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method</title> <meta name="description" content="Search results for: lecture method"> <meta name="keywords" content="lecture method"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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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="lecture method"> <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> 19057</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: lecture method</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19057</span> Relevance of Lecture Method in Modern Era: A Study from Nepal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hari%20Prasad%20Nepal">Hari Prasad Nepal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on lecture method issues confirm that this teaching method has been practiced from the very beginnings of schooling. Many teachers, lecturers and professors are convinced that lecture still represents main tool of contemporary instructional process. The central purpose of this study is to uncover the extent of using lecture method in the higher education. The study was carried out in Nepalese context with employing mixed method research design. To obtain the primary data this study employed a questionnaire involving items with close and open answers. 120 teachers, lecturers and professors participated in this study. The findings indicated that 75 percent of the respondents use the lecture method in their classroom teaching. The study reveals that there are advantages of using lecture method such as easy to practice, less time to prepare, high pass rate, high students’ satisfaction, little comments on instructors, appropriate to large classes and high level students. In addition, the study divulged the instructors’ reflections and measures to improve the lecture method. This research concludes that the practice of lecture method is still significantly applicable in colleges and universities in Nepalese contexts. So, there are no significant changes in the application of lecture method in the higher education classroom despite the emergence of new learning approaches and strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructors" title="instructors">instructors</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20approaches" title=" learning approaches"> learning approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategies" title=" learning strategies"> learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20method" title=" lecture method"> lecture method</a> </p> <a href="https://publications.waset.org/abstracts/58373/relevance-of-lecture-method-in-modern-era-a-study-from-nepal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">238</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19056</span> A Metacognitive Strategy to Improve Saudi EFL Learners’ Lecture Comprehension </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Wahed%20Al%20Zumor">Abdul Wahed Al Zumor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Saudi EFL Students majoring in English face difficulties in academic lectures listening comprehension in content courses like linguistics, applied linguistics or literature theories. To validate this assumption, a questionnaire assessing students' lecture comprehension experience was administered. The findings have shown that Saudi EFL learners face a great challenge in lecture comprehension at advanced levels. Literature has suggested a myriad of techniques which can enhance academic lecture comprehension. This study has used "reciprocal peer-questioning and responding technique" as an integral part of the academic lecture occupying the last ten minutes. Improvement in experimental students' scores in these courses has been noticed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title="EFL learners">EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20comprehension" title=" lecture comprehension"> lecture comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20courses" title=" content courses"> content courses</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20questioning" title=" peer questioning "> peer questioning </a> </p> <a href="https://publications.waset.org/abstracts/20971/a-metacognitive-strategy-to-improve-saudi-efl-learners-lecture-comprehension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20971.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">596</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19055</span> EduEasy: Smart Learning Assistant System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Karunasena">A. Karunasena</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Bandara"> P. Bandara</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20A.%20T.%20P.%20Jayasuriya"> J. A. T. P. Jayasuriya</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20D.%20Gallage"> P. D. Gallage</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20M.%20S.%20D.%20Jayasundara"> J. M. S. D. Jayasundara</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20A.%20P.%20Y.%20P.%20Nuwanjaya"> L. A. P. Y. P. Nuwanjaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Usage of smart learning concepts has increased rapidly all over the world recently as better teaching and learning methods. Most educational institutes such as universities are experimenting those concepts with their students. Smart learning concepts are especially useful for students to learn better in large classes. In large classes, the lecture method is the most popular method of teaching. In the lecture method, the lecturer presents the content mostly using lecture slides, and the students make their own notes based on the content presented. However, some students may find difficulties with the above method due to various issues such as speed in delivery. The purpose of this research is to assist students in large classes in the following content. The research proposes a solution with four components, namely note-taker, slide matcher, reference finder, and question presenter, which are helpful for the students to obtain a summarized version of the lecture note, easily navigate to the content and find resources, and revise content using questions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automatic%20summarization" title="automatic summarization">automatic summarization</a>, <a href="https://publications.waset.org/abstracts/search?q=extractive%20text%20summarization" title=" extractive text summarization"> extractive text summarization</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20recognition%20library" title=" speech recognition library"> speech recognition library</a>, <a href="https://publications.waset.org/abstracts/search?q=sentence%20extraction" title=" sentence extraction"> sentence extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=automatic%20web%20search" title=" automatic web search"> automatic web search</a>, <a href="https://publications.waset.org/abstracts/search?q=automatic%20question%20generator" title=" automatic question generator"> automatic question generator</a>, <a href="https://publications.waset.org/abstracts/search?q=sentence%20scoring" title=" sentence scoring"> sentence scoring</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20term%20weight" title=" the term weight"> the term weight</a> </p> <a href="https://publications.waset.org/abstracts/131469/edueasy-smart-learning-assistant-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131469.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">148</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">19054</span> A Genre Analysis of University Lectures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Kok%20Yueh">Lee Kok Yueh</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatin%20Hamadah%20Rahman"> Fatin Hamadah Rahman</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Hassell"> David Hassell</a>, <a href="https://publications.waset.org/abstracts/search?q=Au%20Thien%20Wan"> Au Thien Wan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work reports on a genre based study of lectures at a University in Brunei, Universiti Teknologi Brunei to explore the communicative functions and to gain insight into the discourse. It explores these in three different domains; Social Science, Engineering and Computing. Audio recordings from four lecturers comprising 20 lectures were transcribed and analysed, with the duration of each lecture varying between 20 to 90 minutes. This qualitative study found similar patterns and functions of lectures as those found in existing research amongst which include greetings, housekeeping, or recapping of previous lectures in the lecture introductions. In the lecture content, comprehension check and use of examples or analogies are very prevalent. However, the use of examples largely depend on the lecture content; and the more technical the content, the harder it was for lecturers to provide examples or analogies. Three functional moves are identified in the lecture conclusions; announcement, summary and future plan, all of which are optional. Despite the relatively small sample size, the present study shows that lectures are interactive and there are some consistencies with the delivery of lecture in relation to the communicative functions and genre of lecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20functions" title="communicative functions">communicative functions</a>, <a href="https://publications.waset.org/abstracts/search?q=genre%20analysis" title=" genre analysis"> genre analysis</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=lectures" title=" lectures"> lectures</a> </p> <a href="https://publications.waset.org/abstracts/84295/a-genre-analysis-of-university-lectures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84295.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19053</span> Video Text Information Detection and Localization in Lecture Videos Using Moments </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belkacem%20Soundes">Belkacem Soundes</a>, <a href="https://publications.waset.org/abstracts/search?q=Guezouli%20Larbi"> Guezouli Larbi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a robust and accurate method for text detection and localization over lecture videos. Frame regions are classified into text or background based on visual feature analysis. However, lecture video shows significant degradation mainly related to acquisition conditions, camera motion and environmental changes resulting in low quality videos. Hence, affecting feature extraction and description efficiency. Moreover, traditional text detection methods cannot be directly applied to lecture videos. Therefore, robust feature extraction methods dedicated to this specific video genre are required for robust and accurate text detection and extraction. Method consists of a three-step process: Slide region detection and segmentation; Feature extraction and non-text filtering. For robust and effective features extraction moment functions are used. Two distinct types of moments are used: orthogonal and non-orthogonal. For orthogonal Zernike Moments, both Pseudo Zernike moments are used, whereas for non-orthogonal ones Hu moments are used. Expressivity and description efficiency are given and discussed. Proposed approach shows that in general, orthogonal moments show high accuracy in comparison to the non-orthogonal one. Pseudo Zernike moments are more effective than Zernike with better computation time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=text%20detection" title="text detection">text detection</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20localization" title=" text localization"> text localization</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20videos" title=" lecture videos"> lecture videos</a>, <a href="https://publications.waset.org/abstracts/search?q=pseudo%20zernike%20moments" title=" pseudo zernike moments"> pseudo zernike moments</a> </p> <a href="https://publications.waset.org/abstracts/109549/video-text-information-detection-and-localization-in-lecture-videos-using-moments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109549.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">152</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">19052</span> Distributed Processing for Content Based Lecture Video Retrieval on Hadoop Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=U.%20S.%20N.%20Raju">U. S. N. Raju</a>, <a href="https://publications.waset.org/abstracts/search?q=Kothuri%20Sai%20Kiran"> Kothuri Sai Kiran</a>, <a href="https://publications.waset.org/abstracts/search?q=Meena%20G.%20Kamal"> Meena G. Kamal</a>, <a href="https://publications.waset.org/abstracts/search?q=Vinay%20Nikhil%20Pabba"> Vinay Nikhil Pabba</a>, <a href="https://publications.waset.org/abstracts/search?q=Suresh%20Kanaparthi"> Suresh Kanaparthi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is huge amount of lecture video data available for public use, and many more lecture videos are being created and uploaded every day. Searching for videos on required topics from this huge database is a challenging task. Therefore, an efﬁcient method for video retrieval is needed. An approach for automated video indexing and video search in large lecture video archives is presented. As the amount of video lecture data is huge, it is very inefficient to do the processing in a centralized computation framework. Hence, Hadoop Framework for distributed computing for Big Video Data is used. First, step in the process is automatic video segmentation and key-frame detection to offer a visual guideline for the video content navigation. In the next step, we extract textual metadata by applying video Optical Character Recognition (OCR) technology on key-frames. The OCR and detected slide text line types are adopted for keyword extraction, by which both video- and segment-level keywords are extracted for content-based video browsing and search. The performance of the indexing process can be improved for a large database by using distributed computing on Hadoop framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20lectures" title="video lectures">video lectures</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20video%20data" title=" big video data"> big video data</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20retrieval" title=" video retrieval"> video retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=hadoop" title=" hadoop"> hadoop</a> </p> <a href="https://publications.waset.org/abstracts/26648/distributed-processing-for-content-based-lecture-video-retrieval-on-hadoop-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26648.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">534</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">19051</span> Comparison of the Effectiveness of Communication between the Traditional Lecture and IELS</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20R.%20Althobaiti">Ahmed R. Althobaiti</a>, <a href="https://publications.waset.org/abstracts/search?q=Malcolm%20Munro"> Malcolm Munro </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Communication and effective information exchange within technology has become a crucial part of delivering knowledge to students during the learning process. It enables better understanding, builds trust, respect and increase the knowledge between students. This paper examines the communication between undergraduate students and their lecturers during the Traditional lecture and in using the Interactive Electronic Lecture System (IELS). The IELS is an application that offers a set of components, which support the effective communication between students, themselves and their lecturers. Moreover, this paper highlights the communication skills such as sender, receiver, channel and feedback. It will show how the IELS creates a rich communication environment between its users and how they communicate effectively. To examine and check the effectiveness of communication an experiment has been conducted for groups of users; students and lecturers. The first group communicated during the Traditional lecture while the second group communicated by the IELS application. The result showed that there was an effective communication between the second group more than the first group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication" title="communication">communication</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20information%20exchange" title=" effective information exchange"> effective information exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture" title=" lecture"> lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a> </p> <a href="https://publications.waset.org/abstracts/18178/comparison-of-the-effectiveness-of-communication-between-the-traditional-lecture-and-iels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18178.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">404</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">19050</span> Relationship between Learning Methods and Learning Outcomes: Focusing on Discussions in Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaeseo%20Lim">Jaeseo Lim</a>, <a href="https://publications.waset.org/abstracts/search?q=Jooyong%20Park"> Jooyong Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although there is ample evidence that student involvement enhances learning, college education is still mainly centered on lectures. However, in recent years, the effectiveness of discussions and the use of collective intelligence have attracted considerable attention. This study intends to examine the empirical effects of discussions on learning outcomes in various conditions. Eighty eight college students participated in the study and were randomly assigned to three groups. Group 1 was told to review material after a lecture, as in a traditional lecture-centered class. Students were given time to review the material for themselves after watching the lecture in a video clip. Group 2 participated in a discussion in groups of three or four after watching the lecture. Group 3 participated in a discussion after studying on their own. Unlike the previous two groups, students in Group 3 did not watch the lecture. The participants in the three groups were tested after studying. The test questions consisted of memorization problems, comprehension problems, and application problems. The results showed that the groups where students participated in discussions had significantly higher test scores. Moreover, the group where students studied on their own did better than that where students watched a lecture. Thus discussions are shown to be effective for enhancing learning. In particular, discussions seem to play a role in preparing students to solve application problems. This is a preliminary study and other age groups and various academic subjects need to be examined in order to generalize these findings. We also plan to investigate what kind of support is needed to facilitate discussions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discussions" title="discussions">discussions</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture" title=" lecture"> lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=test" title=" test"> test</a> </p> <a href="https://publications.waset.org/abstracts/96933/relationship-between-learning-methods-and-learning-outcomes-focusing-on-discussions-in-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96933.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">176</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">19049</span> Lecture Video Indexing and Retrieval Using Topic Keywords</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20J.%20Sandesh">B. J. Sandesh</a>, <a href="https://publications.waset.org/abstracts/search?q=Saurabha%20Jirgi"> Saurabha Jirgi</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Vidya"> S. Vidya</a>, <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Eljer"> Prakash Eljer</a>, <a href="https://publications.waset.org/abstracts/search?q=Gowri%20Srinivasa"> Gowri Srinivasa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we propose a framework to help users to search and retrieve the portions in the lecture video of their interest. This is achieved by temporally segmenting and indexing the lecture video using the topic keywords. We use transcribed text from the video and documents relevant to the video topic extracted from the web for this purpose. The keywords for indexing are found by applying the non-negative matrix factorization (NMF) topic modeling techniques on the web documents. Our proposed technique first creates indices on the transcribed documents using the topic keywords, and these are mapped to the video to find the start and end time of the portions of the video for a particular topic. This time information is stored in the index table along with the topic keyword which is used to retrieve the specific portions of the video for the query provided by the users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20indexing%20and%20retrieval" title="video indexing and retrieval">video indexing and retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20videos" title=" lecture videos"> lecture videos</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20based%20video%20search" title=" content based video search"> content based video search</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodal%20indexing" title=" multimodal indexing"> multimodal indexing</a> </p> <a href="https://publications.waset.org/abstracts/77066/lecture-video-indexing-and-retrieval-using-topic-keywords" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77066.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">250</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">19048</span> Adaptive Thermal Comfort Model for Air-Conditioned Lecture Halls in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20T.%20Chew">B. T. Chew</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20N.%20Kazi"> S. N. Kazi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Amiri"> A. Amiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents an adaptive thermal comfort model study in the tropical country of Malaysia. A number of researchers have been interested in applying the adaptive thermal comfort model to different climates throughout the world, but so far no study has been performed in Malaysia. For the use as a thermal comfort model, which better applies to hot and humid climates, the adaptive thermal comfort model was developed as part of this research by using the collected results from a large field study in six lecture halls with 178 students. The relationship between the operative temperature and behavioral adaptations was determined. In the developed adaptive model, the acceptable indoor neutral temperatures lay within the range of 23.9-26.0 oC, with outdoor temperatures ranging between 27.0–34.6oC. The most comfortable temperature for students in the lecture hall was 25.7 oC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hot%20and%20humid" title="hot and humid">hot and humid</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20halls" title=" lecture halls"> lecture halls</a>, <a href="https://publications.waset.org/abstracts/search?q=neutral%20temperature" title=" neutral temperature"> neutral temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20thermal%20comfort%20model" title=" adaptive thermal comfort model"> adaptive thermal comfort model</a> </p> <a href="https://publications.waset.org/abstracts/15160/adaptive-thermal-comfort-model-for-air-conditioned-lecture-halls-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15160.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">368</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">19047</span> An Experience Report on Course Teaching in Information Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Oliveira">Carlos Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a criticism of the traditional model of teaching and presents alternative teaching methods, different from the traditional lecture. These methods are accompanied by reports of experience of their application in a class. It was concluded that in the lecture, the student has a low learning rate and that other methods should be used to make the most engaging learning environment for the student, contributing (or facilitating) his learning process. However, the teacher should not use a single method, but rather a range of different methods to ensure the learning experience does not become repetitive and fatiguing for the student. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20practices" title="educational practices">educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=experience%20report" title=" experience report"> experience report</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20in%20education" title=" IT in education"> IT in education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20methods" title=" teaching methods"> teaching methods</a> </p> <a href="https://publications.waset.org/abstracts/55692/an-experience-report-on-course-teaching-in-information-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55692.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19046</span> MATLAB Supported Learning and Students' Conceptual Understanding of Functions of Two Variables: Experiences from Wolkite University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eyasu%20Gemech">Eyasu Gemech</a>, <a href="https://publications.waset.org/abstracts/search?q=Kassa%20Michael"> Kassa Michael</a>, <a href="https://publications.waset.org/abstracts/search?q=Mulugeta%20Atnafu"> Mulugeta Atnafu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A non-equivalent group's quasi-experiment research was conducted at Wolkite University to investigate MATLAB supported learning and students' conceptual understanding in learning Applied Mathematics II using four different comparative instructional approaches: MATLAB supported traditional lecture method, MATLAB supported collaborative method, only collaborative method, and only traditional lecture method. Four intact classes of mechanical engineering groups 1 and 2, garment engineering and textile engineering students were randomly selected out of eight departments. The first three departments were considered as treatment groups and the fourth one 'Textile engineering' was assigned as a comparison group. The departments had 30, 29, 35 and 32 students respectively. The results of the study show that there is a significant mean difference in students' conceptual understanding between groups of students learning through MATLAB supported collaborative method and the other learning approaches. Students who were learned through MATLAB technology-supported learning in combination with collaborative method were found to understand concepts of functions of two variables better than students learning through the other methods of learning. These, hence, are informative of the potential approaches universities would follow for a better students’ understanding of concepts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=MATLAB%20supported%20collaborative%20method" title="MATLAB supported collaborative method">MATLAB supported collaborative method</a>, <a href="https://publications.waset.org/abstracts/search?q=MATLAB%20supported%20learning" title=" MATLAB supported learning"> MATLAB supported learning</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20method" title=" collaborative method"> collaborative method</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20understanding" title=" conceptual understanding"> conceptual understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=functions%20of%20two%20variables" title=" functions of two variables"> functions of two variables</a> </p> <a href="https://publications.waset.org/abstracts/93374/matlab-supported-learning-and-students-conceptual-understanding-of-functions-of-two-variables-experiences-from-wolkite-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93374.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">278</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">19045</span> The Attitude of Second Year Pharmacy Students towards Lectures, Exams and E-Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20T.%20Alahmar">Ahmed T. Alahmar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is an increasing trend toward student-centred interactive e-learning methods and students’ feedback is a valuable tool for improving learning methods. The aim of this study was to explore the attitude of second year pharmacy students at the University of Babylon, Iraq, towards lectures, exams and e-learning. Materials and methods: Ninety pharmacy students were surveyed by paper questionnaire about their preference for lecture format, use of e-files, theoretical lectures versus practical experiments, lecture and lab time. Students were also asked about their predilection for Moodle-based online exams, different types of exam questions, exam time and other extra academic activities. Results: Students prefer to read lectures on paper (73.3%), use of PowerPoint file (76.7%), short lectures of less than 10 pages (94.5%), practical experiments (66.7%), lectures and lab time of less than two hours (89.9% and 96.6 respectively) and intra-lecture discussions (68.9%). Students also like to have paper-based exam (73.3%), short essay (40%) or MCQ (34.4%) questions and also prefer to do extra activities like reports (22.2%), seminars (18.6%) and posters (10.8%). Conclusion: Second year pharmacy students have different attitudes toward traditional and electronic leaning and assessment methods. Using multimedia, e-learning and Moodle are increasingly preferred methods among some students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pharmacy" title="pharmacy">pharmacy</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture" title=" lecture"> lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=exam" title=" exam"> exam</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=Moodle" title=" Moodle"> Moodle</a> </p> <a href="https://publications.waset.org/abstracts/87664/the-attitude-of-second-year-pharmacy-students-towards-lectures-exams-and-e-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87664.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">164</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">19044</span> The Impact of the Flipped Classroom Instructional Model on MPharm Students in Two Pharmacy Schools in the UK</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Almanasef">Mona Almanasef</a>, <a href="https://publications.waset.org/abstracts/search?q=Angel%20Chater"> Angel Chater</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20Portlock"> Jane Portlock</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: A 'flipped classroom' uses technology to shift the traditional lecture outside the scheduled class time and uses the face-to-face time to engage students in interactive activities. Aim of the Study: Assess the feasibility, acceptability, and effectiveness of using the 'flipped classroom' teaching format with MPharm students in two pharmacy schools in the UK: UCL School of Pharmacy and the School of Pharmacy and Biomedical Sciences at University of Portsmouth. Methods: An experimental mixed methods design was employed, with final year MPharm students in two phases; 1) a qualitative study using focus groups, 2) a quasi-experiment measuring knowledge acquisition and satisfaction by delivering a session on rheumatoid arthritis, in two teaching formats: the flipped classroom and the traditional lecture. Results: The flipped classroom approach was preferred over the traditional lecture for delivering a pharmacy practice topic, and it was comparable or better than the traditional lecture with respect to knowledge acquisition. In addition, this teaching approach was found to overcome the perceived challenges of the traditional lecture method such as fast pace instructions, student disengagement and boredom due to lack of activities and/or social anxiety. However, high workload and difficult or new concepts could be barriers to pre-class preparation, and therefore successful flipped classroom. The flipped classroom encouraged learning scaffolding where students could benefit from application of knowledge, and interaction with peers and the lecturer, which might, in turn, facilitate learning consolidation and deep understanding. This research indicated that the flipped classroom was beneficial for all learning styles. Conclusion: Implementing the flipped classroom at both pharmacy institutions was successful and well received by final year MPharm students. Given the attention now being put on the Teaching Excellence Framework (TEF), understanding effective methods of teaching to enhance student achievement and satisfaction is now more valuable than ever. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=inverted%20classroom" title=" inverted classroom"> inverted classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=pharmacy%20education" title=" pharmacy education "> pharmacy education </a> </p> <a href="https://publications.waset.org/abstracts/94522/the-impact-of-the-flipped-classroom-instructional-model-on-mpharm-students-in-two-pharmacy-schools-in-the-uk" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94522.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">136</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">19043</span> A Flipped Classroom Approach for Non Science Majors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nidhi%20Gadura">Nidhi Gadura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To ensure student success in a non majors biology course, a flipped classroom pedagogical approach is developed and implemented. All students are assigned online lectures to listen to before they come to class. A three hour lecture is split into one hour of online component, one hour of in class lecture and one hour of worksheets done by students in the classroom. This deviation from a traditional 3 hour in class lecture has resulted in increased student interest in science as well as better understanding of difficult scientific concepts. A pre and post survey was given to measure the interest rates and grades were used to measure the success rates. While the overall grade average did not change dramatically, students reported a better appreciation of biology. Also, students overwhelmingly like the use of worksheets in class to help them understand the concepts. They liked the fact that they could listen to lectures at their own pace on line and even repeat if needed. The flipped classroom approach turned out to work really well our non science majors and the author is ready to implement this in other classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title="flipped classroom">flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=non%20science%20majors" title=" non science majors"> non science majors</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20pedagogical%20model" title=" technological pedagogical model"> technological pedagogical model</a> </p> <a href="https://publications.waset.org/abstracts/24174/a-flipped-classroom-approach-for-non-science-majors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24174.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">418</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">19042</span> Computational Modeling of Thermal Comfort and CO2 Distribution in Common Room-Lecture Room by Using Hybrid Air Ventilation System, Thermoelectric-PV-Silica Gel under IAQ Standard</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jirod%20Chaisan">Jirod Chaisan</a>, <a href="https://publications.waset.org/abstracts/search?q=Somchai%20Maneewan"> Somchai Maneewan</a>, <a href="https://publications.waset.org/abstracts/search?q=Chantana%20Punlek"> Chantana Punlek</a>, <a href="https://publications.waset.org/abstracts/search?q=Ninnart%20Rachapradit"> Ninnart Rachapradit</a>, <a href="https://publications.waset.org/abstracts/search?q=Surapong%20Chirarattananon"> Surapong Chirarattananon</a>, <a href="https://publications.waset.org/abstracts/search?q=Pattana%20Rakkwamsuk"> Pattana Rakkwamsuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, simulation modeling of heat transfer, air flow and distribution emitted from CO2 was performed in a regenerated air. The study room was divided in 3 types: common room, small lecture room and large lecture room under evaluated condition in two case: released and unreleased CO2 including of used hybrid air ventilation system for regenerated air under Thailand climate conditions. The carbon dioxide was located on the center of the room and released rate approximately 900-1200 ppm corresponded with indoor air quality standard (IAQs). The indoor air in the thermal comfort zone was calculated and simulated with the numerical method that using real data from the handbook guideline. The results of the study showed that in the case of hybrid air ventilation system explained thermal and CO2 distribution due to the system was adapted significantly in the comfort zone. The results showed that when CO2 released on the center of the other room, the CO2 high concentration in comfort zone so used hybrid air ventilation that decreased CO2 with regeneration air including of reduced temperature indoor. However, the study is simulation modeling and guideline only so the future should be the experiment of hybrid air ventilation system for evaluated comparison of the systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=air%20ventilation" title="air ventilation">air ventilation</a>, <a href="https://publications.waset.org/abstracts/search?q=indoor%20air%20quality" title=" indoor air quality"> indoor air quality</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20comfort" title=" thermal comfort"> thermal comfort</a>, <a href="https://publications.waset.org/abstracts/search?q=thermoelectric" title=" thermoelectric"> thermoelectric</a>, <a href="https://publications.waset.org/abstracts/search?q=photovoltaic" title=" photovoltaic"> photovoltaic</a>, <a href="https://publications.waset.org/abstracts/search?q=dehumidify" title=" dehumidify"> dehumidify</a> </p> <a href="https://publications.waset.org/abstracts/65566/computational-modeling-of-thermal-comfort-and-co2-distribution-in-common-room-lecture-room-by-using-hybrid-air-ventilation-system-thermoelectric-pv-silica-gel-under-iaq-standard" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65566.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">484</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">19041</span> Flipped Learning in the Delivery of Structural Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Amin">Ali Amin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes a flipped learning initiative which was trialed in the delivery of the course: structural analysis and modelling. A short series of interactive videos were developed, which introduced the key concepts of each topic. The purpose of the videos was to introduce concepts and give the students more time to develop their thoughts prior to the lecture. This allowed more time for face to face engagement during the lecture. As part of the initial study, videos were developed for half the topics covered. The videos included a short summary of the key concepts ( < 10 mins each) as well as fully worked-out examples (~30mins each). Qualitative feedback was attained from the students. On a scale from strongly disagree to strongly agree, students were rate statements such as 'The pre-class videos assisted your learning experience', 'I felt I could appreciate the content of the lecture more by watching the videos prior to class'. As a result of the pre-class engagement, the students formed more specific and targeted questions during class, and this generated greater comprehension of the material. The students also scored, on average, higher marks in questions pertaining to topics which had videos assigned to them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flipped%20learning" title="flipped learning">flipped learning</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20analysis" title=" structural analysis"> structural analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-class%20videos" title=" pre-class videos"> pre-class videos</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a> </p> <a href="https://publications.waset.org/abstracts/128135/flipped-learning-in-the-delivery-of-structural-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128135.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">90</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">19040</span> The Way Digitized Lectures and Film Presence Coaching Impact Academic Identity: An Expert Facilitated Participatory Action Research Case Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amanda%20Burrell">Amanda Burrell</a>, <a href="https://publications.waset.org/abstracts/search?q=Tonia%20Gary"> Tonia Gary</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Wright"> David Wright</a>, <a href="https://publications.waset.org/abstracts/search?q=Kumara%20Ward"> Kumara Ward</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the concept of academic identity as it relates to the lecture, in particular, the digitized lecture delivered to a camera, in the absence of a student audience. Many academics have the performance aspect of the role thrust upon them with little or no training. For the purpose of this study, we look at the performance of the academic identity and examine tailored film presence coaching for its contributions toward academic identity, specifically in relation to feelings of self-confidence and diminishment of discomfort or stage fright. The case is articulated through the lens of scholar-practitioners, using expert facilitated participatory action research. It demonstrates in our sample of experienced academics, all reported some feelings of uncertainty about presenting lectures to camera prior to coaching. We share how power poses and reframing fear, produced improvements in the ease and competency of all participants. We share exactly how this insight could be adapted for self-coaching by any academic when called to present to a camera and consider the relationship between this and academic identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20identity" title="academic identity">academic identity</a>, <a href="https://publications.waset.org/abstracts/search?q=digitized%20lecture" title=" digitized lecture"> digitized lecture</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=performance%20coaching" title=" performance coaching"> performance coaching</a> </p> <a href="https://publications.waset.org/abstracts/69040/the-way-digitized-lectures-and-film-presence-coaching-impact-academic-identity-an-expert-facilitated-participatory-action-research-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69040.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">337</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">19039</span> Comparison of Effect of Group Counseling with Cognitive Therapy Approach and Interactive Lectures on Anxiety during Pregnancy in Primiparas: A Clinical Trial</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zohre%20Shahhosseini">Zohre Shahhosseini</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Pourasghar"> Mehdi Pourasghar</a>, <a href="https://publications.waset.org/abstracts/search?q=AliReza%20Khalilian"> AliReza Khalilian</a>, <a href="https://publications.waset.org/abstracts/search?q=Fariba%20Salehi"> Fariba Salehi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The prevalence of anxiety during pregnancy, particularly in developing countries, and its adverse effects on mother and baby, can make pregnancy unpleasant for pregnant women. The effect of anxiety during pregnancy on birth outcomes and children can be a justification for screening of anxious pregnant women in periodic pregnancy care and helping them. In this study, researchers have investigated effects and comparison of group counseling (Cognitive therapy) and interactive lectures on anxiety during pregnancy of primiparas. Methods: The population studied in this semi-experimental trail was nulliparous pregnant women with backgrounds in health care centers in Sari city .They were studied during a period of 3 months from early March to end May 2016. Sample size in this study was 91 patients, who were randomly assigned to three groups: group counseling, interactive lecture, and control group. Demographic questionnaire and Speilberger State –Trait Anxiety Inventory (SPAI) was completed for all three groups after obtaining letter of consent and completing the initial checklist. Then interventions included 4 sessions for group counseling and 4 sessions for interactive lecture which were implemented in two sessions a week. 4 weeks after interventions, Speilberger State – Trait Anxiety Inventory (SPAI), completed by both group counseling and interactive lectures groups again. In control group, the second questionnaire was also completed 4 weeks after completing the initial questionnaire. Data analysis was performed using spss software version 18. At first, the Kalmogorov-Smiranov test was carried out and then chi square tests, Independent t-test, paired t-test, ANOVA test, and Dunnett's post hoc test were applied. Results: Findings show that group counseling and interactive lecture with reducing state and trait anxiety in significant level of P=0/000 contribute to reduction of anxiety in nulliparous pregnant mothers. However, in this study, group counseling was more effective than an interactive lecture in reducing participants' anxiety, but this difference was not significant (P≥0/05). Conclusions: According to the results of this study, it is suggested that by screening of psychological - mental problems of pregnant women in periodic care during pregnancy be considered by revised prenatal care plans and creation of counseling and training units at health centers. Besides owing to the fact that both interactive lecture and group counseling method were effective in reducing anxiety, these methods should be used proportionate to situations and facilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20counseling" title=" group counseling"> group counseling</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20therapy" title=" cognitive therapy"> cognitive therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20lecture" title=" interactive lecture"> interactive lecture</a>, <a href="https://publications.waset.org/abstracts/search?q=nulliparous" title=" nulliparous"> nulliparous</a> </p> <a href="https://publications.waset.org/abstracts/43056/comparison-of-effect-of-group-counseling-with-cognitive-therapy-approach-and-interactive-lectures-on-anxiety-during-pregnancy-in-primiparas-a-clinical-trial" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43056.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19038</span> Interactive Lecture Demonstration and Inquiry-Based Instruction in Addressing Students' Misconceptions in Electric Circuits</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Anthony%20Casimiro">Mark Anthony Casimiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Culaba"> Ivan Culaba</a>, <a href="https://publications.waset.org/abstracts/search?q=Cornelia%20Soto"> Cornelia Soto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Misconceptions are the wrong concepts understood by the students which may come up based on what they experience and observe around their environment. This seemed to hinder students’ learning. In this study, six different misconceptions were determined by the researcher from the previous researches. Teachers play a vital role in the classroom. The use of appropriate strategies can contribute a lot in the success of teaching and learning Physics. The current study aimed to compare two strategies- Interactive Lecture Demonstration (ILD) and Inquiry-Based Instruction (IBI) in addressing students’ misconceptions in electric circuits. These two strategies are both interactive learning activities and student-centered. In ILD, the teacher demonstrates the activity and the students have their predictions while in IBI, students perform the experiments. The study used the mixed method in which quantitative and qualitative researches were combined. The main data of this study were the test scores of the students from the pretest and posttest. Likewise, an interview with the teacher, observer and students was done before, during and after the execution of the activities. Determining and Interpreting Resistive Electric Circuits Test version 2 (DIRECT v.2) was the instrument used in the study. Two sections of Grade 9 students from Kalumpang National High School were the respondents of the study. The two strategies were executed to each section; one class was assigned as the ILD group and the other class was the IBI group. The Physics teacher of the said school was the one who taught and executed the activities. The researcher taught the teacher the steps in doing the two strategies. The Department of Education level of proficiency in the Philippines was adopted in scoring and interpretation. The students’ level of proficiency was used in assessing students’ knowledge on electric circuits. The pretest result of the two groups had a p-value of 0.493 which was greater than the level of significance 0.05 (p >0.05) and it implied that the students’ level of understanding in the topic was the same before the execution of the strategies. The posttest results showed that the p-value (0.228) obtained was greater than the level of significance which is 0.05 (p> 0.05). This implied that the students from the ILD and IBI groups had the same level of understanding after the execution of the two strategies. This could be inferred that either of the two strategies- Interactive Lecture Demonstration and Inquiry-Based Instruction could be used in addressing students’ misconception in electric circuit as both had similar effect on the students’ level of understanding in the topic. The result of this study may greatly help teachers, administration, school heads think of appropriate strategies that can address misconceptions depending on the availability of their materials of their school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inquiry-%20based%20instruction" title="inquiry- based instruction">inquiry- based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20lecture%20demonstration" title=" interactive lecture demonstration"> interactive lecture demonstration</a>, <a href="https://publications.waset.org/abstracts/search?q=misconceptions" title=" misconceptions"> misconceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20method" title=" mixed method"> mixed method</a> </p> <a href="https://publications.waset.org/abstracts/86075/interactive-lecture-demonstration-and-inquiry-based-instruction-in-addressing-students-misconceptions-in-electric-circuits" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86075.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">220</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">19037</span> Design, Development and Evaluation of a Portable Recording System to Capture Dynamic Presentations using the Teacher´s Tablet PC</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enrique%20Barra">Enrique Barra</a>, <a href="https://publications.waset.org/abstracts/search?q=Abel%20Carril"> Abel Carril</a>, <a href="https://publications.waset.org/abstracts/search?q=Aldo%20Gordillo"> Aldo Gordillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Joaquin%20Salvachua"> Joaquin Salvachua</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Quemada"> Juan Quemada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computers and multimedia equipment have improved a lot in the last years. They have reduced costs and size while at the same time has increased their capabilities. These improvements allowed us to design and implement a portable recording system that also integrates the teacher´s tablet PC to capture what he/she writes on the slides and all that happens in it. This paper explains this system in detail and the validation of the recordings that we did after using it to record all the lectures of a course in our university called “Communications Software”. The results show that pupils used the recordings for different purposes and consider them useful for a variety of things, especially after missing a lecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=recording%20system" title="recording system">recording system</a>, <a href="https://publications.waset.org/abstracts/search?q=capture%20dynamic%20presentations" title=" capture dynamic presentations"> capture dynamic presentations</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20recording" title=" lecture recording"> lecture recording</a> </p> <a href="https://publications.waset.org/abstracts/2693/design-development-and-evaluation-of-a-portable-recording-system-to-capture-dynamic-presentations-using-the-teachers-tablet-pc" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2693.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">367</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">19036</span> An Automatic Large Classroom Attendance Conceptual Model Using Face Counting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sirajdin%20Olagoke%20Adeshina">Sirajdin Olagoke Adeshina</a>, <a href="https://publications.waset.org/abstracts/search?q=Haidi%20Ibrahim"> Haidi Ibrahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Akeem%20Salawu"> Akeem Salawu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> large lecture theatres cannot be covered by a single camera but rather by a multicamera setup because of their size, shape, and seating arrangements. Although, classroom capture is achievable through a single camera. Therefore, a design and implementation of a multicamera setup for a large lecture hall were considered. Researchers have shown emphasis on the impact of class attendance taken on the academic performance of students. However, the traditional method of carrying out this exercise is below standard, especially for large lecture theatres, because of the student population, the time required, sophistication, exhaustiveness, and manipulative influence. An automated large classroom attendance system is, therefore, imperative. The common approach in this system is face detection and recognition, where known student faces are captured and stored for recognition purposes. This approach will require constant face database updates due to constant changes in the facial features. Alternatively, face counting can be performed by cropping the localized faces on the video or image into a folder and then count them. This research aims to develop a face localization-based approach to detect student faces in classroom images captured using a multicamera setup. A selected Haar-like feature cascade face detector trained with an asymmetric goal to minimize the False Rejection Rate (FRR) relative to the False Acceptance Rate (FAR) was applied on Raspberry Pi 4B. A relationship between the two factors (FRR and FAR) was established using a constant (λ) as a trade-off between the two factors for automatic adjustment during training. An evaluation of the proposed approach and the conventional AdaBoost on classroom datasets shows an improvement of 8% TPR (output result of low FRR) and 7% minimization of the FRR. The average learning speed of the proposed approach was improved with 1.19s execution time per image compared to 2.38s of the improved AdaBoost. Consequently, the proposed approach achieved 97% TPR with an overhead constraint time of 22.9s compared to 46.7s of the improved Adaboost when evaluated on images obtained from a large lecture hall (DK5) USM. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automatic%20attendance" title="automatic attendance">automatic attendance</a>, <a href="https://publications.waset.org/abstracts/search?q=face%20detection" title=" face detection"> face detection</a>, <a href="https://publications.waset.org/abstracts/search?q=haar-like%20cascade" title=" haar-like cascade"> haar-like cascade</a>, <a href="https://publications.waset.org/abstracts/search?q=manual%20attendance" title=" manual attendance"> manual attendance</a> </p> <a href="https://publications.waset.org/abstracts/165576/an-automatic-large-classroom-attendance-conceptual-model-using-face-counting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165576.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">72</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">19035</span> Priming through Open Book MCQ Test: A Tool for Enhancing Learning in Medical Undergraduates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bharti%20Bhandari">Bharti Bhandari</a>, <a href="https://publications.waset.org/abstracts/search?q=Bharati%20Mehta"> Bharati Mehta</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabyasachi%20Sircar"> Sabyasachi Sircar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Medical education is advancing in India, with its advancement newer innovations are being incorporated in teaching and assessment methodology. Our study focusses on a teaching innovation that is more student-centric than teacher-centric and is the need of the day. The teaching innovation was carried out in 1st year MBBS students of our institute. Students were assigned control and test groups. Priming was done for the students in the test group with an open-book MCQ based test in a particular topic before delivering formal didactic lecture on that topic. The control group was not assigned any such exercise. This was followed by formal didactic lecture on the same topic. Thereafter, both groups were assessed on the same topic. The marks were compiled and analysed using appropriate statistical tests. Students were also given questionnaire to elicit their views on the benefits of “self-priming”. The mean marks scored in theory assessment by the test group were statistically higher than the marks scored by the controls. According to students’ feedback, the ‘self-priming “process was interesting, helped in better orientation during class-room lectures and better understanding of the topic. They want it to be repeated for other topics with moderate difficulty level. Better performance of the students in the primed group validates the combination of student-centric priming model and didactic lecture as superior to the conventional, teacher-centric methods alone. If this system is successfully followed, the present teacher-centric pedagogy should increasingly give way to student-centric activities where the teacher is only a facilitator. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title="medical education">medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=open-book%20test" title=" open-book test"> open-book test</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=priming" title=" priming"> priming</a> </p> <a href="https://publications.waset.org/abstracts/30029/priming-through-open-book-mcq-test-a-tool-for-enhancing-learning-in-medical-undergraduates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30029.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">444</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">19034</span> The Effectiveness of Guest Lecturers with Disabilities in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afshin%20Gharib">Afshin Gharib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Often, instructors prefer to bring into class a guest lecturer who can provide an “experiential” perspective on a particular topic. The assumption is that the personal experience brought into the classroom makes the material resonate more with students and that students would have a preference for material being taught from an experiential perspective. The question we asked in the present study was whether a guest lecture from an “experiential” expert with a disability (e.g. a guest suffering from cone-rod dystrophy lecturing on vision, or a dyslexic lecturing on the psychology of reading) would be more effective than the course instructor in capturing students attention and conveying information in an Introduction to Psychology class. Students in two sections of Introduction to Psychology (N = 25 in each section) listened to guest lecturers with disabilities lecturing on a topic related to their disability, one in the area of Sensation and Perception (the guest lecturer is vision impaired) and one in the area of Language Development (the guest lecturer is dyslexic). The Guest lecturers lectured on the same topic in both sections, however, each lecturer used their own experiences to highlight the topics they cover in one section but not the other (counterbalanced between sections), providing students in one section with experiential testimony. Following each of the 4 lectures (two experiential, two non-experiential) students rated the lecture on several dimensions including overall quality, level of engagement, and performance. In addition, students in both sections were tested on the same test items from the lecture material to ascertain degree of learning, and given identical “pop” quizzes two weeks after the exam to measure retention. It was hypothesized that students would find the experiential lectures from lecturers talking about their disabilities more engaging, learn more from them, and retain the material for longer. We found that students in fact preferred the course instructor to the guests, regardless of whether the guests included a discussion of their own disability in their lectures. Performance on the exam questions and the pop quiz items were not different between “experiential” and “non-experiential” lectures, suggesting that guest lecturers who discuss their own disabilities in lecture are not more effective in conveying material and students are not more likely to retain material delivered by “experiential” guests. In future research we hope to explore the reasons for students preference for their regular instructor over guest lecturers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=guest%20lecturer" title="guest lecturer">guest lecturer</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20perception" title=" student perception"> student perception</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential" title=" experiential"> experiential</a> </p> <a href="https://publications.waset.org/abstracts/191937/the-effectiveness-of-guest-lecturers-with-disabilities-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191937.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">17</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">19033</span> Increase Women's Knowledge and Attitude about Breast Cancer and Screening: Using an Educational Intervention in Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mitra%20Savabi-Esfahani">Mitra Savabi-Esfahani</a>, <a href="https://publications.waset.org/abstracts/search?q=Fariba%20Taleghani"> Fariba Taleghani</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahnaz%20%20Noroozi"> Mahnaz Noroozi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Tabatabaeian"> Maryam Tabatabaeian</a>, <a href="https://publications.waset.org/abstracts/search?q=Elsebeth%20Lynge"> Elsebeth Lynge</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Breast cancer is a health concern in worldwide. All women have not adequate information about breast cancer, resulting in undetected some tumors until advanced stages. Therefore awareness of people was recommended as a strategy to control that. The aim of this study was to assess the effect of an educational intervention on women's knowledge and attitude about breast cancer and screening. This study was conducted in 2016 on 191 women. All women living in one of big cities were invited to enroll in training classes. Inclusion criteria consisted women who were 20 - 69 years and not participated in any educational intervention. The lecture with group discussion was used as educational methods. Data collection tool was a structured questionnaire which filled out before and after intervention. The reliability of the questionnaire was determined by Cronbach's alpha. The data were analyzed using SPSS software. The average age was 44/4 ± 11.5 and 42.6% of the women had obtained high school. Of the 191 women, 70(36.6%) and 76(39.8%) had low and medium level of knowledge respectively and half of them, 95(50%) had medium level of attitude in before intervention. There was significant difference between mean scores of knowledge and attitude before and after the intervention by Paired T test (p < 0/001). It seems applying effective educational interventions can increase knowledge and attitude women about breast cancer particularly in community that they have insufficient levels. Moreover, the lecture method along with group discussion can be proposed as effective and conventional methods for this purpose. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=breast%20cancer" title=" breast cancer"> breast cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20intervention" title=" educational intervention"> educational intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a> </p> <a href="https://publications.waset.org/abstracts/66780/increase-womens-knowledge-and-attitude-about-breast-cancer-and-screening-using-an-educational-intervention-in-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66780.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">309</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">19032</span> Impact of Ethnoscience-Based Teaching Approach: Thinking Relevance, Effectiveness and Learner Retention in Physics Concepts of Optics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20C.Anamezie">Rose C.Anamezie</a>, <a href="https://publications.waset.org/abstracts/search?q=Mishack%20T.%20Gumbo"> Mishack T. Gumbo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physics learners’ poor retention, which culminates in poor achievement due to teaching approaches that are unrelated to learners’ in non-Western cultures, warranted the study. The tenet of this study was to determine the effectiveness of the ethnoscience-based teaching (EBT) approach on learners’ retention in the Physics concept of Optics in the Awka Education zone of Anambra State- Nigeria. Two research questions and three null hypotheses tested at a 0.05 level of significance guided the study. The design adopted for the study was Quasi-experimental. Specifically, a non-equivalent control group design was adopted. The population for the study was 4,825 SS2 Physics learners in the zone. 160 SS2 learners were sampled using purposive and random sampling. The experimental group was taught rectilinear propagation of light (RPL) using the EBT approach, while the control group was taught the same topic using the lecture method. The instrument for data collection was the 50 Physics Retention Test (PRT) which was validated by three experts and tested for reliability using Kuder-Richardson’s formula-20, which yielded coefficients of 0.81. The data were analysed using mean, standard deviation and analysis of co-variance (p< .05). The results showed higher retention for the use of the EBT approach than the lecture method, while there was no significant gender-based factor in the learners’ retention in Physics. It was recommended that the EBT approach, which bridged the gender gap in Physics retention, be adopted in secondary school teaching and learning since it could transform science teaching, enhance learners’ construction of new science concepts based on their existing knowledge and bridge the gap between Western science and learners’ worldviews. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ethnoscience-based%20teaching" title="Ethnoscience-based teaching">Ethnoscience-based teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=optics" title=" optics"> optics</a>, <a href="https://publications.waset.org/abstracts/search?q=rectilinear%20propagation%20of%20light" title=" rectilinear propagation of light"> rectilinear propagation of light</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a> </p> <a href="https://publications.waset.org/abstracts/163311/impact-of-ethnoscience-based-teaching-approach-thinking-relevance-effectiveness-and-learner-retention-in-physics-concepts-of-optics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163311.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">83</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">19031</span> Potential Usefulness of Video Lectures as a Tool to Improve Synchronous and Asynchronous the Online Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omer%20Shujat%20Bhatti">Omer Shujat Bhatti</a>, <a href="https://publications.waset.org/abstracts/search?q=Afshan%20Huma"> Afshan Huma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online educational system were considered a great opportunity for distance learning. In recent days of COVID19 pandemic, it enable the continuation of educational activities at all levels of education, from primary school to the top level universities. One of the key considered element in supporting the online educational system is video lectures. The current research explored the usefulness of the video lectures delivered to technical students of masters level with a focus on MSc Sustainable Environmental design students who have diverse backgrounds in the formal educational system. Hence they were unable to cope right away with the online system and faced communication and understanding issues in the lecture session due to internet and allied connectivity issues. Researcher used self prepared video lectures for respective subjects and provided them to the students using Youtube channel and subject based Whatsapp groups. Later, students were asked about the usefulness of the lectures towards a better understanding of the subject and an overall enhanced learning experience. More than 80% of the students appreciated the effort and requested it to be part of the overall system. Data collection was done using an online questionnaire which was prior briefed to the students with the purpose of research. It was concluded that video lectures should be considered an integral part of the lecture sessions and must be provided prior to the lecture session, ensuring a better quality of delivery. It was also recommended that the existing system must be upgraded to support the availability of these video lectures through the portal. Teachers training must be provided to help develop quality video content ensuring that is able to cover the content and courses taught. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20lectures" title="video lectures">video lectures</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20distance%20education" title=" online distance education"> online distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%20instruction" title=" synchronous instruction"> synchronous instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=asynchronous%20communication" title=" asynchronous communication"> asynchronous communication</a> </p> <a href="https://publications.waset.org/abstracts/153679/potential-usefulness-of-video-lectures-as-a-tool-to-improve-synchronous-and-asynchronous-the-online-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153679.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">116</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">19030</span> Using E-learning in a Tertiary Institution during Community Outbreak of COVID-19 in Hong Kong </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susan%20Ka%20Yee%20Chow">Susan Ka Yee Chow</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Coronavirus disease (COVID-19) reached Hong Kong in 2019 resulting in epidemic in late January 2020. Considering the epidemic development, tertiary institutions made announcements that all on-campus classes were suspended since 01/29/2020. In Tung Wah College, e-learning was adopted in all courses for all programmes. For the undergraduate nursing students, the contact hours and curriculum are bounded by the Nursing Council of Hong Kong to ensure core competence after graduation. Unlike the usual e-learning where students are allowed having flexibility of time and place in their learning, real time learning mode using Blackboard was used to mimic the actual classroom learning environment. Students were required to attend classes according to the timetable using online platform. For lectures, voice over PowerPoint file was the initial step for mass lecturing. Real time lecture was then adopted to improve interactions between teacher and students. Post-lecture quizzes were developed to monitor the effectiveness of lecture delivery. The seminars and tutorials were conducted using real time mode where students were separated into small groups with interactive discussions with teacher within the group. Live time demonstrations were conducted during laboratory sessions. All teaching sessions were audio/video recorded for students’ referral. The assessments including seminar presentation and debate were retained. The learning mode creates an atmosphere for students to display the visual, audio and written works in a non-threatening atmosphere. Other students could comment using text or direct voice as they desired. Real time online learning is the pedagogy to replace classroom contacts in the emergent and unforeseeable circumstances. The learning pace and interaction between students and students with teacher are maintained. The learning mode has the advantage of creating an effective and beneficial learning experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20curriculum" title=" nursing curriculum"> nursing curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20time%20mode" title=" real time mode"> real time mode</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/124427/using-e-learning-in-a-tertiary-institution-during-community-outbreak-of-covid-19-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124427.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">115</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">19029</span> Managing the Cognitive Load of Medical Students during Anatomy Lecture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Nurma%20Hanim%20Hadie">Siti Nurma Hanim Hadie</a>, <a href="https://publications.waset.org/abstracts/search?q=Asma%E2%80%99%20Hassan"> Asma’ Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Zul%20Izhar%20Ismail"> Zul Izhar Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Fuad%20Abdul%20Rahim"> Ahmad Fuad Abdul Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd.%20Zarawi%20Mat%20Nor"> Mohd. Zarawi Mat Nor</a>, <a href="https://publications.waset.org/abstracts/search?q=Hairul%20Nizam%20Ismail"> Hairul Nizam Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Anatomy is a medical subject, which contributes to high cognitive load during learning. Despite its complexity, anatomy remains as the most important basic sciences subject with high clinical relevancy. Although anatomy knowledge is required for safe practice, many medical students graduated without having sufficient knowledge. In fact, anatomy knowledge among the medical graduates was reported to be declining and this had led to various medico-legal problems. Applying cognitive load theory (CLT) in anatomy teaching particularly lecture would be able to address this issue since anatomy information is often perceived as cognitively challenging material. CLT identifies three types of loads which are intrinsic, extraneous and germane loads, which combine to form the total cognitive load. CLT describe that learning can only occur when the total cognitive load does not exceed human working memory capacity. Hence, managing these three types of loads with the aim of optimizing the working memory capacity would be beneficial to the students in learning anatomy and retaining the knowledge for future application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load%20theory" title="cognitive load theory">cognitive load theory</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20load" title=" intrinsic load"> intrinsic load</a>, <a href="https://publications.waset.org/abstracts/search?q=extraneous%20load" title=" extraneous load"> extraneous load</a>, <a href="https://publications.waset.org/abstracts/search?q=germane%20load" title=" germane load"> germane load</a> </p> <a href="https://publications.waset.org/abstracts/5321/managing-the-cognitive-load-of-medical-students-during-anatomy-lecture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5321.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19028</span> Audio-Visual Aids and the Secondary School Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shrikrishna%20Mishra">Shrikrishna Mishra</a>, <a href="https://publications.waset.org/abstracts/search?q=Badri%20Yadav"> Badri Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this complex society of today where experiences are innumerable and varied, it is not at all possible to present every situation in its original colors hence the opportunities for learning by actual experiences always are not at all possible. It is only through the use of proper audio visual aids that the life situation can be trough in the class room by an enlightened teacher in their simplest form and representing the original to the highest point of similarity which is totally absent in the verbal or lecture method. In the presence of audio aids, the attention is attracted interest roused and suitable atmosphere for proper understanding is automatically created, but in the existing traditional method greater efforts are to be made in order to achieve the aforesaid essential requisite. Inspire of the best and sincere efforts on the side of the teacher the net effect as regards understanding or learning in general is quite negligible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Audio-Visual%20Aids" title="Audio-Visual Aids">Audio-Visual Aids</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20secondary%20school%20teaching" title=" the secondary school teaching"> the secondary school teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=complex%20society" title=" complex society"> complex society</a>, <a href="https://publications.waset.org/abstracts/search?q=audio" title=" audio"> audio</a> </p> <a href="https://publications.waset.org/abstracts/16270/audio-visual-aids-and-the-secondary-school-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16270.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span 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