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contexts</title> <meta name="description" content="Search results for: learning contexts"> <meta name="keywords" content="learning contexts"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="learning contexts"> <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> 7961</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: learning contexts</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7961</span> Teacher-Child Interactions within Learning Contexts in Prekindergarten</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ang%C3%A9lique%20Laurent">Angélique Laurent</a>, <a href="https://publications.waset.org/abstracts/search?q=Marie-Jos%C3%A9e%20Letarte"> Marie-Josée Letarte</a>, <a href="https://publications.waset.org/abstracts/search?q=Jean-Pascal%20Lemelin"> Jean-Pascal Lemelin</a>, <a href="https://publications.waset.org/abstracts/search?q=Marie-France%20Morin"> Marie-France Morin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims at exploring teacher-child interactions within learning contexts in public prekindergartens of the province of Québec (Canada). It is based on previous research showing that teacher-child interactions in preschools have direct and determining effects on the quality of early childhood education and could directly or indirectly influence child development. However, throughout a typical preschool day, children experience different learning contexts to promote their learning opportunities. Depending on these specific contexts, teacher-child interactions could vary, for example, between free play and shared book reading. Indeed, some studies have found that teacher-directed or child-directed contexts might lead to significant variations in teacher-child interactions. This study drew upon both the bioecological and the Teaching Through Interactions frameworks. It was conducted through a descriptive and correlational design. Fifteen teachers were recruited to participate in the study. At Time 1 in October, they completed a diary to report the learning contexts they proposed in their classroom during a typical week. At Time 2, seven months later (May), they were videotaped three times in the morning (two weeks’ time between each recording) during a typical morning class. The quality of teacher-child interactions was then coded with the Classroom Assessment Scoring System (CLASS) through the contexts identified. This tool measures three main domains of interactions: emotional support, classroom organization, and instruction support, and10 dimensions scored on a scale from 1 (low quality) to 7 (high quality). Based on the teachers’ reports, five learning contexts were identified: 1) shared book reading, 2) free play, 3) morning meeting, 4) teacher-directed activity (such as craft), and 5) snack. Based on preliminary statistical analyses, little variation was observed within the learning contexts for each domain of the CLASS. However, the instructional support domain showed lower scores during specific learning contexts, specifically free play and teacher-directed activity. Practical implications for how preschool teachers could foster specific domains of interactions depending on learning contexts to enhance children’s social and academic development will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20practices" title="teacher practices">teacher practices</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-child%20interactions" title=" teacher-child interactions"> teacher-child interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title=" preschool education"> preschool education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20contexts" title=" learning contexts"> learning contexts</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20development" title=" child development"> child development</a> </p> <a href="https://publications.waset.org/abstracts/152767/teacher-child-interactions-within-learning-contexts-in-prekindergarten" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152767.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">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7960</span> Learning at Workplace: Competences and Contexts in Sensory Evaluation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ulriikka%20Savela-Huovinen">Ulriikka Savela-Huovinen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanni%20Muukkonen"> Hanni Muukkonen</a>, <a href="https://publications.waset.org/abstracts/search?q=Auli%20Toom"> Auli Toom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The development of workplace as a learning environment has been emphasized in research field of workplace learning. The prior literature on sensory performance emphasized the individual’s competences as assessor, while the competences in the collaborative interactional and knowledge creation practices as workplace learning method are not often mentioned. In the present study aims to find out what kinds of competences and contexts are central when assessor conducts food sensory evaluation in authentic professional context. The aim was to answer the following questions: first, what kinds of competences does sensory evaluation require according to assessors? And second, what kinds of contexts for sensory evaluation do assessors report? Altogether thirteen assessors from three Finnish food companies were interviewed by using semi-structural thematic interviews to map practices and development intentions as well as to explicate already established practices. The qualitative data were analyzed by following the principles of abductive and inductive content analysis. Analysis phases were combined and their results were considered together as a cross-analysis. When evaluated independently required competences were perception, knowledge of specific domains and methods and cognitive skills e.g. memory. Altogether, 42% of analysis units described individual evaluation contexts, 53% of analysis units described collaborative interactional contexts, and 5% of analysis units described collaborative knowledge creation contexts. Related to collaboration, analysis reviewed learning, sharing and reviewing both external and in-house consumer feedback, developing methods to moderate small-panel evaluation and developing product vocabulary collectively between the assessors. Knowledge creation contexts individualized from daily practices especially in cases product defects were sought and discussed. The study findings contribute to the explanation that sensory assessors learn extensively from one another in the collaborative interactional and knowledge creation context. Assessors learning and abilities to work collaboratively in the interactional and knowledge creation contexts need to be ensured in the development of the expertise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessor" title="assessor">assessor</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=competences" title=" competences"> competences</a>, <a href="https://publications.waset.org/abstracts/search?q=contexts" title=" contexts"> contexts</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20practices" title=" learning and practices"> learning and practices</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20evaluation" title=" sensory evaluation"> sensory evaluation</a> </p> <a href="https://publications.waset.org/abstracts/69646/learning-at-workplace-competences-and-contexts-in-sensory-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69646.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">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7959</span> Embodied Cognition and Its Implications in Education: An Overview of Recent Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panagiotis%20Kosmas">Panagiotis Kosmas</a>, <a href="https://publications.waset.org/abstracts/search?q=Panayiotis%20Zaphiris"> Panayiotis Zaphiris </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Embodied Cognition (EC) as a learning paradigm is based on the idea of an inseparable link between body, mind, and environment. In recent years, the advent of theoretical learning approaches around EC theory has resulted in a number of empirical studies exploring the implementation of the theory in education. This systematic literature overview identifies the mainstream of EC research and emphasizes on the implementation of the theory across learning environments. Based on a corpus of 43 manuscripts, published between 2013 and 2017, it sets out to describe the range of topics covered under the umbrella of EC and provides a holistic view of the field. The aim of the present review is to investigate the main issues in EC research related to the various learning contexts. Particularly, the study addresses the research methods and technologies that are utilized, and it also explores the integration of body into the learning context. An important finding from the overview is the potential of the theory in different educational environments and disciplines. However, there is a lack of an explicit pedagogical framework from an educational perspective for a successful implementation in various learning contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=embodied%20cognition" title="embodied cognition">embodied cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=embodied%20learning" title=" embodied learning"> embodied learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=schools" title=" schools"> schools</a> </p> <a href="https://publications.waset.org/abstracts/93170/embodied-cognition-and-its-implications-in-education-an-overview-of-recent-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93170.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">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7958</span> The Role of Vocabulary in Task-based Language Teaching in International and Iranian Contexts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parima%20Fasih">Parima Fasih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present review of literature explored the role of vocabulary in task-based language teaching (TBLT). The first focus of the present paper is to explain different aspects of vocabulary knowledge, and it continues with an introduction to TBLT. Second, the role of vocabulary and vocabulary tasks in TBLT is explained. Next, an overview of the recent empirical studies about task-based vocabulary teaching in international and Iranian contexts context is presented to address the research question concerning the effect of task-based vocabulary teaching on EFL learners' vocabulary learning. Based on the conclusions that are drawn from the previous studies, the implications reveal how the findings influence students' vocabulary learning and teachers' vocabulary teaching methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title="vocabulary">vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=task" title=" task"> task</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based" title=" task-based"> task-based</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based%20language%20teaching" title=" task-based language teaching"> task-based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20learning" title=" vocabulary learning"> vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20teaching" title=" vocabulary teaching"> vocabulary teaching</a> </p> <a href="https://publications.waset.org/abstracts/156871/the-role-of-vocabulary-in-task-based-language-teaching-in-international-and-iranian-contexts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156871.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">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7957</span> Competences for Learning beyond the Academic Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Galv%C3%A1n-Fern%C3%A1ndez">Cristina Galván-Fernández </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students differentiate the different contexts of their lives as well as employment, hobbies or studies. In higher education is needed to transfer the experiential knowledge to theory and viceversa. However, is difficult to achieve than students use their personal experiences and social readings for get the learning evidences. In an experience with 178 education students from Chile and Spain we have used an e-portfolio system and a methodology for 4 years with the aims of help them to: 1) self-regulate their learning process and 2) use social networks and professional experiences for make the learning evidences. These two objectives have been controlled by interviews to the same students in different moments and two questionnaires. The results of this study show that students recognize the ownership of their learning and progress in planning and reflection of their own learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competences" title="competences">competences</a>, <a href="https://publications.waset.org/abstracts/search?q=e-portfolio" title=" e-portfolio"> e-portfolio</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a> </p> <a href="https://publications.waset.org/abstracts/59108/competences-for-learning-beyond-the-academic-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59108.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">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7956</span> The Effectiveness of Gamified Learning on Student Learning in Computer Science Education: A Systematic Review (2010-2018)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shurui%20Bai">Shurui Bai</a>, <a href="https://publications.waset.org/abstracts/search?q=Biyun%20Huang"> Biyun Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Khe%20Foon%20Hew"> Khe Foon Hew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gamification is defined as the use of game design elements in non-game contexts. The primary purpose of using gamification in an educational context is to engage students in school activities such that their likelihood of completion is increased. But how actually effective is gamification in improving student learning? In order to answer this question, this paper provides a systematic review of prior research studies on gamification in K-12 and university contexts limited to computer science discipline. Unlike other published gamification review works, we specifically analyzed comparison-based studies in quasi-experiment, historical control, and randomization rather than studies with mere anecdotal or phenomenological results. The main purpose for this is to discuss possible causal effects of gamified practices on student performance, behavior change, and perceptual skills following an integrative model. Implications for practice are discussed, along with several suggestions for future research studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title="computer science">computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20performance" title=" learning performance"> learning performance</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a> </p> <a href="https://publications.waset.org/abstracts/107023/the-effectiveness-of-gamified-learning-on-student-learning-in-computer-science-education-a-systematic-review-2010-2018" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107023.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">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7955</span> Augmented Reality Sandbox and Constructivist Approach for Geoscience Teaching and Learning </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Nawaz">Muhammad Nawaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Sandeep%20N.%20Kundu"> Sandeep N. Kundu</a>, <a href="https://publications.waset.org/abstracts/search?q=Farha%20Sattar"> Farha Sattar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Augmented reality sandbox adds new dimensions to education and learning process. It can be a core component of geoscience teaching and learning to understand the geographic contexts and landform processes. Augmented reality sandbox is a useful tool not only to create an interactive learning environment through spatial visualization but also it can provide an active learning experience to students and enhances the cognition process of learning. Augmented reality sandbox can be used as an interactive learning tool to teach geomorphic and landform processes. This article explains the augmented reality sandbox and the constructivism approach for geoscience teaching and learning, and endeavours to explore the ways to teach the geographic processes using the three-dimensional digital environment for the deep learning of the geoscience concepts interactively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality%20sandbox" title="augmented reality sandbox">augmented reality sandbox</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivism" title=" constructivism"> constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=geoscience" title=" geoscience"> geoscience</a> </p> <a href="https://publications.waset.org/abstracts/69803/augmented-reality-sandbox-and-constructivist-approach-for-geoscience-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69803.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">402</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7954</span> Exploring Social Emotional Learning in Diverse Academic Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Regina%20Rahimi">Regina Rahimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Delores%20Liston"> Delores Liston</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of COVID-19 has heightened awareness of the need for social emotional learning (SEL) throughout all educational contexts. Given this, schools (most often p12 settings) have begun to embrace practices for addressing social-emotional learning. While there is a growing body of research and literature on common practices of SEL, there is no ‘standard’ for its implementation. Our work proposed here recognizes there is no universal approach for addressing SEL and rather, seeks to explore how SEL can be approached in and through diverse contexts. We assert that left unrecognized and unaddressed by teachers, issues with social and emotional well-being profoundly negatively affect students’ academic performance and exacerbate teacher stress. They contribute to negative student-teacher relationships, poor classroom management outcomes, and compromised academic outcomes. Therefore, teachers and administrators have increasingly turned to developing pedagogical and classroom practices that support the social and emotional dimensions of students. Substantive quantitative evidence indicates professional development training to improve awareness and foster positive teacher-student relationships can provide a protective function for psycho-social outcomes and a promotive factor for improved learning outcomes for students. Our work aims to add to the growing body of literature on improving student well-being by providing a unique examination of SEL through a lens of diverse contexts. Methodology: This presentation hopes to present findings from an edited volume that will seek to highlight works that examine SEL practices in a variety of academic settings. The studies contained within the work represent varied forms of qualitative research. Conclusion: This work provides examples of SEL in higher education/postsecondary settings, a variety of P12 academic settings (public; private; rural, urban; charter, etc.), and international contexts. This work demonstrates the variety of ways educational institutions and educators have used SEL to address the needs of students, providing examples for others to adapt to their own diverse contexts. This presentation will bring together exemplar models of SEL in diverse practice settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20emotional%20learning" title="social emotional learning">social emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=classrooms" title=" classrooms"> classrooms</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a> </p> <a href="https://publications.waset.org/abstracts/168318/exploring-social-emotional-learning-in-diverse-academic-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168318.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">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7953</span> Beyond Typical Textbooks: Adapting Authentic Materials for Engaged Learning in the ELT Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Miraki">Fatemeh Miraki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of authentic materials in English Language Teaching (ELT) has become increasingly prominent as educators recognize the value of exposing learners to real-world language use and cultural contexts. The integration of authentic materials in ELT aligns with the understanding that language learning is most effective when situated within authentic contexts (Richards & Rodgers, 2001). Tomlinson (1998) highlights the significance of authentic materials in ELT by research indicating that they offer learners exposure to genuine language use and cultural contexts. Tomlinson's work emphasizes the importance of creating meaningful learning experiences through the use of authentic materials. Research by Dörnyei (2001) underscores the potential of authentic materials to enhance students' intrinsic motivation through their relevance to real-life language use. The goal of this review paper is to explore the use of authentic materials in English Language Teaching (ELT) and its impact on language learning. It also discusses best practices for selecting and integrating such authentic materials into ELT curriculum, highlighting the benefits and challenges of using authentic materials to enhance student engagement, motivation, and language proficiency. Drawing on current research and practical examples, this paper provides insights into how teachers can effectively navigate the world of authentic materials to create dynamic and meaningful learning experiences for 21st century ELT learners. The findings of this study advocates for a shift towards embracing authentic materials within the ELT classroom, acknowledging their profound impact on language proficiency, intercultural competence, and learner engagement. It showed the transformative potential of authentic materials, educators can undergo a vibrant and immersive language learning experience, enriched with real-world application and cultural authenticity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20materials" title="authentic materials">authentic materials</a>, <a href="https://publications.waset.org/abstracts/search?q=ELT%20Classroom" title=" ELT Classroom"> ELT Classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=ELT%20curriculum" title=" ELT curriculum"> ELT curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20engagement" title=" students’ engagement"> students’ engagement</a> </p> <a href="https://publications.waset.org/abstracts/180103/beyond-typical-textbooks-adapting-authentic-materials-for-engaged-learning-in-the-elt-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180103.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">57</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7952</span> Perceived Teaching Effectiveness in Online Versus Classroom Contexts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shona%20Tritt">Shona Tritt</a>, <a href="https://publications.waset.org/abstracts/search?q=William%20Cunningham"> William Cunningham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our study examines whether teaching effectiveness is perceived differently in online versus traditional classroom contexts. To do so, we analyzed teaching evaluations from courses that were offered as web options and as in-person classes simultaneously at the University of [removed for blinding] (N=87). Although teaching evaluations were on average lower for larger classes, we found that learning context (traditional versus online) moderated this effect. Specifically, we found a crossover effect such that in relatively smaller classes, teaching was perceived to be more effective in-person versus online, whereas, in relatively larger classes, teaching was perceived to be more effective when engaged online versus in-person. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20evaluations" title="teaching evaluations">teaching evaluations</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20effectiveness" title=" teaching effectiveness"> teaching effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=web-option" title=" web-option"> web-option</a> </p> <a href="https://publications.waset.org/abstracts/143787/perceived-teaching-effectiveness-in-online-versus-classroom-contexts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143787.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">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7951</span> When English Learners Speak “Non-Standard” English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gloria%20Chen">Gloria Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past, when we complimented someone who had a good command of English, we would say ‘She/He speaks/writes standard English,’ or ‘His/Her English is standard.’ However, with English has becoming a ‘global language,’ many scholars and English users even create a plural form for English as ‘world Englishes,’ which indicates that national/racial varieties of English not only exist, but also are accepted to a certain degree. Now, a question will be raised when it comes to English teaching and learning: ‘What variety/varieties of English should be taught?’ This presentation will first explore Braj Kachru’s well-known categorization of the inner circle, the outer circle, and the expanding circle of English users, as well as inner circle varieties such as ‘Ebonics’ and ‘cockney’. The presentation then will discuss the purposes and contexts of English learning, and apply different approaches to different purposes and contexts. Three major purposes of English teaching/learning will be emphasized and considered: (1) communicative competence, (2) academic competence, and (3) intercultural competence. This presentation will complete with the strategies of ‘code switch’ and ‘register switch’ in teaching English to non-standard English speakers in both speaking and writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=world%20Englishes" title="world Englishes">world Englishes</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20and%20non-standard%20English" title=" standard and non-standard English"> standard and non-standard English</a>, <a href="https://publications.waset.org/abstracts/search?q=inner" title=" inner"> inner</a>, <a href="https://publications.waset.org/abstracts/search?q=outer" title=" outer"> outer</a>, <a href="https://publications.waset.org/abstracts/search?q=expanded%20circle%20communicative" title=" expanded circle communicative"> expanded circle communicative</a>, <a href="https://publications.waset.org/abstracts/search?q=academic" title=" academic"> academic</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a> </p> <a href="https://publications.waset.org/abstracts/52620/when-english-learners-speak-non-standard-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52620.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7950</span> Designing an MTB-MLE for Linguistically Heterogenous Contexts: A Practitioner’s Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Pinjani">Ajay Pinjani</a>, <a href="https://publications.waset.org/abstracts/search?q=Minha%20Khan"> Minha Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayesha%20Mehkeri"> Ayesha Mehkeri</a>, <a href="https://publications.waset.org/abstracts/search?q=Anum%20Iftikhar"> Anum Iftikhar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is much research available on the benefits of adopting mother tongue-based multilingual education (MTB MLE) in primary school classrooms, but there is limited guidance available on how to design such programs for low-resource and linguistically diverse contexts. This paper is an effort to bridge the gap between theory and practice by offering a practitioner’s perspective on designing an MTB MLE program for linguistically heterogeneous contexts. The research compounds findings from current academic literature on MTB MLE, the study of global MTB MLE programs, interviews with practitioners, policy-makers, and academics worldwide, and a socio-linguistic survey carried out in parts of Tharparkar, Pakistan, the area selected for envisioned pilot implementation. These findings enabled the creation of ‘guiding principles’ which provide structure for the development of a contextualized and holistic MTB-MLE program. The guiding principles direct the creation of teaching and learning materials, creating effective teaching and learning environment, community engagement, and program evaluation. Additionally, the paper demonstrates the development of a context-specific language ladder framework which outlines the language journey of a child’s education, beginning with the mother tongue/ most familiar language in the early years and then gradually transitioning into other languages. Both the guiding principles and language ladder can be adapted to any multilingual context. Thus, this research provides MTB MLE practitioners with assistance in developing an MTB MLE model, which is best suited for their context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue%20based%20multilingual%20education" title="mother tongue based multilingual education">mother tongue based multilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20design" title=" education design"> education design</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20ladder" title=" language ladder"> language ladder</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20issues" title=" language issues"> language issues</a>, <a href="https://publications.waset.org/abstracts/search?q=heterogeneous%20contexts" title=" heterogeneous contexts "> heterogeneous contexts </a> </p> <a href="https://publications.waset.org/abstracts/111581/designing-an-mtb-mle-for-linguistically-heterogenous-contexts-a-practitioners-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7949</span> Early Influences on Teacher Identity: Perspectives from the USA and Northern Ireland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Martin%20Hagan">Martin Hagan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher identity has been recognised as a crucial field of research which supports understanding of the ways in which teachers navigate the complexities of professional life in order to grow in competence, knowledge and practice. As a field of study, teacher identity is concerned with understanding: how identity is defined; how it develops; how teachers make sense of their emerging identity; and how the act of teaching is mediated through the individual teacher’s values, beliefs and sense of professional self. By comparing two particular, socially constructed learning contexts or ‘learning milieu’, one in Northern Ireland and the other in the United States of America, this study aims specifically, to gain better understanding of how teacher identity develops during the initial phase of teacher education. The comparative approach was adopted on the premise that experiences are constructed through interactive, socio-historical and cultural negotiations with others within particular environments, situations and contexts. As such, whilst the common goal is to ‘become’ a teacher, the nuances emerging from the different learning milieu highlight variance in discourse, priorities, practice and influence. A qualitative, interpretative research design was employed to understand the world-constructions of the participants through asking open-ended questions, seeking views and perspectives, examining contexts and eventually deducing meaning. Data were collected using semi structured interviews from a purposive sample of student teachers (n14) in either the first or second year of study in their respective institutions. In addition, a sample of teacher educators (n5) responsible for the design, organisation and management of the programmes were also interviewed. Inductive thematic analysis was then conducted, which highlighted issues related to: the participants’ personal dispositions, prior learning experiences and motivation; the influence of the teacher education programme on the participants’ emerging professional identity; and the extent to which the experiences of working with teachers and pupils in schools in the context of the practicum, challenged and changed perspectives on teaching as a professional activity. The study also highlights the varying degrees of influence exercised by the different roles (tutor, host teacher/mentor, student) within the teacher-learning process across the two contexts. The findings of the study contribute to the understanding of teacher identity development in the early stages of professional learning. By so doing, the research makes a valid contribution to the discourse on initial teacher preparation and can help to better inform teacher educators and policy makers in relation to appropriate strategies, approaches and programmes to support professional learning and positive teacher identity formation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=initial%20teacher%20education" title="initial teacher education">initial teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20learning" title=" professional learning"> professional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20growth" title=" professional growth"> professional growth</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20identity" title=" teacher identity"> teacher identity</a> </p> <a href="https://publications.waset.org/abstracts/171740/early-influences-on-teacher-identity-perspectives-from-the-usa-and-northern-ireland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171740.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">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7948</span> Developing Digital Skills in Museum Professionals through Digital Education: International Good Practices and Effective Learning Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Antonella%20Poce">Antonella Poce</a>, <a href="https://publications.waset.org/abstracts/search?q=Deborah%20Seid%20Howes"> Deborah Seid Howes</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Rosaria%20Re"> Maria Rosaria Re</a>, <a href="https://publications.waset.org/abstracts/search?q=Mara%20Valente"> Mara Valente</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Creative Industries education contexts, Museum Education in particular, generally presents a low emphasis on the use of new digital technologies, digital abilities and transversal skills development. The spread of the Covid-19 pandemic has underlined the importance of these abilities and skills in cultural heritage education contexts: gaining digital skills, museum professionals will improve their career opportunities with access to new distribution markets through internet access and e-commerce, new entrepreneurial tools, or adding new forms of digital expression to their work. However, the use of web, mobile, social, and analytical tools is becoming more and more essential in the Heritage field, and museums, in particular, to face the challenges posed by the current worldwide health emergency. Recent studies highlight the need for stronger partnerships between the cultural and creative sectors, social partners and education and training providers in order to provide these sectors with the combination of skills needed for creative entrepreneurship in a rapidly changing environment. Considering the above conditions, the paper presents different examples of digital learning experiences carried out in Italian and USA contexts with the aim of promoting digital skills in museum professionals. In particular, a quali-quantitative research study has been conducted on two international Postgraduate courses, “Advanced Studies in Museum Education” (2 years) and “Museum Education” (1 year), in order to identify the educational effectiveness of the online learning strategies used (e.g., OBL, Digital Storytelling, peer evaluation) for the development of digital skills and the acquisition of specific content. More than 50 museum professionals participating in the mentioned educational pathways took part in the learning activity, providing evaluation data useful for research purposes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20skills" title="digital skills">digital skills</a>, <a href="https://publications.waset.org/abstracts/search?q=museum%20professionals" title=" museum professionals"> museum professionals</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/146256/developing-digital-skills-in-museum-professionals-through-digital-education-international-good-practices-and-effective-learning-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146256.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">177</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7947</span> Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mari%20A.%20Virtanen">Mari A. Virtanen</a>, <a href="https://publications.waset.org/abstracts/search?q=Elina%20Haavisto"> Elina Haavisto</a>, <a href="https://publications.waset.org/abstracts/search?q=Eeva%20Liikanen"> Eeva Liikanen</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20K%C3%A4%C3%A4ri%C3%A4inen"> Maria Kääriäinen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ubiquitous learning and the use of ubiquitous learning environments herald a new era in higher education. Ubiquitous environments fuse together authentic learning situations and digital learning spaces where students can seamlessly immerse themselves into the learning process. Definitions of ubiquitous learning are wide and vary in the previous literature and learning environments are not systemically described. The aim of this scoping review was to identify the criteria and the use of ubiquitous learning environments in higher education contexts. The objective was to provide a clear scope and a wide view for this research area. The original studies were collected from nine electronic databases. Seven publications in total were defined as eligible and included in the final review. An inductive content analysis was used for the data analysis. The reviewed publications described the use of ubiquitous learning environments (ULE) in higher education. Components, contents and outcomes varied between studies, but there were also many similarities. In these studies, the concept of ubiquitousness was defined as context-awareness, embeddedness, content-personalization, location-based, interactivity and flexibility and these were supported by using smart devices, wireless networks and sensing technologies. Contents varied between studies and were customized to specific uses. Measured outcomes in these studies were focused on multiple aspects as learning effectiveness, cost-effectiveness, satisfaction, and usefulness. This study provides a clear scope for ULE used in higher education. It also raises the need for transparent development and publication processes, and for practical implications of ubiquitous learning environments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20environment" title=" learning environment"> learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=scoping%20review" title=" scoping review"> scoping review</a>, <a href="https://publications.waset.org/abstracts/search?q=ubiquitous%20learning" title=" ubiquitous learning"> ubiquitous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=u-learning" title=" u-learning"> u-learning</a> </p> <a href="https://publications.waset.org/abstracts/58401/ubiquitous-learning-environments-in-higher-education-a-scoping-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58401.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">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7946</span> Introducing Transcending Pedagogies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajeehah%20Aayeshah">Wajeehah Aayeshah</a>, <a href="https://publications.waset.org/abstracts/search?q=Joy%20Higgs"> Joy Higgs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The term “transcending pedagogies” has been created to refer to teaching and learning strategies that transcend the mode of student enrolment, the needs of different students, and different learning spaces. The value of such pedagogies in the current arena when learning spaces, technologies and preferences are more volatile than ever before, is a key focus of this paper. The paper will examine current and emerging pedagogies that transcend the learning spaces and enrollment modes of on campus, distance, virtual and workplace learning contexts. A further point of interest is how academics in professional and higher education settings interpret and implement pedagogies in the current global conversation space and re-creation of higher education. This study questioned how the notion and practice of transcending pedagogies enables us to re-imagine and reshape university curricula. It explored the nature of teaching and learning spaces and those professional and higher education (current and emerging) pedagogies that can be implemented across these spaces. We set out to identify how transcending pedagogies can assist students in learning to deal with complexity, uncertainty and change in the practice worlds and better appeal to students who are making decisions on where to enrol. The data for this study was collected through in-depth interviews and focus groups with academics and policy makers within academia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Transcending%20Pedagogies" title="Transcending Pedagogies">Transcending Pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20strategies" title=" teaching and learning strategies"> teaching and learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20spaces" title=" learning spaces"> learning spaces</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogies" title=" pedagogies"> pedagogies</a> </p> <a href="https://publications.waset.org/abstracts/20609/introducing-transcending-pedagogies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20609.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">538</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7945</span> Teaching–Learning-Based Optimization: An Efficient Method for Chinese as a Second Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qi%20Wang">Qi Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the classroom, teachers have been trained to complete the target task within the limited lecture time, meanwhile learners need to receive a lot of new knowledge, however, most of the time the learners come without the proper pre-class preparation to efficiently take in the contents taught in class. Under this circumstance, teachers do have no time to check whether the learners fully understand the content or not, how the learners communicate in the different contexts, until teachers see the results when the learners are tested. In the past decade, the teaching of Chinese has taken a trend. Teaching focuses less on the use of proper grammatical terms/punctuation and is now placing a heavier focus on the materials from real life contexts. As a result, it has become a greater challenge to teachers, as this requires teachers to fully understand/prepare what they teach and explain the content with simple and understandable words to learners. On the other hand, the same challenge also applies to the learners, who come from different countries. As they have to use what they learnt, based on their personal understanding of the material to effectively communicate with others in the classroom, even in the contexts of a day to day communication. To reach this win-win stage, Feynman’s Technique plays a very important role. This practical report presents you how the Feynman’s Technique is applied into Chinese courses, both writing & oral, to motivate the learners to practice more on writing, reading and speaking in the past few years. Part 1, analysis of different teaching styles and different types of learners, to find the most efficient way to both teachers and learners. Part 2, based on the theory of Feynman’s Technique, how to let learners build the knowledge from knowing the name of something to knowing something, via different designed target tasks. Part 3. The outcomes show that Feynman’s Technique is the interaction of learning style and teaching style, the double-edged sword of Teaching & Learning Chinese as a Second Language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=Feynman%E2%80%99s%20technique" title=" Feynman’s technique"> Feynman’s technique</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/107400/teaching-learning-based-optimization-an-efficient-method-for-chinese-as-a-second-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107400.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7944</span> Creating a Professional Knowledge Base for Multi-Grade Teaching: Case Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matshidiso%20Joyce%20Taole">Matshidiso Joyce Taole</a>, <a href="https://publications.waset.org/abstracts/search?q=Linley%20Cornish"> Linley Cornish</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher’s professional knowledge has become the focus of interest over decades and the interest has intensified in the 21st century. Teachers are expected to develop their professional academic expertise continually, on an ongoing basis. Such professional development may relate to acquiring enhanced expertise in terms of leadership, curriculum development, teaching and learning, assessment of/for learning and feedback for enhanced learning. The paper focuses on professional knowledge base required for teachers in multi-grade contexts. This paper argues that although teacher knowledge is strongly related to individual experiences and contexts, there are elements of teacher knowledge that are particular to multi-grade context. The study employed qualitative design using interviews and observations. The participants were multi-grade teachers and teaching principals. The study revealed that teachers need to develop skills such as learner grouping, differentiating the curriculum, planning, time management and be life-long learners so that they stay relevant and up to date with developments not only in the education sector but globally. This will help teachers to learn increasingly sophisticated methods for engaging the diverse needs of students in their classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20differentiation" title="curriculum differentiation">curriculum differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-grade" title=" multi-grade"> multi-grade</a>, <a href="https://publications.waset.org/abstracts/search?q=planning" title=" planning"> planning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20knowledge" title=" teacher knowledge"> teacher knowledge</a> </p> <a href="https://publications.waset.org/abstracts/35705/creating-a-professional-knowledge-base-for-multi-grade-teaching-case-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35705.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">417</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7943</span> Action Research: The Goal Setting Intervention Promotes Students' Academic Achievement of the Bachelors of Early Childhood Education Program During the COVID-19 Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mashaal%20Hooda">Mashaal Hooda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rationale for conducting this action research was to increase students' Academic Achievement (AA) contexts of studying/researching by employing the Goal Setting intervention (GS). The purposive sample consisted of 10 female undergraduate students at a university in Dubai. The intervention was introduced through workshop classes conducted online. The pre-intervention consisted of discussions concentrating on participants' research contexts amidst a pandemic. The GS moderators were implemented in the class, followed by scaffolding and mentoring interactions and self-reflective accounts of students' actions and feelings of using the intervention to better plan and structure their dissertation tasks. The research incorporated a Mixed Methods Methodology (MMM). Quantitative data collection took place through surveys, while qualitative data were collected using semi-structured interviews. Triangulation of the emergent themes showed a positive increase in students achievable GS, self-regulatory study skills, feedback-seeking behaviours, research organisation and synthesis, self-reflection and Academic Resilient (AR) attitudes amalgamate to enhance students' AA outcomes. Though, students' intrinsic motivational levels to study and research observed minor changes only. Nonetheless, the pebble in the shoe was removed as students AA contexts improved in undertaking better actionable steps for their research. Therefore, the GS intervention enabled students to set, balance, and achieve academic goals while catering to their academic anxieties, mental health concerns, and adaptability to the e-learning platforms amidst the COVID-19 pandemic. Despite the wide-scale changes the pandemic brought to the teaching and learning communities, the GS intervention served as a targeted intervention to help students maintain their achievement contexts in a goal-oriented way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=acadeic%20resilience" title=" acadeic resilience"> acadeic resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=goal%20setting" title=" goal setting"> goal setting</a> </p> <a href="https://publications.waset.org/abstracts/143463/action-research-the-goal-setting-intervention-promotes-students-academic-achievement-of-the-bachelors-of-early-childhood-education-program-during-the-covid-19-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143463.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">144</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7942</span> The Impact of Using Microlearning to Enhance Students' Programming Skills and Learning Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Alqarni">Ali Alqarni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore the impact of microlearning on the development of the programming skills as well as on the motivation for learning of first-year high schoolers in Jeddah. The sample consists of 78 students, distributed as 40 students in the control group, and 38 students in the treatment group. The quasi-experimental method, which is a type of quantitative method, was used in this study. In addition to the technological tools used to create and deliver the digital content, the study utilized two tools to collect the data: first, an observation card containing a list of programming skills, and second, a tool to measure the student's motivation for learning. The findings indicate that microlearning positively impacts programming skills and learning motivation for students. The study, then, recommends implementing and expanding the use of microlearning in educational contexts both in the general education level and the higher education level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title="educational technology">educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=microlearning" title=" microlearning"> microlearning</a> </p> <a href="https://publications.waset.org/abstracts/122056/the-impact-of-using-microlearning-to-enhance-students-programming-skills-and-learning-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122056.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">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7941</span> Reaching Students Who “Don’t Like Writing” through Scenario Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahira%20Mahmoud%20Yacout">Shahira Mahmoud Yacout</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is an essential skill in many vocational, academic environments, and notably workplaces, yet many students perceive writing as being something tiring and boring or maybe a “waste of time”. Studies in the field of foreign languages related this fact might be due to the lack of connection between what is learned in the university and what students come to encounter in real life situations”. Arabic learners felt they needed more language exposure to the context of their future professions. With this idea in mind, Scenario based learning (SBL) is reported to be an educational approach to motivate, engage and stimulate students’ interest and to achieve the desired writing learning outcomes. In addition, researchers suggested Scenario based learning (SBL)as an instructional approach that develops and enhances students skills through developing higher order thinking skills and active learning. It is a subset of problem-based learning and case-based learning. The approach focuses on authentic rhetorical framing reflecting writing tasks in real life situations. It works successfully when used to simulate real-world practices, providing context that reflects the types of situations professionals respond to in writing. It was claimed that using realistic scenarios customized to the course’s learning objectives as it bridged the gap for students between theory and application. Within this context, it is thought that scenario-based learning is an important approach to enhance the learners’ writing skills and to reflect meaningful learning within authentic contexts. As an Arabicforeign language instructor, it was noticed that students find difficulties in adapting writing styles to authentic writing contexts and addressing different audiences and purposes. This idea is supported by studieswho claimed that AFL students faced difficulties with transferring writing skills to situations outside of the classroom context. In addition, it was observed that some of the Arabic textbooks for teaching Arabic as a foreign language lacked topics that initiated higher order thinking skills and stimulated the learners to understand the setting, and created messages appropriate to different audiences, context, and purposes. The goals of this study are to 1)provide a rational for using scenario-based learning approach to improveAFL learners in writing skills, 2) demonstrate how to design/ implement a scenario-based learning technique aligned with the writing course objectives,3) demonstrate samples of scenario-based approach implemented in AFL writing class, and 4)emphasis the role of peer-review along with the instructor’s feedback, in the process of developing the writing skill. Finally, this presentation highlighted and emphasized the importance of using the scenario-based learning approach in writing as a means to mirror students’ real-life situations and engage them in planning, monitoring, and problem solving. This approach helped in making writing an enjoyable experience and clearly useful to students’ future professional careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=meaningful%20learning" title="meaningful learning">meaningful learning</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20life%20contexts" title=" real life contexts"> real life contexts</a>, <a href="https://publications.waset.org/abstracts/search?q=scenario%20based%20learning" title=" scenario based learning"> scenario based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skill" title=" writing skill"> writing skill</a> </p> <a href="https://publications.waset.org/abstracts/152469/reaching-students-who-dont-like-writing-through-scenario-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152469.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">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7940</span> Interdisciplinarity as a Regular Pedagogical Practice in the Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catarina%20Maria%20Neto%20Da%20Cruz">Catarina Maria Neto Da Cruz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Maria%20Reis%20D%E2%80%99Azevedo%20Breda"> Ana Maria Reis D’Azevedo Breda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The world is changing and, consequently, the young people need more sophisticated tools and skills to lead with the world’s complexity. The Organisation for Economic Co-operation and Development Learning Framework 2030 suggests an interdisciplinary knowledge as a principle for the future of education systems. In the curricular document Portuguese about the profile of students leaving compulsory education, the critical thinking and creative thinking are pointed out as skills to be developed, which imply the interconnection of different knowledge, applying it in different contexts and learning areas. Unlike primary school teachers, teachers specialized in a specific area lead to more difficulties in the implementation of interdisciplinary approaches in the classrooms and, despite the effort, the interdisciplinarity is not a common practice in schools. Statement like "Mathematics is everywhere" is unquestionable, however, many math teachers show difficulties in presenting such evidence in their classes. Mathematical modelling and problems in real contexts are promising in the development of interdisciplinary pedagogical practices and in Portugal there is a continuous training offer to contribute to the development of teachers in terms of their pedagogical approaches. But when teachers find themselves in the classroom, without a support, do they feel able to implement interdisciplinary practices? In this communication we will try to approach this issue through a case study involving a group of Mathematics teachers, who attended a training aimed at stimulating interdisciplinary practices in real contexts, namely related to the COVID-19 pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training" title=" teacher training"> teacher training</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinarity" title=" interdisciplinarity"> interdisciplinarity</a> </p> <a href="https://publications.waset.org/abstracts/172298/interdisciplinarity-as-a-regular-pedagogical-practice-in-the-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7939</span> Using Indigenous Games to Demystify Probability Theorem in Ghanaian Classrooms: Mathematical Analysis of Ampe</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Akayuure">Peter Akayuure</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Johnson%20Nabie"> Michael Johnson Nabie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Similar to many colonized nations in the world, one indelible mark left by colonial masters after Ghana’s independence in 1957 has been the fact that many contexts used to teach statistics and probability concepts are often alien and do not resonate with the social domain of our indigenous Ghanaian child. This has seriously limited the understanding, discoveries, and applications of mathematics for national developments. With the recent curriculum demands of making the Ghanaian child mathematically literate, this qualitative study involved video recordings and mathematical analysis of play sessions of an indigenous girl game called Ampe with the aim to demystify the concepts in probability theorem, which is applied in mathematics related fields of study. The mathematical analysis shows that the game of Ampe, which is widely played by school girls in Ghana, is suitable for learning concepts of the probability theorems. It was also revealed that as a girl game, the use of Ampe provides good lessons to educators, textbook writers, and teachers to rethink about the selection of mathematics tasks and learning contexts that are sensitive to gender. As we undertake to transform teacher education and student learning, the use of indigenous games should be critically revisited. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ampe" title="Ampe">Ampe</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20analysis" title=" mathematical analysis"> mathematical analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=probability%20theorem" title=" probability theorem"> probability theorem</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghanaian%20girl%20game" title=" Ghanaian girl game"> Ghanaian girl game</a> </p> <a href="https://publications.waset.org/abstracts/133895/using-indigenous-games-to-demystify-probability-theorem-in-ghanaian-classrooms-mathematical-analysis-of-ampe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133895.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">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7938</span> A Learning Process for Aesthetics of Language in Thai Poetry for High School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiraporn%20Adchariyaprasit">Jiraporn Adchariyaprasit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aesthetics of language in Thai poetry are emerged from the combination of sounds and meanings. The appreciation of such beauty can be achieved by means of education, acquisition of knowledge, and training. This research aims to study the learning process of aesthetics of language in Thai poetry for high school teachers in Bangkok and nearby provinces. There are 10 samples selected by purposive sampling for in-depth interviews. According to the research, there are four patterns in the learning process of aesthetics of language in Thai poetry which are 1) the study of characteristics and patterns of poetry, 2) the training of poetic reading, 3) the study of social and cultural contexts of poetry’s creation, and 4) the study of other sciences related to poetry such as linguistics, traditional dance, and so on. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aesthetics" title="aesthetics">aesthetics</a>, <a href="https://publications.waset.org/abstracts/search?q=poetry" title=" poetry"> poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20poetry" title=" Thai poetry"> Thai poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=poetry%20learning" title=" poetry learning"> poetry learning</a> </p> <a href="https://publications.waset.org/abstracts/19357/a-learning-process-for-aesthetics-of-language-in-thai-poetry-for-high-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19357.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">436</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7937</span> Cultural Stereotypes in EFL Classrooms and Their Implications on English Language Procedures in Cameroon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eric%20Enongene%20Ekembe">Eric Enongene Ekembe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent calls on EFL teaching posit the centrality of context factors and argue for a correlation between effectiveness in teaching with the learners’ culture in the EFL classroom. Context is not everything; it is defined with indicators of learners’ cultural artifacts and stereotypes in meaningful interactions in the language classroom. In keeping with this, it is difficult to universalise pedagogic procedures given that appropriate procedures are context-sensitive- and contexts differ. It is necessary to investigate what counts as cultural specificities or stereotypes of specific learners to reflect on how different language learning contexts affect or are affected by English language teaching procedures, most especially in under-represented cultures, which have appropriated the English language. This paper investigates cultural stereotypes of EFL learners in the culturally diverse Cameroon to examine how they mediate teaching and learning. Data collected on mixed-method basis from 83 EFL teachers and 1321 learners in Cameroon reveal a strong presence of typical cultural artifacts and stereotypes. Statistical analysis and thematic coding demonstrate that teaching procedures in place were insensitive to the cultural artifacts and stereotypes, resulting in trending tension between teachers and learners. The data equally reveal a serious contradiction between the communicative goals of language teaching and learning: what teachers held as effective teaching was diametrically opposed to success in learning. In keeping with this, the paper argues for a ‘decentred’ teacher preparation in Cameroon that is informed by systemic learners’ feedback. On this basis, applied linguistics has the urgent task of exploring dimensions of what actually counts as contextualized practice in ELT. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20stereotypes" title="cultural stereotypes">cultural stereotypes</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=implications" title=" implications"> implications</a>, <a href="https://publications.waset.org/abstracts/search?q=procedures" title=" procedures"> procedures</a> </p> <a href="https://publications.waset.org/abstracts/134764/cultural-stereotypes-in-efl-classrooms-and-their-implications-on-english-language-procedures-in-cameroon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134764.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">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7936</span> Engaging Mature Learners through Video Case Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jacqueline%20Mary%20Jepson">Jacqueline Mary Jepson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article provides a case study centred on the development of 13 video episodes which have been created to enhance student engagement with a post graduate online course in Project Management. The student group was unique as their online course needed to provide for asynchronistic learning and an adult learning pedagogy. In addition, students had come from a wide range professional backgrounds, with some having no Project Management experience, while others had 20 years or more. Students had to gain an understanding of an advanced body of knowledge and the course needed to achieve the academic requirements to qualify individuals to apply their learning in a range of contexts for professional practice and scholarship. To achieve this, a 13 episode case study was developed along with supportive learning materials based on the relocation of a zoo. This unique project provided a learning environment where the project could evolve over each video episode demonstrating the application of Project Management methodology which was then tied into the learning outcomes for the course and the assessment tasks. Discussion forums provided a way for students to converse and demonstrate their own understanding of content and how Project Management methodology can be applied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project%20management" title="project management">project management</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learning" title=" adult learning"> adult learning</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20case%20study" title=" video case study"> video case study</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronistic%20education" title=" asynchronistic education"> asynchronistic education</a> </p> <a href="https://publications.waset.org/abstracts/42256/engaging-mature-learners-through-video-case-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42256.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">338</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7935</span> Analysing the Variables That Affect Digital Game-Based L2 Vocabulary Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jose%20Ramon%20Calvo-Ferrer">Jose Ramon Calvo-Ferrer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Video games have been extensively employed in educational contexts to teach contents and skills, upon the premise that they engage students and provide instant feedback, which makes them adequate tools in the field of education and training. Term frequency, along with metacognition and implicit corrective feedback, has often been identified as powerful variables in the learning of vocabulary in a foreign language. This study analyses the learning of L2 mobile operating system terminology by a group of students and uses the data collected by the video game The Conference Interpreter to identify the predictive strength of term frequency (times a term is shown), positive metacognition (times a right answer is provided), and negative metacognition (times a term is shown as wrong) regarding L2 vocabulary learning and perceived learning outcomes. The regression analysis shows that the factor ‘positive metacognition’ is a positive predictor of both dependent variables, whereas the other factors seem to have no statistical effect on any of them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20game-based%20learning" title="digital game-based learning">digital game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognition" title=" metacognition"> metacognition</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency" title=" frequency"> frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20games" title=" video games"> video games</a> </p> <a href="https://publications.waset.org/abstracts/99358/analysing-the-variables-that-affect-digital-game-based-l2-vocabulary-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99358.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">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7934</span> Efficacy of Technology for Successful Learning Experience; Technology Supported Model for Distance Learning: Case Study of Botho University, Botswana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivy%20Rose%20Mathew">Ivy Rose Mathew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to outline the efficacy of technology and the opportunities it can bring to implement a successful delivery model in Distance Learning. Distance Learning has proliferated over the past few years across the world. Some of the current challenges faced by current students of distance education include lack of motivation, a sense of isolation and a need for greater and improved communication. Hence the author proposes a creative technology supported model for distance learning exactly mirrored on the traditional face to face learning that can be adopted by distance learning providers. This model suggests the usage of a range of technologies and social networking facilities, with the aim of creating a more engaging and sustaining learning environment to help overcome the isolation often noted by distance learners. While discussing the possibilities, the author also highlights the complexity and practical challenges of implementing such a model. Design/methodology/approach: Theoretical issues from previous research related to successful models for distance learning providers will be considered. And also the analysis of a case study from one of the largest private tertiary institution in Botswana, Botho University will be included. This case study illustrates important aspects of the distance learning delivery model and provides insights on how curriculum development is planned, quality assurance is done, and learner support is assured for successful distance learning experience. Research limitations/implications: While some of the aspects of this study may not be applicable to other contexts, a number of new providers of distance learning can adapt the key principles of this delivery model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=efficacy" title=" efficacy"> efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experience" title=" learning experience"> learning experience</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20supported%20model" title=" technology supported model"> technology supported model</a> </p> <a href="https://publications.waset.org/abstracts/54514/efficacy-of-technology-for-successful-learning-experience-technology-supported-model-for-distance-learning-case-study-of-botho-university-botswana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7933</span> Classification of Contexts for Mentioning Love in Interviews with Victims of the Holocaust</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Yurievna%20Aleksandrova">Marina Yurievna Aleksandrova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research of the Holocaust retains value not only for history but also for sociology and psychology. One of the most important fields of study is how people were coping during and after this traumatic event. The aim of this paper is to identify the main contexts of the topic of love and to determine which contexts are more characteristic for different groups of victims of the Holocaust (gender, nationality, age). In this research, transcripts of interviews with Holocaust victims that were collected during 1946 for the "Voices of the Holocaust" project were used as data. Main contexts were analyzed with methods of network analysis and latent semantic analysis and classified by gender, age, and nationality with random forest. The results show that love is articulated and described significantly differently for male and female informants, nationality is shown results with lower values of quality metrics, as well as the age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Holocaust" title="Holocaust">Holocaust</a>, <a href="https://publications.waset.org/abstracts/search?q=latent%20semantic%20analysis" title=" latent semantic analysis"> latent semantic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20analysis" title=" network analysis"> network analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=text-mining" title=" text-mining"> text-mining</a>, <a href="https://publications.waset.org/abstracts/search?q=random%20forest" title=" random forest"> random forest</a> </p> <a href="https://publications.waset.org/abstracts/141573/classification-of-contexts-for-mentioning-love-in-interviews-with-victims-of-the-holocaust" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141573.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">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7932</span> An Exploratory Case Study of Pre-Service Teachers' Learning to Teach Mathematics to Culturally Diverse Students through a Community-Based After-School Field Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eugenia%20Vomvoridi-Ivanovic">Eugenia Vomvoridi-Ivanovic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is broadly assumed that participation in field experiences will help pre-service teachers (PSTs) bridge theory to practice. However, this is often not the case since PSTs who are placed in classrooms with large numbers of students from diverse linguistic, cultural, racial, and ethnic backgrounds (culturally diverse students (CDS)) usually observe ineffective mathematics teaching practices that are in contrast to those discussed in their teacher preparation program. Over the past decades, the educational research community has paid increasing attention to investigating out-of-school learning contexts and how participation in such contexts can contribute to the achievement of underrepresented groups in Science, Technology, Engineering, and mathematics (STEM) education and their expanded participation in STEM fields. In addition, several research studies have shown that students display different kinds of mathematical behaviors and discourse practices in out-of-school contexts than they do in the typical mathematics classroom since they draw from a variety of linguistic and cultural resources to negotiate meanings and participate in joint problem solving. However, almost no attention has been given to exploring these contexts as field experiences for pre-service mathematics teachers. The purpose of this study was to explore how participation in a community based after-school field experience promotes understanding of the content pedagogy concepts introduced in elementary mathematics methods courses, particularly as they apply to teaching mathematics to CDS. This study draws upon a situated, socio-cultural theory of teacher learning that centers on the concept of learning as situated social practice, which includes discourse, social interaction, and participation structures. Consistent with exploratory case study methodology, qualitative methods were employed to investigate how a cohort of twelve participating pre-service teacher's approach to pedagogy and their conversations around teaching and learning mathematics to CDS evolved through their participation in the after-school field experience, and how they connected the content discussed in their mathematics methods course with their interactions with the CDS in the after-school. Data were collected over a period of one academic year from the following sources: (a) audio recordings of the PSTs' interactions with the students during the after-school sessions, (b) PSTs' after-school field-notes, (c) audio-recordings of weekly methods course meetings, and (d) other document data (e.g., PST and student generated artifacts, PSTs' written course assignments). The findings of this study reveal that the PSTs benefitted greatly through their participation in the after-school field experience. Specifically, after-school participation promoted a deeper understanding of the content pedagogy concepts introduced in the mathematics methods course and gained a greater appreciation for how students learn mathematics with understanding. Further, even though many of PSTs' assumptions about the mathematical abilities of CDS were challenged and PSTs began to view CDSs' cultural and linguistic backgrounds as resources (rather than obstacles) for learning, some PSTs still held negative stereotypes about CDS and teaching and learning mathematics to CDS in particular. Insights gained through this study contribute to a better understanding of how informal mathematics learning contexts may provide a valuable context for pre-service teacher's learning to teach mathematics to CDS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=after-school%20mathematics%20program" title="after-school mathematics program">after-school mathematics program</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20mathematical%20education%20of%20teachers" title=" pre-service mathematical education of teachers"> pre-service mathematical education of teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20methods" title=" qualitative methods"> qualitative methods</a>, <a href="https://publications.waset.org/abstracts/search?q=situated%20socio-cultural%20theory" title=" situated socio-cultural theory"> situated socio-cultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20culturally%20diverse%20students" title=" teaching culturally diverse students"> teaching culturally diverse students</a> </p> <a href="https://publications.waset.org/abstracts/123907/an-exploratory-case-study-of-pre-service-teachers-learning-to-teach-mathematics-to-culturally-diverse-students-through-a-community-based-after-school-field-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123907.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">130</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" 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