of the study (inferential jurisprudential thinking test and moral intelligence scale) have been implemented on the two groups as a pre-test. The female researcher taught the experimental group and implemented the two tools of the study. After the experiment, which lasted eight weeks, was over, the study showed the following results: (i) The existence of significant statistical differences (0.05) between the mean average of the control group and that of the experimental group in the inferential jurisprudential thinking test (recognition of the evidence of jurisprudential rule, recognition of the motive for the jurisprudential rule, jurisprudential inferencing, analogical jurisprudence) in favor of the experimental group. (ii) The existence of significant statistical differences (0.05) between the mean average of the control group and that of the experimental group in the components of the moral intelligence scale (sympathy, conscience, moral wisdom, tolerance, justice, respect) in favor of the experimental group. The study has, thus, demonstrated the impact of the use of some multiple intelligence-based teaching strategies on developing moral intelligence and inferential jurisprudential thinking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moral%20intelligence" title="moral intelligence">moral intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=inferential%20jurisprudential%20thinking" title=" inferential jurisprudential thinking"> inferential jurisprudential thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a> </p> <a href="https://publications.waset.org/abstracts/124179/the-impact-of-the-use-of-some-multiple-intelligence-based-teaching-strategies-on-developing-moral-intelligence-and-inferential-jurisprudential-thinking-among-secondary-school-female-students-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124179.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">159</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">12656</span> Correlation Analysis to Quantify Learning Outcomes for Different Teaching Pedagogies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanika%20Sood">Kanika Sood</a>, <a href="https://publications.waset.org/abstracts/search?q=Sijie%20Shang"> Sijie Shang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A fundamental goal of education includes preparing students to become a part of the global workforce by making beneficial contributions to society. In this paper, we analyze student performance for multiple courses that involve different teaching pedagogies: a cooperative learning technique and an inquiry-based learning strategy. Student performance includes student engagement, grades, and attendance records. We perform this study in the Computer Science department for online and in-person courses for 450 students. We will perform correlation analysis to study the relationship between student scores and other parameters such as gender, mode of learning. We use natural language processing and machine learning to analyze student feedback data and performance data. We assess the learning outcomes of two teaching pedagogies for undergraduate and graduate courses to showcase the impact of pedagogical adoption and learning outcome as determinants of academic achievement. Early findings suggest that when using the specified pedagogies, students become experts on their topics and illustrate enhanced engagement with peers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bag-of-words" title="bag-of-words">bag-of-words</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20learning" title=" inquiry-based learning"> inquiry-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=in-person%20learning" title=" in-person learning"> in-person learning</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title=" sentiment analysis"> sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20pedagogy" title=" teaching pedagogy"> teaching pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/157641/correlation-analysis-to-quantify-learning-outcomes-for-different-teaching-pedagogies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157641.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">77</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">12655</span> A Study on Pre-Service English Language Teacher's Language Self-Efficacy and Goal Orientation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ertekin%20Kotbas">Ertekin Kotbas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English as a Foreign Language (EFL) is on the front burner of many countries in the world, in particular for English Language Teaching departments that train EFL teachers. Under the head of motivational theories in foreign language education, there are numerous researches in literature. However; researches comprising English Language Self-Efficacy and Teachers’ Learning Goal Orientation which has a positive impact on learning teachings skills are scarce. Examination of these English Language self-efficacy beliefs and Learning Goal Orientations of Pre-Service EFL Teachers may broaden the horizons, in consideration the importance of self-efficacy and goal orientation on learning and teaching activities. At this juncture, the present study aims to investigate the relationship between English Language Self-Efficacy and Teachers’ Learning Goal Orientation from Turkish context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20goal%20orientation" title=" learning goal orientation"> learning goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/59758/a-study-on-pre-service-english-language-teachers-language-self-efficacy-and-goal-orientation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59758.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">492</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">12654</span> Chinese Language Teaching as a Second Language: Immersion Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Kiu%20Su%20Na"> Kiu Su Na</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the Chinese Language Teaching as a Second Language by focusing on Immersion Teaching. Researchers used narrative literature review to describe the current states of both art and science in focused areas of inquiry. Immersion teaching comes with a standard that teachers must reliably meet. Chinese language-immersion instruction consists of language and content lessons, including functional usage of the language, academic language, authentic language, and correct Chinese sociocultural language. Researchers used narrative literature reviews to build a scientific knowledge base. Researchers collected all the important points of discussion, and put them here with reference to the specific field where this paper is originally based on. The findings show that Chinese Language in immersion teaching is not like standard foreign language classroom; immersion setting provides more opportunities to teach students colloquial language than academic. Immersion techniques also introduce a language’s cultural and social contexts in a meaningful and memorable way. It is particularly important that immersion teachers connect classwork with real-life experiences. Immersion also includes more elements of discovery and inquiry based learning than do other kinds of instructional practices. Students are always and consistently interpreted the conclusions and context clues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20second%20language" title="a second language">a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20teaching" title=" Chinese language teaching"> Chinese language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20teaching" title=" immersion teaching"> immersion teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategies" title=" instructional strategies"> instructional strategies</a> </p> <a href="https://publications.waset.org/abstracts/38026/chinese-language-teaching-as-a-second-language-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38026.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">452</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">12653</span> Professional Development in EFL Classroom: Motivation and Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iman%20Jabbar">Iman Jabbar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the scope of professionalism and in order to compete with the modern world, teachers, are expected to develop their teaching skills and activities in addition to their professional knowledge. At the college level, the teacher should be able to face classroom challenges through his engagement with the learning situation to understand the students and their needs. In our field of TESOL, the role of the English teacher is no longer restricted to teaching English texts, but rather he should endeavor to enhance the students’ skills such as communication and critical analysis. Within the literature of professionalism, there are certain strategies and tools that an English teacher should adopt to develop his competence and performance. Reflective practice, which is an exploratory process, is one of these strategies. Another strategy contributing to classroom development is motivation. It is crucial in students’ learning as it affects the quality of learning English in the classroom in addition to determining success or failure as well as language achievement. This is a qualitative study grounded on interpretive perspectives of teachers and students regarding the process of professional development. This study aims at (a) understanding how teachers at the college level conceptualize reflective practice and motivation inside EFL classroom, and (b) exploring the methods and strategies that they implement to practice reflection and motivation. This study and is based on two questions: 1. How do EFL teachers perceive and view reflection and motivation in relation to their teaching and professional development? 2. How can reflective practice and motivation be developed into practical strategies and actions in EFL teachers’ professional context? The study is organized into two parts, theoretical and practical. The theoretical part reviews the literature on the concept of reflective practice and motivation in relation to professional development through providing certain definitions, theoretical models, and strategies. The practical part draws on the theoretical one, however; it is the core of the study since it deals with two issues. It involves the research design, methodology, and methods of data collection, sampling, and data analysis. It ends up with an overall discussion of findings and the researcher's reflections on the investigated topic. In terms of significance, the study is intended to contribute to the field of TESOL at the academic level through the selection of the topic and investigating it from theoretical and practical perspectives. Professional development is the path that leads to enhancing the quality of teaching English as a foreign or second language in a way that suits the modern trends of globalization and advanced technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title="professional development">professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/23191/professional-development-in-efl-classroom-motivation-and-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23191.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">451</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">12652</span> Affective (And Effective) Teaching and Learning: Higher Education Gets Social Again</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20Zizka">Laura Zizka</a>, <a href="https://publications.waset.org/abstracts/search?q=Gaby%20Probst"> Gaby Probst</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Covid-19 pandemic has affected the way Higher Education Institutions (HEIs) have given their courses. From emergency remote where all students and faculty were immediately confined to home teaching and learning, the continuing evolving sanitary situation obliged HEIs to adopt other methods of teaching and learning from blended courses that included both synchronous and asynchronous courses and activities to hy-flex models where some students were on campus while others followed the course simultaneously online. Each semester brought new challenges for HEIs and, subsequently, additional emotional reactions. This paper investigates the affective side of teaching and learning in various online modalities and its toll on students and faculty members over the past three semesters. The findings confirm that students and faculty who have more self-efficacy, flexibility, and resilience reported positive emotions and embraced the opportunities that these past semesters have offered. While HEIs have begun a new semester in an attempt to return to ‘normal’ face-to-face courses, this paper posits that there are lessons to be learned from these past three semesters. The opportunities that arose from the challenge of the pandemic should be considered when moving forward by focusing on a greater emphasis on the affective aspect of teaching and learning in HEIs worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching%20and%20learning" title="effective teaching and learning">effective teaching and learning</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=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/142689/affective-and-effective-teaching-and-learning-higher-education-gets-social-again" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142689.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">117</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">12651</span> Digital Learning Repositories for Vocational Teaching and Knowledge Sharing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prachyanun%20Nilsook">Prachyanun Nilsook</a>, <a href="https://publications.waset.org/abstracts/search?q=Panita%20Wannapiroon"> Panita Wannapiroon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to study a Digital Learning Repository System (DLRS) on vocational teachers and teaching in Thailand. The innobpcd.net is a DLRS being utilized by the Office of Vocational Education Commission and operationalized by the Bureau of Personnel Competency Development for vocational education teachers. The aim of the system is to support and enhance the process of vocational teaching and to improve staff development by providing teachers with a variety of network connections and information. The system provides centralized hosting and access to content, and the ability to share digital objects or files, to set permissions and controls for access to content that can be used vocational education teachers for their teaching and for their own development. The elements of DLRS include; Digital learning system, Media Library, Knowledge-based system and Mobile Application. The system aims to link vocational teachers to the most effective emerging technologies available for learning, so they are better resourced to support their vocational students. The initial results from this evaluation indicate that there is a range of services provided by the system being used by vocational teachers and this paper indicates which facilities have the greatest usage and impact on vocational teaching in Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20learning%20repositories" title="digital learning repositories">digital learning repositories</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20objects" title=" learning objects"> learning objects</a> </p> <a href="https://publications.waset.org/abstracts/30652/digital-learning-repositories-for-vocational-teaching-and-knowledge-sharing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30652.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">466</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">12650</span> Comparing Two Interventions for Teaching Math to Pre-School Students with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hui%20Fang%20Huang%20Su">Hui Fang Huang Su</a>, <a href="https://publications.waset.org/abstracts/search?q=Jia%20Borror"> Jia Borror</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study compared two interventions for teaching math to preschool-aged students with autism spectrum disorder (ASD). The first is considered the business as usual (BAU) intervention, which uses the Strategies for Teaching Based on Autism Research (STAR) curriculum and discrete trial teaching as the instructional methodology. The second is the Math is Not Difficult (Project MIND) activity-embedded, naturalistic intervention. These interventions were randomly assigned to four preschool students with ASD classrooms and implemented over three months for Project Mind. We used measurement gained during the same three months for the STAR intervention. In addition, we used A quasi-experimental, pre-test/post-test design to compare the effectiveness of these two interventions in building mathematical knowledge and skills. The pre-post measures include three standardized instruments: the Test of Early Math Ability-3, the Problem Solving and Calculation subtests of the Woodcock-Johnson Test of Achievement IV, and the Bracken Test of Basic Concepts-3 Receptive. The STAR curriculum-based assessment is administered to all Baudhuin students three times per year, and we used the results in this study. We anticipated that implementing these two approaches would improve the mathematical knowledge and skills of children with ASD. Still, it is crucial to see whether a behavioral or naturalistic teaching approach leads to more significant results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20learning" title="early learning">early learning</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=math%20for%20pre-schoolers" title=" math for pre-schoolers"> math for pre-schoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/143308/comparing-two-interventions-for-teaching-math-to-pre-school-students-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143308.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12649</span> Efficiency of Information Technology Based Learning and Teaching in Higher Educations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahalingam%20Palaniandi">Mahalingam Palaniandi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education plays vital role in the nation building process for a country and the rest of world. The higher education sector develops the change-agents for the various fields which will help the human-kind wheel to run further. Conventional and traditional class-room based learning and teaching was followed in many decades which is one-to-one and one-to-many. In a way, these are simplest form of learners to be assembled in a class room wherein the teacher used the blackboard to demonstrate the theory and laboratories used for practical. As the technology evolved tremendously for the last 40 years, the teaching and learning environment changed slowly, wherein, the learning community will be anywhere in the world and teacher deliver the content through internet based tools such as video conferencing, web based conferencing tools or E-learning platforms such as Blackboard or noodle. Present day, the mobile technologies plays an important tool to deliver the teaching content on-the-go. Both PC based and mobile based learning technology brought the learning and teaching community together in various aspects. However, as the learning technology also brought various hurdles for learning processes such as plagiarism and not using the reference books entirely as most of the students wants the information instantaneously using internet without actually going to the library to take the notes from the millions of the books which are not available online as e-books which result lack of fundamental knowledge of the concepts complex theories. However, technology is inseparable in human life, now-a-days and every part of it contains piece of information technology right from computers to home appliances. To make use of the IT based learning and teaching at most efficiency, we should have a proper framework and recommendations laid to the learning community in order to derive the maximum efficiency from the IT based teaching and leaning. This paper discusses various IT based tools available for the learning community, efficiency from its usage and recommendations for the suitable framework that needs to be implemented at higher education institutions which makes the learners stronger in both theory as well as real-time knowledge of their studies that is going to be used in their future for the better world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20learning" title=" teaching learning"> teaching learning</a>, <a href="https://publications.waset.org/abstracts/search?q=eLearning%20tools" title=" eLearning tools"> eLearning tools</a> </p> <a href="https://publications.waset.org/abstracts/21820/efficiency-of-information-technology-based-learning-and-teaching-in-higher-educations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21820.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12648</span> Building in Language Support in a Hong Kong Chemistry Classroom with English as a Medium of Instruction: An Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kai%20Yip%20Michael%20Tsang">Kai Yip Michael Tsang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science writing has played a crucial part in science assessments. This paper reports a study in an area that has received little research attention – how Language across the Curriculum (LAC, i.e. science language and literacy) learning activities in science lessons can increase the science knowledge development of English as a foreign language (EFL) students in Hong Kong. The data comes from a school-based interventional study in chemistry classrooms, with written data from questionnaires, assessments and teachers’ logs and verbal data from interviews and classroom observations. The effectiveness of the LAC teaching and learning activities in various chemistry classrooms were compared and evaluated, with discussion of some implications. Students in the treatment group with lower achieving students received LAC learning and teaching activities while students in the control group with higher achieving students received conventional learning and teaching activities. After the study, they performed better in control group in formative assessments. Moreover, they had a better attitude to learning chemistry content with a richer language support. The paper concludes that LAC teaching and learning activities yielded positive learning outcomes among chemistry learners with low English ability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20learning%20and%20teaching" title="science learning and teaching">science learning and teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integrated%20learning" title=" content and language integrated learning"> content and language integrated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20across%20the%20curriculum" title=" language across the curriculum"> language across the curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a> </p> <a href="https://publications.waset.org/abstracts/95553/building-in-language-support-in-a-hong-kong-chemistry-classroom-with-english-as-a-medium-of-instruction-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95553.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">190</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%2Fteaching%20strategies&page=5" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%2Fteaching%20strategies&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learning%2Fteaching%20strategies&page=2">2</a></li> <li class="page-item"><a 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