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service learning</title> <meta name="description" content="Search results for: Academic service learning"> <meta name="keywords" content="Academic service learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/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="Academic service learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3431</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Academic service learning</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3431</span> Teaching for Change: Instructional Support in a Bilingual Setting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20J.%20Hachar">S. J. Hachar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this paper is to provide educators an overview of international practices supporting young learners, arming us with adequate information to lead effective change. We will report on research and observations of Service Learning Projects conducted by one South Texas University. The intent of the paper is also to provide readers an overview of service learning in the preparation of teacher candidates pursuing a Bachelor of Science in Elementary Education. The objective of noting the efficiency and effectiveness of programs leading to literacy and oral fluency in a native language and second language will be discussed. This paper also highlights experiential learning for academic credit that combines community service with student learning. Six weeks of visits to a variety of community sites, making personal observations with faculty members, conducting extensive interviews with parents and key personnel at all sites will be discussed. The culminating Service Learning Expo will be reported as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Elementary%20education" title="Elementary education">Elementary education</a>, <a href="https://publications.waset.org/search?q=junior%20achievement" title=" junior achievement"> junior achievement</a>, <a href="https://publications.waset.org/search?q=service%20learning." title=" service learning."> service learning.</a> </p> <a href="https://publications.waset.org/10006435/teaching-for-change-instructional-support-in-a-bilingual-setting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006435/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006435/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006435/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006435/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006435/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006435/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006435/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006435/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006435/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006435/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006435.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">964</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3430</span> Active Learning Strategies and Academic Achievement among Some Psychology Undergraduates in Barbados</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Grace%20Adebisi%20Fayombo">Grace Adebisi Fayombo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study investigated the relationships between the active learning strategies (discussion, video clips, game show, role– play, five minute paper, clarification pauses, and small group) and academic achievement among a sample of 158 undergraduate psychology students in The University of the West Indies (UWI), Barbados. Results revealed statistically significant positive correlations between active learning strategies and students’ academic achievement; so also the active learning strategies contributed 22% (Rsq=0.222) to the variance being accounted for in academic achievement and this was found to be statistically significant (F(7,150) = 6.12, p < .05). Additionally, group work emerged as the best active learning strategy and had the highest correlation with the students’ academic achievement. These results were discussed in the light of the importance of the active learning strategies promoting academic achievement among the university students.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20achievement" title="Academic achievement">Academic achievement</a>, <a href="https://publications.waset.org/search?q=active%20learning%20strategies" title=" active learning strategies"> active learning strategies</a>, <a href="https://publications.waset.org/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/search?q=undergraduates." title=" undergraduates."> undergraduates.</a> </p> <a href="https://publications.waset.org/16432/active-learning-strategies-and-academic-achievement-among-some-psychology-undergraduates-in-barbados" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16432/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16432/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/16432/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/16432/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/16432/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/16432/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/16432/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/16432/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/16432/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/16432/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/16432.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">3777</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3429</span> Blended Learning through Google Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper discusses that good learning involves all academic groups in the school. Blended learning is learning outside the classroom. Google Classroom is a free service learning app for schools, non-profit organizations and anyone with a personal Google account. Facilities accessed through computers and mobile phones are very useful for school teachers and students. Blended learning classrooms using both traditional and technology-based methods for teaching have become the norm for many educators. Using Google Classroom gives students access to online learning. Even if the teacher is not in the classroom, the teacher can provide learning. This is the supervision of the form of the teacher when the student is outside the school.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blended%20learning" title="Blended learning">Blended learning</a>, <a href="https://publications.waset.org/search?q=learning%20app" title=" learning app"> learning app</a>, <a href="https://publications.waset.org/search?q=Google%20classroom" title=" Google classroom"> Google classroom</a>, <a href="https://publications.waset.org/search?q=schools." title=" schools. "> schools. </a> </p> <a href="https://publications.waset.org/10011150/blended-learning-through-google-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011150/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011150/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011150/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011150/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011150/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011150/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011150/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011150/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011150/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011150/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011150.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">2463</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3428</span> Academic Performance of Engineering Students: The Role of Abilities & Learning Style</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sumita%20Chowhan">Sumita Chowhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Abilities are important for academic success. Yet, abilities cannot be the whole story. Styles might be one source of unexplained variation. A style is a preferred way of using ones abilities. Students are thought to be incompetent not because they are lacking in abilities, but because their styles do not match the academic course chosen. The purpose of the study was to determine the role of abilities and learning styles in prediction of academic performance and their adjustment. Participants were 272 engineering students. The tools used are Myers Briggs Type Indicator, Culture Fair Intelligence Test and Student Problem Checklist. The statistical procedures employed were t-test, correlations and stepwise regressions. The analyses of the data indicated that although abilities are better predictors of academic performance, learning styles also shown a significant relationship. The study also indicates that if students learning styles matches to their chosen academic course, they tend to show better performance and less adjustment problems.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Abilities" title="Abilities">Abilities</a>, <a href="https://publications.waset.org/search?q=Academic%20Performance" title=" Academic Performance"> Academic Performance</a>, <a href="https://publications.waset.org/search?q=Adjustment" title=" Adjustment"> Adjustment</a>, <a href="https://publications.waset.org/search?q=Learning%20Styles." title=" Learning Styles."> Learning Styles.</a> </p> <a href="https://publications.waset.org/9996811/academic-performance-of-engineering-students-the-role-of-abilities-learning-style" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9996811/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9996811/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9996811/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9996811/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9996811/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9996811/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9996811/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9996811/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9996811/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9996811/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9996811.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">2463</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3427</span> Web Service Architecture for Computer-Adaptive Testing on e-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Phankokkruad">M. Phankokkruad</a>, <a href="https://publications.waset.org/search?q=K.%20Woraratpanya"> K. Woraratpanya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes a Web service and serviceoriented architecture (SOA) for a computer-adaptive testing (CAT) process on e-learning systems. The proposed architecture is developed to solve an interoperability problem of the CAT process by using Web service. The proposed SOA and Web service define all services needed for the interactions between systems in order to deliver items and essential data from Web service to the CAT Webbased application. These services are implemented in a XML-based architecture, platform independence and interoperability between the Web service and CAT Web-based applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Web%20service" title="Web service">Web service</a>, <a href="https://publications.waset.org/search?q=service-oriented%20architecture" title=" service-oriented architecture"> service-oriented architecture</a>, <a href="https://publications.waset.org/search?q=computer-adaptive%20testing" title="computer-adaptive testing">computer-adaptive testing</a>, <a href="https://publications.waset.org/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/search?q=interoperability" title=" interoperability"> interoperability</a> </p> <a href="https://publications.waset.org/14060/web-service-architecture-for-computer-adaptive-testing-on-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14060/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14060/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14060/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14060/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14060/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14060/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14060/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14060/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14060/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14060/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14060.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">1734</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3426</span> Peace through Environmental Stewardship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Elizabeth%20D.%20Ramos">Elizabeth D. Ramos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Peace education supports a holistic appreciation for the value of life and the interdependence of all living systems. Peace education aims to build a culture of peace. One way of building a culture of peace is through environmental stewardship. This study sought to find out the environmental stewardship practices in selected Higher Education Institutions (HEIs) in the Philippines and how these environmental stewardship practices lead to building a culture of peace. The findings revealed that there is still room for improvement in implementing environmental stewardship in schools through academic service learning. In addition, the following manifestations are implemented very satisfactorily in schools: 1) waste reduction, reuse, and recycling, 2) community service, and 3) clean and green surroundings. Administrators of schools in the study lead their staff and students in implementing environmental stewardship. It could be concluded that those involved in environmental stewardship display an acceptable culture of peace, particularly solidarity, respect for persons, and inner peace.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20service%20learning" title="Academic service learning">Academic service learning</a>, <a href="https://publications.waset.org/search?q=environmental%0D%0Astewardship" title=" environmental stewardship"> environmental stewardship</a>, <a href="https://publications.waset.org/search?q=leadership%20support" title=" leadership support"> leadership support</a>, <a href="https://publications.waset.org/search?q=peace" title=" peace"> peace</a>, <a href="https://publications.waset.org/search?q=solidarity." title=" solidarity."> solidarity.</a> </p> <a href="https://publications.waset.org/10001061/peace-through-environmental-stewardship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001061/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001061/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001061/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001061/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001061/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001061/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001061/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001061/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001061/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001061/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001061.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">3539</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3425</span> Impact of Grade Sensitivity on Learning Motivation and Academic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Salwa%20Aftab">Salwa Aftab</a>, <a href="https://publications.waset.org/search?q=Sehrish%20Riaz"> Sehrish Riaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study was to check the impact of grade sensitivity on learning motivation and academic performance of students and to remove the degree of difference that exists among students regarding the cause of their learning motivation and also to gain knowledge about this matter since it has not been adequately researched. Data collection was primarily done through the academic sector of Pakistan and was depended upon the responses given by students solely. A sample size of 208 university students was selected. Both paper and online surveys were used to collect data from respondents. The results of the study revealed that grade sensitivity has a positive relationship with the learning motivation of students and their academic performance. These findings were carried out through systematic correlation and regression analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20performance" title="Academic performance">Academic performance</a>, <a href="https://publications.waset.org/search?q=correlation" title=" correlation"> correlation</a>, <a href="https://publications.waset.org/search?q=grade%20sensitivity" title=" grade sensitivity"> grade sensitivity</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=regression." title=" regression."> regression.</a> </p> <a href="https://publications.waset.org/10004904/impact-of-grade-sensitivity-on-learning-motivation-and-academic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004904/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004904/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004904/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004904/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004904/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004904/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004904/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004904/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004904/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004904/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004904.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">2779</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3424</span> Lessons Learned from Observing User Behavior through Repeated Usability Evaluations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hanmin%20Jung">Hanmin Jung</a>, <a href="https://publications.waset.org/search?q=Mikyoung%20Lee"> Mikyoung Lee</a>, <a href="https://publications.waset.org/search?q=Won-kyung%20Sung"> Won-kyung Sung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Academic research information service is a must for surveying previous studies in research and development process. OntoFrame is an academic research information service under Semantic Web framework different from simple keyword-based services such as CiteSeer and Google Scholar. The first purpose of this study is for revealing user behavior in their surveys, the objects of using academic research information services, and their needs. The second is for applying lessons learned from the results to OntoFrame.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=User%20Behavior" title="User Behavior">User Behavior</a>, <a href="https://publications.waset.org/search?q=Usability%20Evaluation" title=" Usability Evaluation"> Usability Evaluation</a>, <a href="https://publications.waset.org/search?q=OntoFrame" title=" OntoFrame"> OntoFrame</a>, <a href="https://publications.waset.org/search?q=CiteSeer" title=" CiteSeer"> CiteSeer</a>, <a href="https://publications.waset.org/search?q=Google%20Scholar" title=" Google Scholar"> Google Scholar</a>, <a href="https://publications.waset.org/search?q=Academic%20Research%20Information%20Service." title=" Academic Research Information Service."> Academic Research Information Service.</a> </p> <a href="https://publications.waset.org/7284/lessons-learned-from-observing-user-behavior-through-repeated-usability-evaluations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7284/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7284/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7284/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7284/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7284/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7284/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7284/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7284/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7284/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7284/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7284.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">1530</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3423</span> A Study on Evaluation of E-Government Service Quality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nguyen%20Manh%20Hien">Nguyen Manh Hien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Service quality is the highest requirement by users,  especially for the service in electronic government. During the past  decades, it has become a major area of academic investigation.  Considering this issue, there are a lot of researches that evaluated the  dimensions and e-service contexts. This study also identified the  dimensions of service quality, but focuses on a new concept and  provides a new methodology in developing measurement scales of  e-service quality such as information quality, service quality and  organization quality. Finally, this study will suggest a key factor to  evaluate e-government service quality better.</p> <p> </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-government" title="E-government">E-government</a>, <a href="https://publications.waset.org/search?q=e-service" title=" e-service"> e-service</a>, <a href="https://publications.waset.org/search?q=e-service%20quality" title=" e-service quality"> e-service quality</a>, <a href="https://publications.waset.org/search?q=dimensionality." title=" dimensionality."> dimensionality.</a> </p> <a href="https://publications.waset.org/9997019/a-study-on-evaluation-of-e-government-service-quality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997019/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997019/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997019/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997019/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997019/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997019/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997019/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997019/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997019/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997019/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997019.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">6445</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3422</span> Developing Leadership and Teamwork Skills of Pre-Service Teacher through Learning Camp</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sirimanee%20Banjong">Sirimanee Banjong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to 1) develop pre-service teachers’ leadership skills through camp-based learning, and 2) develop preservice teachers’ teamwork skills through camp-based learning. An applied research methodology was used. The target group was derived from a purposive selection. It involved 32 fourth-year students in Early Childhood Education Program enrolling a course entitled Seminar in Early Childhood Education provided during second semester of academic year 2013. The treatment was camp-based learning activities which applied a PDCA process including four stages: 1) plan, 2) do, 3) check, and 4) act. Research instruments were a learning camp program, a camp-based learning management plan, a 5-level assessment form for leadership skills and a 5-level assessment form for assessing teamwork skills. Data were analyzed using descriptive statistics. Results were: 1) pre-service teachers’ leadership skills yielded the before treatment average score at x= 3.4, S.D.=0.6 2and the after-treatment average score at x 4.29 , S.D.=0.66 pre-service teachers’ teamwork skills yielded the before-treatment average score at x=3.31, S.D.=0.60 and the after-treatment average score at x=4.42, S.D.=0.66 Both differences were statistically significant at the .05 level. Thus, the pre-service teachers’ leadership and teamwork skills were significantly improved through the camp-based learning approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20camp" title="Learning camp">Learning camp</a>, <a href="https://publications.waset.org/search?q=leadership%20skills" title=" leadership skills"> leadership skills</a>, <a href="https://publications.waset.org/search?q=teamwork%20skills." title=" teamwork skills."> teamwork skills.</a> </p> <a href="https://publications.waset.org/10002879/developing-leadership-and-teamwork-skills-of-pre-service-teacher-through-learning-camp" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002879/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002879/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002879/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002879/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002879/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002879/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002879/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002879/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002879/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002879/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002879.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">1350</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3421</span> Services-Oriented Model for the Regulation of Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mohamed%20Bendahmane">Mohamed Bendahmane</a>, <a href="https://publications.waset.org/search?q=Brahim%20Elfalaki"> Brahim Elfalaki</a>, <a href="https://publications.waset.org/search?q=Mohammed%20Benattou"> Mohammed Benattou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>One of the major sources of learners' professional difficulties is their heterogeneity. Whether on cognitive, social, cultural or emotional level, learners being part of the same group have many differences. These differences do not allow to apply the same learning process at all learners. Thus, an optimal learning path for one, is not necessarily the same for the other. We present in this paper a model-oriented service to offer to each learner a personalized learning path to acquire the targeted skills.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Service-oriented%20architecture" title="Service-oriented architecture">Service-oriented architecture</a>, <a href="https://publications.waset.org/search?q=learning%20path" title=" learning path"> learning path</a>, <a href="https://publications.waset.org/search?q=web%20service" title=" web service"> web service</a>, <a href="https://publications.waset.org/search?q=personalization" title=" personalization"> personalization</a>, <a href="https://publications.waset.org/search?q=trace%20analysis." title=" trace analysis."> trace analysis.</a> </p> <a href="https://publications.waset.org/10004774/services-oriented-model-for-the-regulation-of-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10004774/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10004774/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10004774/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10004774/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10004774/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10004774/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10004774/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10004774/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10004774/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10004774/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10004774.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">2034</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3420</span> Factors that Contribute to the Improvement of the Sense of Self-Efficacy of Special Educators in Inclusive Settings in Greece</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sotiria%20Tzivinikou">Sotiria Tzivinikou</a>, <a href="https://publications.waset.org/search?q=Dimitra%20Kagkara"> Dimitra Kagkara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Teacher’s sense of self-efficacy can affect significantly both teacher’s and student’s performance. More specific, self-efficacy is associated with the learning outcomes as well as student’s motivation and self-efficacy. For example, teachers with high sense of self-efficacy are more open to innovations and invest more effort in teaching. In addition to this, effective inclusive education is associated with higher levels of teacher’s self-efficacy. Pre-service teachers with high levels of self-efficacy could handle student’s behavior better and more effectively assist students with special educational needs. Teacher preparation programs are also important, because teacher’s efficacy beliefs are shaped early in learning, as a result the quality of teacher’s education programs can affect the sense of self-efficacy of pre-service teachers. Usually, a number of pre-service teachers do not consider themselves well prepared to work with students with special educational needs and do not have the appropriate sense of self-efficacy. This study aims to investigate the factors that contribute to the improvement of the sense of self-efficacy of pre-service special educators by using an academic practicum training program. The sample of this study is 159 pre-service special educators, who also participated in the academic practicum training program. For the purpose of this study were used quantitative methods for data collection and analysis. Teacher’s self-efficacy was assessed by the teachers themselves with the completion of a questionnaire which was based on the scale of Teacher’s Sense of Efficacy Scale. Pre and post measurements of teacher’s self-efficacy were taken. The results of the survey are consistent with those of the international literature. The results indicate that a significant number of pre-service special educators do not hold the appropriate sense of self-efficacy regarding teaching students with special educational needs. Moreover, a quality academic training program constitutes a crucial factor for the improvement of the sense of self-efficacy of pre-service special educators, as additional for the provision of high quality inclusive education.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Inclusive%20education" title="Inclusive education">Inclusive education</a>, <a href="https://publications.waset.org/search?q=pre-service" title=" pre-service"> pre-service</a>, <a href="https://publications.waset.org/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/search?q=training%20program." title=" training program. "> training program. </a> </p> <a href="https://publications.waset.org/10010197/factors-that-contribute-to-the-improvement-of-the-sense-of-self-efficacy-of-special-educators-in-inclusive-settings-in-greece" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010197/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010197/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010197/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010197/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010197/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010197/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010197/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010197/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010197/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010197/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010197.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">901</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3419</span> E-Learning Platform with SPICE Web Service</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20Braeken">A. Braeken</a>, <a href="https://publications.waset.org/search?q=L.%20Sterckx"> L. Sterckx</a>, <a href="https://publications.waset.org/search?q=A.%20Touhafi"> A. Touhafi</a>, <a href="https://publications.waset.org/search?q=Y.%20Verbelen"> Y. Verbelen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>When studying electronics, hands-on experience is considered to be very valuable for a better understanding of the concepts of electricity and electronics. Students lacking sufficient time in the lab are often put at disadvantage. A way to overcome this, is by using interactive multimedia in a virtual environment. Instead of proposing another new ad-hoc simulator for e-learning, we propose in this paper an e-learning platform integrating the SPICE simulator as a web service. This enables to make use of all the functions of the de-facto standard simulator SPICE inelectronics when developing new simulations.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=SPICE" title=" SPICE"> SPICE</a>, <a href="https://publications.waset.org/search?q=virtual%20experiments" title=" virtual experiments"> virtual experiments</a>, <a href="https://publications.waset.org/search?q=web%20service." title=" web service."> web service.</a> </p> <a href="https://publications.waset.org/2847/e-learning-platform-with-spice-web-service" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2847/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2847/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2847/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2847/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2847/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2847/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2847/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2847/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2847/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2847/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2847.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">1558</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3418</span> A Study on Learning Styles and Academic Performance in Relation with Kinesthetic, Verbal and Visual Intelligences </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Salina%20Budin">Salina Budin</a>, <a href="https://publications.waset.org/search?q=Nor%20Liawati%20Abu%20Othman"> Nor Liawati Abu Othman</a>, <a href="https://publications.waset.org/search?q=Shaira%20Ismail"> Shaira Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study attempts to determine kinesthetic, verbal and visual intelligences among mechanical engineering undergraduate students and explores any probable relation with students’ learning styles and academic performance. The questionnaire used in this study is based on Howard Gardner’s multiple intelligences theory comprising of five elements of learning style; environmental, sociological, emotional, physiological and psychological. Questionnaires are distributed amongst undergraduates in the Faculty of Mechanical Engineering. Additional questions on students’ perception of learning styles and their academic performance are included in the questionnaire. The results show that one third of the students are strongly dominant in the kinesthetic intelligent (33%), followed by a combination of kinesthetic and visual intelligences (29%) and 21% are strongly dominant in all three types of intelligences. There is a statistically significant correlation between kinesthetic, verbal and visual intelligences and students learning styles and academic performances. The ANOVA analysis supports that there is a significant relationship between academic performances and level of kinesthetic, verbal and visual intelligences. In addition, it has also proven a remarkable relationship between academic performances and kinesthetic, verbal and visual learning styles amongst the male and female students. Thus, it can be concluded that, academic achievements can be enhanced by understanding as well as capitalizing the students’ types of intelligences and learning styles.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Kinesthetic%20intelligent" title="Kinesthetic intelligent">Kinesthetic intelligent</a>, <a href="https://publications.waset.org/search?q=verbal%20intelligent" title=" verbal intelligent"> verbal intelligent</a>, <a href="https://publications.waset.org/search?q=visual%20intelligent" title=" visual intelligent"> visual intelligent</a>, <a href="https://publications.waset.org/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/search?q=academic%20performances." title=" academic performances."> academic performances.</a> </p> <a href="https://publications.waset.org/10006033/a-study-on-learning-styles-and-academic-performance-in-relation-with-kinesthetic-verbal-and-visual-intelligences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006033/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006033/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006033/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006033/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006033/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006033/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006033/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006033/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006033/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006033/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006033.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">2769</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3417</span> Predictors of Academic Achievement of Student ICT Teachers with Different Learning Styles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Deniz%20Deryakulu">Deniz Deryakulu</a>, <a href="https://publications.waset.org/search?q=%C5%9Eener%20B%C3%BCy%C3%BCk%C3%B6zt%C3%BCrk%20H%C3%BCseyin%20%C3%96z%C3%A7%C4%B1nar"> Şener Büyüköztürk Hüseyin Özçınar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The main purpose of this study was to determine the predictors of academic achievement of student Information and Communications Technologies (ICT) teachers with different learning styles. Participants were 148 student ICT teachers from Ankara University. Participants were asked to fill out a personal information sheet, the Turkish version of Kolb-s Learning Style Inventory, Weinstein-s Learning and Study Strategies Inventory, Schommer's Epistemological Beliefs Questionnaire, and Eysenck-s Personality Questionnaire. Stepwise regression analyses showed that the statistically significant predictors of the academic achievement of the accommodators were attitudes and high school GPAs; of the divergers was anxiety; of the convergers were gender, epistemological beliefs, and motivation; and of the assimilators were gender, personality, and test strategies. Implications for ICT teaching-learning processes and teacher education are discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20achievement" title="Academic achievement">Academic achievement</a>, <a href="https://publications.waset.org/search?q=student%20ICT%20teachers" title=" student ICT teachers"> student ICT teachers</a>, <a href="https://publications.waset.org/search?q=Kolb%20learning%20styles" title=" Kolb learning styles"> Kolb learning styles</a>, <a href="https://publications.waset.org/search?q=experiential%20learning." title=" experiential learning."> experiential learning.</a> </p> <a href="https://publications.waset.org/6852/predictors-of-academic-achievement-of-student-ict-teachers-with-different-learning-styles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6852/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6852/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6852/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6852/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6852/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6852/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6852/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6852/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6852/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6852/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6852.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">2606</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3416</span> Integrated Learning in Engineering Services: A Conceptual Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Satya%20Pilla">Satya Pilla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores how the mechanics of learning paves the way to engineering innovation. Theories related to learning in the new product/service innovation are reviewed from an organizational perspective, behavioral perspective, and engineering perspective. From this, an engineering team-s external interactions for knowledge brokering and internal composition for skill balance are examined from a learning and innovation viewpoints. As a result, an integrated learning model is developed by reconciling the theoretical perspectives as well as developing propositions that emphasize the centrality of learning, and its drivers, in the engineering product/service development. The paper also provides a review and partial validation of the propositions using the results of a previously published field study in the aerospace industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Engineering%20Services" title="Engineering Services">Engineering Services</a>, <a href="https://publications.waset.org/search?q=Integrated%20Learning" title=" Integrated Learning"> Integrated Learning</a>, <a href="https://publications.waset.org/search?q=NewProduct%20Development" title=" NewProduct Development"> NewProduct Development</a>, <a href="https://publications.waset.org/search?q=Service%20Innovation" title=" Service Innovation"> Service Innovation</a> </p> <a href="https://publications.waset.org/5959/integrated-learning-in-engineering-services-a-conceptual-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/5959/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/5959/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/5959/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/5959/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/5959/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/5959/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/5959/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/5959/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/5959/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/5959/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/5959.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">1289</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3415</span> The Effect of e-learning on the Promotion of Optoelectronics Technology and Daily Livings Literacy among Students in Universities of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Chin-Pin%20Chen">Chin-Pin Chen</a>, <a href="https://publications.waset.org/search?q=David%20W.S.%20Tai"> David W.S. Tai</a>, <a href="https://publications.waset.org/search?q=Wen-Jong%20Chen"> Wen-Jong Chen</a>, <a href="https://publications.waset.org/search?q=Hui-Min%20Lai"> Hui-Min Lai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to analyze the effect of e-learning on photonics technology and daily livings among college students. The course contents of photonics technology and daily livings are first drafted based on research discussions and expert interviews. Having expert questionnaires with Delphi Technique for three times, the knowledge units and items for the course of photonics technology and daily livings are established. The e-learning materials and the drafts of instructional strategies, academic achievement, and learning attitude scales are then developed. With expert inspection, reliability and validity test, and experimental instructions, the scales and the material are further revised. Finally, the formal instructions are implemented to test the effect of different instructional methods on the academic achievement of photonics technology and daily livings among students in universities of technology. The research results show that e-learning could effectively promote academic achievement and learning attitude, and the students with e-learning obviously outperform the ones with trandition instructions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=Photonics%20Technology%20and%20Daily%20Livings" title=" Photonics Technology and Daily Livings"> Photonics Technology and Daily Livings</a>, <a href="https://publications.waset.org/search?q=Academic%20Achievement" title=" Academic Achievement"> Academic Achievement</a> </p> <a href="https://publications.waset.org/11444/the-effect-of-e-learning-on-the-promotion-of-optoelectronics-technology-and-daily-livings-literacy-among-students-in-universities-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11444/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11444/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11444/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11444/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11444/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11444/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11444/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11444/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11444/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11444/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11444.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">1714</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3414</span> International Service Learning 3.0: Using Technology to Improve Outcomes and Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Anthony%20Vandarakis">Anthony Vandarakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today’s International Service Learning practices require an update: modern technologies, fresh educational frameworks, and a new operating system to accountably prosper. This paper describes a model of International Service Learning (ISL), which combines current technological hardware, electronic platforms, and asynchronous communications that are grounded in inclusive pedagogy. This model builds on the work around collaborative field trip learning, extending the reach to international partnerships across continents. Mobile technology, 21<sup>st</sup> century skills and summit-basecamp modeling intersect to support novel forms of learning that tread lightly on fragile natural ecosystems, affirm local reciprocal partnership in projects, and protect traveling participants from common yet avoidable cultural pitfalls. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=International%20Service%20Learning" title="International Service Learning">International Service Learning</a>, <a href="https://publications.waset.org/search?q=ISL" title=" ISL"> ISL</a>, <a href="https://publications.waset.org/search?q=field%20experiences" title=" field experiences"> field experiences</a>, <a href="https://publications.waset.org/search?q=mobile%20technology" title=" mobile technology"> mobile technology</a>, <a href="https://publications.waset.org/search?q=%E2%80%98out%20there%20in%20here%E2%80%99" title=" ‘out there in here’"> ‘out there in here’</a>, <a href="https://publications.waset.org/search?q=summit%20basecamp%20pedagogy." title=" summit basecamp pedagogy."> summit basecamp pedagogy.</a> </p> <a href="https://publications.waset.org/10011608/international-service-learning-30-using-technology-to-improve-outcomes-and-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011608/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011608/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011608/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011608/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011608/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011608/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011608/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011608/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011608/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011608/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011608.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">562</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3413</span> The Interaction between Accounting Students- Preference, Teaching Methodology and Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Dorine%20M.%20Mattar">Dorine M. Mattar</a>, <a href="https://publications.waset.org/search?q=Rim%20M.%20El%20Khoury"> Rim M. El Khoury</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examined the influence of matching students- learning preferences with the teaching methodology adopted, on their academic performance in an accounting course in two types of learning environment in one university in Lebanon: classes with PowerPoint (PPT) vs. conventional classes. Learning preferences were either for PPT or for Conventional methodology. A statistically significant increase in academic achievement is found in the conventionally instructed group as compared to the group taught with PPT. This low effectiveness of PPT might be attributed to the learning preferences of Lebanese students. In the PPT group, better academic performance was found among students with learning/teaching match as compared with students with learning/teaching mismatch. Since the majority of students display a preference for the conventional methodology, the result might suggest that Lebanese students- performance is not optimized by PPT in the accounting classrooms, not because of PPT itself, but because it is not matching the Lebanese students- learning preferences in such a quantitative course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Accounting%20education" title="Accounting education">Accounting education</a>, <a href="https://publications.waset.org/search?q=learning%20preferences" title=" learning preferences"> learning preferences</a>, <a href="https://publications.waset.org/search?q=learning%2Fteaching%20match" title=" learning/teaching match"> learning/teaching match</a>, <a href="https://publications.waset.org/search?q=Lebanon" title=" Lebanon"> Lebanon</a>, <a href="https://publications.waset.org/search?q=Student%20performance." title=" Student performance."> Student performance.</a> </p> <a href="https://publications.waset.org/3126/the-interaction-between-accounting-students-preference-teaching-methodology-and-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3126/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3126/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3126/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3126/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3126/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3126/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3126/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3126/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3126/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3126/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3126.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">1839</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3412</span> The use of ICT for Learning Guidance for Junior High School in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tri%20Prasetyaningrum">Tri Prasetyaningrum</a>, <a href="https://publications.waset.org/search?q=Suyoto"> Suyoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we will be present Guidance and Councelling (GC) class action research. The research was done because a fact that some students are still learning ways such as in elementary school. The research objective is to enhance the value of “academic performance report" grade by using ICT as GC Learning Guidance services. The research method was carried out with two cycles. First cycle is applying Learning Guidance services indirectly and not programmed. Second cycle into two implementing Learning Guidance services indirectly, programmed and using ICTs primarily mobile phones and computer media applications i.e. “m-NingBK©: Learning Guidance" and “screen saver: Learning Guidance". A research subject is a class VII student who has the lowest value of “academic performance report". The result is by using an indirect GC services with ICT there were significant changes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/search?q=Learning%20Guidance" title=" Learning Guidance"> Learning Guidance</a>, <a href="https://publications.waset.org/search?q=action%20research%20and%0AGuidance%20and%20Councelling" title=" action research and Guidance and Councelling"> action research and Guidance and Councelling</a> </p> <a href="https://publications.waset.org/12486/the-use-of-ict-for-learning-guidance-for-junior-high-school-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/12486/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/12486/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/12486/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/12486/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/12486/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/12486/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/12486/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/12486/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/12486/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/12486/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/12486.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">1691</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3411</span> Voice in Pre-service Teacher Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Pintipa%20Seubsang">Pintipa Seubsang</a>, <a href="https://publications.waset.org/search?q=Suttipong%20Boonphadung"> Suttipong Boonphadung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Recently, Thai education system is engaged in serious and promising reforms. One of the crucial elements in most of these educational reforms is the teacher professional development. Teachers today are under growing pressure to perform. However, most new teachers are not adequately prepared to meet the expectation. Consequently, this paper seeks to investigate the opinion of mentor teachers and university supervisors about professional development in the aspect of learning management skill of the preservice teachers in Rajabhat Universities, then compare the opinion between the mentor teachers and university supervisors about professional development in the aspect of learning management skill of the pre-service teachers. The study involved a cohort of 40 university supervisors and 77 mentor teachers. The research concludes by showing that mentor teachers viewed pre-service teacher as a professional teacher with an effective learning management skill. However, in the perspective of the university supervisor, pre-service teachers still have inadequate learning management skill.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20management" title="Learning management">Learning management</a>, <a href="https://publications.waset.org/search?q=Professional%20development" title=" Professional development"> Professional development</a>, <a href="https://publications.waset.org/search?q=Pre-service%20teacher." title=" Pre-service teacher."> Pre-service teacher.</a> </p> <a href="https://publications.waset.org/6564/voice-in-pre-service-teacher-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6564/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6564/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6564/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6564/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6564/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6564/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6564/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6564/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6564/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6564/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6564.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">1954</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3410</span> Socio-Demographic Effects on Digital Libraries Preference and Use: A Case Study at Higher Learning Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20K.%20Razilan">A. K. Razilan</a>, <a href="https://publications.waset.org/search?q=A.%20B.%20Amzari"> A. B. Amzari</a>, <a href="https://publications.waset.org/search?q=B.%20Ap-azli"> B. Ap-azli</a>, <a href="https://publications.waset.org/search?q=A.%20R.%20Safawi"> A. R. Safawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Explosion in information management and information system technology has brought dramatic changes in learning and library system environments. The use of academic digital libraries does witness the spectacular impact on academic societies’ way of performing their study in Malaysia, a country with a multi-racial people. This paper highlights a research on examining the socio-demographic differences on the preference and use of academic digital libraries as compared to physical libraries at higher learning institutions. Findings indicate that preference towards digital libraries differed between ethnicity, gender and university. However none of the socio-demographic factors is statistically significant in terms of the use of digital libraries.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Socio-demographic" title="Socio-demographic">Socio-demographic</a>, <a href="https://publications.waset.org/search?q=academic%20digital%20library" title=" academic digital library"> academic digital library</a>, <a href="https://publications.waset.org/search?q=preference" title=" preference"> preference</a>, <a href="https://publications.waset.org/search?q=use." title=" use. "> use. </a> </p> <a href="https://publications.waset.org/17288/socio-demographic-effects-on-digital-libraries-preference-and-use-a-case-study-at-higher-learning-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/17288/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/17288/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/17288/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/17288/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/17288/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/17288/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/17288/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/17288/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/17288/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/17288/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/17288.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">1486</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3409</span> Miller’s Model for Developing Critical Thinking Skill of Pre-Service Teachers at Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Suttipong%20Boonphadung">Suttipong Boonphadung</a>, <a href="https://publications.waset.org/search?q=Thassanant%20Unnanantn"> Thassanant Unnanantn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research focused on comparing the critical thinking of the teacher students before and after using Miller’s Model learning activities and investigating their opinions. The sampling groups were (1) fourth year 33 student teachers majoring in Early Childhood Education and enrolling in semester 1 of academic year 2013 (2) third year 28 student teachers majoring in English and enrolling in semester 2 of academic year 2013 and (3) third year 22 student teachers majoring in Thai and enrolling in semester 2 of academic year 2013. The research instruments were (1) lesson plans where the learning activities were settled based on Miller’s Model (2) critical thinking assessment criteria and (3) a questionnaire on opinions towards Miller’s Model based learning activities. The statistical treatment was mean, deviation, different scores and T-test. The result unfolded that (1) the critical thinking of the students after the assigned activities was better than before and (2) the students’ opinions towards the critical thinking improvement activities based on Miller’s Model ranged from the level of high to highest.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Critical%20thinking" title="Critical thinking">Critical thinking</a>, <a href="https://publications.waset.org/search?q=Miller%E2%80%99s%20model" title=" Miller’s model"> Miller’s model</a>, <a href="https://publications.waset.org/search?q=Opinions." title=" Opinions."> Opinions.</a> </p> <a href="https://publications.waset.org/10000604/millers-model-for-developing-critical-thinking-skill-of-pre-service-teachers-at-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000604/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000604/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000604/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000604/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000604/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000604/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000604/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000604/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000604/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000604/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000604.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">2069</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3408</span> Academic Digital Library's Evaluation Criteria: User-Centered Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Razilan%20A.%20Kadir">Razilan A. Kadir</a>, <a href="https://publications.waset.org/search?q=Wan%20A.%20K.%20W.%20Dollah"> Wan A. K. W. Dollah</a>, <a href="https://publications.waset.org/search?q=Fatimah%20A.%20Saaid"> Fatimah A. Saaid</a>, <a href="https://publications.waset.org/search?q=S.%20Diljit"> S. Diljit </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Academic digital libraries emerged as a result of advances in computing and information systems technologies, and had been introduced in universities and to public. As results, moving in parallel with current technology in learning and researching environment indeed offers myriad of advantages especially to students and academicians, as well as researchers. This is due to dramatic changes in learning environment through the use of digital library system which giving spectacular impact on these societies- way of performing their study/research. This paper presents a survey of current criteria for evaluating academic digital libraries- performance. The goal is to discuss criteria being applied so far for academic digital libraries evaluation in the context of user-centered design. Although this paper does not comprehensively take into account all previous researches in evaluating academic digital libraries but at least it can be a guide in understanding the evaluation criteria being widely applied.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20digital%20libraries" title="Academic digital libraries">Academic digital libraries</a>, <a href="https://publications.waset.org/search?q=evaluation%20criteria" title=" evaluation criteria"> evaluation criteria</a>, <a href="https://publications.waset.org/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/search?q=user-centered." title=" user-centered."> user-centered.</a> </p> <a href="https://publications.waset.org/3407/academic-digital-librarys-evaluation-criteria-user-centered-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3407/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3407/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3407/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3407/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3407/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3407/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3407/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3407/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3407/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3407/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3407.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">2371</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3407</span> Students’ Motivation, Self-Determination, Test Anxiety and Academic Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Shakirat%20Abimbola%20Adesola">Shakirat Abimbola Adesola</a>, <a href="https://publications.waset.org/search?q=Shuaib%20Akintunde%20Asifat"> Shuaib Akintunde Asifat</a>, <a href="https://publications.waset.org/search?q=Jelili%20Olalekan%20Amoo"> Jelili Olalekan Amoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper presented the impact of students’ emotions on learning when receiving lectures and when taking tests. It was observed during the study that students experience different types of emotions, and this was found to have a significant effect on their academic performance. A total of 1675 students from the department of Computer Science in two Colleges of Education in South-West Nigeria took part in this study. The students were randomly selected for the research. The sample comprises of 968 males representing 58%, and 707 females representing 42%. A structured questionnaire, of Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to the participants to obtain their opinions. Data gathered were analyzed using the IBM SPSS 20 to obtain ANOVA, descriptive analysis, stepwise regression, and reliability tests. The results revealed that emotion moderately shape students’ motivation and engagement in learning; and that self-regulation and self-determination do have significant impact on academic performance. It was further revealed that test anxiety has a significant correlation with academic performance. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Motivation" title="Motivation">Motivation</a>, <a href="https://publications.waset.org/search?q=self-determination" title=" self-determination"> self-determination</a>, <a href="https://publications.waset.org/search?q=test%20anxiety" title=" test anxiety"> test anxiety</a>, <a href="https://publications.waset.org/search?q=academic%20performance" title=" academic performance"> academic performance</a>, <a href="https://publications.waset.org/search?q=academic%20engagement." title=" academic engagement."> academic engagement.</a> </p> <a href="https://publications.waset.org/10013802/students-motivation-self-determination-test-anxiety-and-academic-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013802/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013802/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013802/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013802/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013802/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013802/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013802/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013802/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013802/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013802/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013802.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">69</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3406</span> Academic Staff Perceptions of the Value of the Elements of an Online Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Stuart%20Palmer">Stuart Palmer</a>, <a href="https://publications.waset.org/search?q=Dale%20Holt"> Dale Holt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on 276 responses from academic staff in an evaluation of an online learning environment (OLE), this paper identifies those elements of the OLE that were most used and valued by staff, those elements of the OLE that staff most wanted to see improved, and those factors that most contributed to staff perceptions that the use of the OLE enhanced their teaching. The most used and valued elements were core functions, including accessing unit information, accessing lecture/tutorial/lab notes, and reading online discussions. The elements identified as most needing attention related to online assessment: submitting assignments, managing assessment items, and receiving feedback on assignments. Staff felt that using the OLE enhanced their teaching when they were satisfied that their students were able to access and use their learning materials, and when they were satisfied with the professional development they received and were confident with their ability to teach with the OLE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20staff" title="Academic staff">Academic staff</a>, <a href="https://publications.waset.org/search?q=Distance%20education" title=" Distance education"> Distance education</a>, <a href="https://publications.waset.org/search?q=Evaluation" title=" Evaluation"> Evaluation</a>, <a href="https://publications.waset.org/search?q=Online%20learning%20environment." title="Online learning environment.">Online learning environment.</a> </p> <a href="https://publications.waset.org/11635/academic-staff-perceptions-of-the-value-of-the-elements-of-an-online-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11635/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11635/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11635/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11635/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11635/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11635/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11635/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11635/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11635/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11635/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11635.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">1643</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3405</span> Pre-Service Teachers’ Assessment of Information Technology Application to Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Adesanya%20Anuoluwapo%20Olusola">Adesanya Anuoluwapo Olusola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Technology has moved into the classroom, and it becomes difficult talking of achievement in and attitude to learning without making mention of it. The use of technology makes learning easy, real and practical as it motivates learners, sustains their interest and improves their attitude to learning. This study, therefore examined the pre-service teachers’ assessment of information technology application to instruction. The use of technology emphasizes and encourages active learning in the classroom. The study involved 100 pre-service teachers in the selected two (2) Colleges of Education, Nigeria. Purposive random sampling was used in selecting the participants and ex-post facto design was adopted the in which there is no manipulation of variables. Two valid and reliable instruments were used for data collection: Access Point ICT facilities and Application of ICT. The study established that pre-service teachers have less access to ICT facilities and Application of ICT in the college, apart from those students having the access outside the college. Also fewer pre-service teachers used ICT facilities on weekly and monthly bases. It was concluded that the establishment of students’ resources centres and Campus wide wireless connectivity must be implemented so as to improve and enhance students’ achievement in and attitude to learning. The time and attention devoted to learning activities and strategic specialized ICT skills and requisite entrepreneur skills should be increased so as to have easy access to information sources and be able to apply it in teaching process.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer" title="Computer">Computer</a>, <a href="https://publications.waset.org/search?q=ICT%20Application" title=" ICT Application"> ICT Application</a>, <a href="https://publications.waset.org/search?q=Learning%20Facilities" title=" Learning Facilities"> Learning Facilities</a>, <a href="https://publications.waset.org/search?q=Pre-Service%20Teachers." title=" Pre-Service Teachers."> Pre-Service Teachers.</a> </p> <a href="https://publications.waset.org/17373/pre-service-teachers-assessment-of-information-technology-application-to-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/17373/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/17373/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/17373/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/17373/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/17373/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/17373/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/17373/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/17373/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/17373/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/17373/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/17373.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">1932</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3404</span> The Attitudes of Pre-Service Teachers towards Analytical Thinking Skill Development Based On Miller’s Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Thassanant%20Unnanantn">Thassanant Unnanantn</a>, <a href="https://publications.waset.org/search?q=Suttipong%20Boonphadung"> Suttipong Boonphadung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This research study aimed to survey and analyze the attitudes of pre-service teachers’ the analytical thinking development based on Miller’s Model. The informants of this study were 22 third year teacher students majoring in Thai. The course where the instruction was conducted was English for Academic Purposes in Thai Language 2. The instrument of this research was an open-ended questionnaire with two dimensions of questions: academic and satisfaction dimensions. The investigation revealed the positive attitudes. In the academic dimension, the majority of 12 (54.54%), the highest percentage, reflected that the method of teaching analytical thinking and language simultaneously was their new knowledge and the similar percentage also belonged to text cohesion in writing. For the satisfaction, the highest frequency count was from 17 of them (77.27%) and this majority favored the openness or friendliness of the teacher.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Analytical%20thinking%20development" title="Analytical thinking development">Analytical thinking development</a>, <a href="https://publications.waset.org/search?q=Attitudes" title=" Attitudes"> Attitudes</a>, <a href="https://publications.waset.org/search?q=Miller%E2%80%99s%0D%0AModel" title=" Miller’s Model"> Miller’s Model</a>, <a href="https://publications.waset.org/search?q=Pre-service%20teachers." title=" Pre-service teachers."> Pre-service teachers.</a> </p> <a href="https://publications.waset.org/10000536/the-attitudes-of-pre-service-teachers-towards-analytical-thinking-skill-development-based-on-millers-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000536/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000536/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000536/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000536/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000536/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000536/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000536/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000536/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000536/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000536/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000536.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">2114</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3403</span> Fairness in Tech-Driven Assessment: Strategies to Safeguard Academic Integrity and Security in Virtual Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=B.%20Ferdousi">B. Ferdousi</a>, <a href="https://publications.waset.org/search?q=J.%20Bari"> J. Bari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Advanced technology can provide vital tools to promote authentic, meaningful, and efficient assessments that measure students' achievement of learning objectives in higher education. However, it also brings several challenges in the learning process. This literature review-based paper describes the challenges in ensuring academic integrity and cybersecurity when students' knowledge and performance are assessed in a digital environment. The paper also reviews the strategies that can be implemented to address these challenges. Using students' authentication and authorship verification of their classwork, designing and developing e-assessments, technology accessibility and instructor training are probable solutions to address these challenges. Given the increasing adoption of digital technology in assessing students' effective learning achievement, this paper will help enhance knowledge and in-depth understanding of measures needed in using technology in academic assessment.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Fairness" title="Fairness">Fairness</a>, <a href="https://publications.waset.org/search?q=cybersecurity" title=" cybersecurity"> cybersecurity</a>, <a href="https://publications.waset.org/search?q=e-authentication" title=" e-authentication"> e-authentication</a>, <a href="https://publications.waset.org/search?q=academic%20integrity" title=" academic integrity"> academic integrity</a>, <a href="https://publications.waset.org/search?q=e-assessment." title=" e-assessment."> e-assessment.</a> </p> <a href="https://publications.waset.org/10013738/fairness-in-tech-driven-assessment-strategies-to-safeguard-academic-integrity-and-security-in-virtual-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013738/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013738/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013738/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013738/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013738/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013738/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013738/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013738/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013738/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013738/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013738.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">74</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3402</span> ARCS for Critical Information Retrieval Development </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Suttipong%20Boonphadung">Suttipong Boonphadung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The research on ARCS for critical information retrieval development aimed to (1) investigate conditions of critical information retrieval skill of the Mathematics pre-service teachers before applying ARCS model in learning activities, (2) study and analyze the development of critical information retrieval skill of the Mathematics pre-service teachers after utilizing ARCS model in learning activities, and (3) evaluate the Mathematics pre-service teachers’ satisfaction on using ARCS model in learning activities as a tool to development critical information retrieval skill. Forty-one of 4th year Mathematics pre-service teachers who have enrolled in the subject of Research for Learning Development of semester 2 in 2012 were purposively selected as the research cohort. The research tools were self-report and interview questionnaire that was approved as content validity and reliability (IOC=.66-1.00, α =.834). The research found that critical information retrieval skill of the research samples before using ARCS model in learning activities was in the normal high level. According to the in-depth interview and focus group, the result however showed that the pre-service teachers still lack inadequate and effective knowledge in information retrieval. Additionally, critical information retrieval skill of the research cohort after applying ARCS model in learning activities appeared to be high level. The result revealed that the pre-service teachers are able to explain the method of searching, extraction, and selecting information as well as evaluating quality of information, and effectively making decision in accepting information. Moreover, the research discovered that the pre-service teachers showed normal high to highest level of satisfaction on using ARCS model in learning activities as a tool to development their critical information retrieval skill.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Critical%20information%20retrieval%20skill" title="Critical information retrieval skill">Critical information retrieval skill</a>, <a href="https://publications.waset.org/search?q=ARCS%20model" title=" ARCS model"> ARCS model</a>, <a href="https://publications.waset.org/search?q=Satisfaction." title=" Satisfaction."> Satisfaction.</a> </p> <a href="https://publications.waset.org/16684/arcs-for-critical-information-retrieval-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/16684/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/16684/bibtex" 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