CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: teaching and learning</title> <meta name="description" content="Search results for: teaching and learning"> <meta name="keywords" content="teaching and learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="teaching and learning" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="teaching and learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2239</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: teaching and learning</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2239</span> Project and Module Based Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jingyu%20Hou">Jingyu Hou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper proposes a new teaching and learning approach-project and module based teaching and learning (PMBTL). The PMBTL approach incorporates the merits of project/problem based and module based learning methods, and overcomes the limitations of these methods. The correlation between teaching, learning, practice and assessment is emphasized in this approach, and new methods have been proposed accordingly. The distinct features of these new methods differentiate the PMBTL approach from conventional teaching approaches. Evaluation of this approach on practical teaching and learning activities demonstrates the effectiveness and stability of the approach in improving the performance and quality of teaching and learning. The approach proposed in this paper is also intuitive to the design of other teaching units. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Computer%20science%20education" title="Computer science education">Computer science education</a>, <a href="https://publications.waset.org/search?q=project%20and%20module%20based" title=" project and module based"> project and module based</a>, <a href="https://publications.waset.org/search?q=software%20engineering." title=" software engineering. "> software engineering. </a> </p> <a href="https://publications.waset.org/9997812/project-and-module-based-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997812/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997812/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997812/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997812/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997812/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997812/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997812/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997812/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997812/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997812/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997812.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">3452</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2238</span> The Impact of e-Learning and e-Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Mohammad%20Mohammad">Mohammad Mohammad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the exponential progress of technological development comes a strong sense that events are moving too quickly for our schools and that teachers may be losing control of them in the process. This paper examines the impact of e-learning and e-teaching in universities, from both the student and teacher perspective. In particular, it is shown that e-teachers should focus not only on the technical capacities and functions of IT materials and activities, but must attempt to more fully understand how their e-learners perceive the learning environment. From the e-learner perspective, this paper indicates that simply having IT tools available does not automatically translate into all students becoming effective learners. More evidence-based evaluative research is needed to allow e-learning and e-teaching to reach full potential. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/search?q=e-teaching" title=" e-teaching"> e-teaching</a>, <a href="https://publications.waset.org/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/194/the-impact-of-e-learning-and-e-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/194/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/194/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/194/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/194/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/194/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/194/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/194/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/194/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/194/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/194/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/194.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">4825</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2237</span> Collaborative Professional Education for e-Teaching in Networked Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ken%20Stevens">Ken Stevens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Networked schools have become a feature of education systems in countries that seek to provide learning opportunities in schools located beyond major centres of population. The internet and e-learning have facilitated the development of virtual educational structures that complement traditional schools, encouraging collaborative teaching and learning to proceed. In rural New Zealand and in the Atlantic Canadian province of Newfoundland and Labrador, e-learning is able to provide new ways of organizing teaching, learning and the management of educational opportunities. However, the future of e-teaching and e-learning in networked schools depends on the development of professional education programs that prepare teachers for collaborative teaching and learning environments in which both virtual and traditional face to face instruction co-exist. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Advanced%20Placement" title="Advanced Placement">Advanced Placement</a>, <a href="https://publications.waset.org/search?q=Cybercells" title=" Cybercells"> Cybercells</a>, <a href="https://publications.waset.org/search?q=Extranet" title=" Extranet"> Extranet</a>, <a href="https://publications.waset.org/search?q=Intranet." title=" Intranet."> Intranet.</a> </p> <a href="https://publications.waset.org/3740/collaborative-professional-education-for-e-teaching-in-networked-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3740/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3740/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3740/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3740/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3740/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3740/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3740/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3740/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3740/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3740/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3740.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">1410</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2236</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/search?q=Carlos%20Oliveira">Carlos Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <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> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Educational%20practices" title="Educational practices">Educational practices</a>, <a href="https://publications.waset.org/search?q=experience%20report" title=" experience report"> experience report</a>, <a href="https://publications.waset.org/search?q=IT%20in%20education" title=" IT in education"> IT in education</a>, <a href="https://publications.waset.org/search?q=teaching%20methods." title=" teaching methods. "> teaching methods. </a> </p> <a href="https://publications.waset.org/10005840/an-experience-report-on-course-teaching-in-information-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005840/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005840/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005840/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005840/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005840/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005840/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005840/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005840/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005840/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005840/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005840.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">1114</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2235</span> Measuring E-Learning Effectiveness Using a Three-Way Comparison</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Matthew%20Montebello">Matthew Montebello</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The way e-learning effectiveness has been notoriously measured within an academic setting is by comparing the e-learning medium to the traditional face-to-face teaching methodology. In this paper, a simple yet innovative comparison methodology is introduced, whereby the effectiveness of next generation e-learning systems are assessed in contrast not only to the face-to-face mode, but also to the classical e-learning modality. Ethical and logistical issues are also discussed, as this three-way approach to compare teaching methodologies was applied and documented in a real empirical study within a higher education institution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning%20effectiveness" title="E-learning effectiveness">E-learning effectiveness</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=teaching%20modality%20comparison." title=" teaching modality comparison."> teaching modality comparison.</a> </p> <a href="https://publications.waset.org/10006943/measuring-e-learning-effectiveness-using-a-three-way-comparison" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006943/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006943/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006943/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006943/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006943/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006943/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006943/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006943/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006943/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006943/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006943.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">1394</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2234</span> Learning Object Interface Adapted to the Learner's Learning Style</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zenaide%20Carvalho%20da%20Silva">Zenaide Carvalho da Silva</a>, <a href="https://publications.waset.org/search?q=Leandro%20Rodrigues%20Ferreira"> Leandro Rodrigues Ferreira</a>, <a href="https://publications.waset.org/search?q=Andrey%20Ricardo%20Pimentel"> Andrey Ricardo Pimentel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Learning styles (LS) refer to the ways and forms that the student prefers to learn in the teaching and learning process. Each student has their own way of receiving and processing information throughout the learning process. Therefore, knowing their LS is important to better understand their individual learning preferences, and also, understand why the use of some teaching methods and techniques give better results with some students, while others it does not. We believe that knowledge of these styles enables the possibility of making propositions for teaching; thus, reorganizing teaching methods and techniques in order to allow learning that is adapted to the individual needs of the student. Adapting learning would be possible through the creation of online educational resources adapted to the style of the student. In this context, this article presents the structure of a learning object interface adaptation based on the LS. The structure created should enable the creation of the adapted learning object according to the student's LS and contributes to the increase of student’s motivation in the use of a learning object as an educational resource.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adaptation" title="Adaptation">Adaptation</a>, <a href="https://publications.waset.org/search?q=interface" title=" interface"> interface</a>, <a href="https://publications.waset.org/search?q=learning%20object" title=" learning object"> learning object</a>, <a href="https://publications.waset.org/search?q=learning%20style." title=" learning style. "> learning style. </a> </p> <a href="https://publications.waset.org/10007979/learning-object-interface-adapted-to-the-learners-learning-style" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007979/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007979/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007979/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007979/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007979/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007979/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007979/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007979/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007979/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007979/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007979.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">986</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2233</span> Improvement of Learning Motivation and Negotiation of Learning Disorders of Students Using Integrative Teaching Methodology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Juris%20Porozovs">Juris Porozovs</a>, <a href="https://publications.waset.org/search?q=Daina%20Voita"> Daina Voita</a>, <a href="https://publications.waset.org/search?q=Anda%20Kauli%C5%86a"> Anda Kauliņa</a>, <a href="https://publications.waset.org/search?q=Toms%20Voits"> Toms Voits</a>, <a href="https://publications.waset.org/search?q=Evita%20Va%C4%BC%C4%93vi%C4%8Da"> Evita Vaļēviča</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Integrative teaching methodology is based on connecting and summarizing knowledge from different subjects in order to create better understanding of different disciplines and improvement of competences in general. Integrative teaching methodology was implemented and realised during one academic year in 17 Latvian schools according with specially worked out programme by specialists of different fields for adaptation in social environment of children and young people with learning, cognitive functions and motor disorders. Implemented integrative teaching methodology consisted from three subsections which were specialised for adaptation in social environment, improvement of cognitive functions and improvement and harmonization of personality. The results of investigation showed that the use of integrative teaching methodology is an effective way for improvement of learning motivation and negotiation of learning disorders of different age schoolchildren. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Adaptation%20in%20social%20environment" title="Adaptation in social environment">Adaptation in social environment</a>, <a href="https://publications.waset.org/search?q=integrative%20teaching%20methodology" title=" integrative teaching methodology"> integrative teaching methodology</a>, <a href="https://publications.waset.org/search?q=learning%20disorders" title=" learning disorders"> learning disorders</a>, <a href="https://publications.waset.org/search?q=learning%20motivation." title=" learning motivation."> learning motivation.</a> </p> <a href="https://publications.waset.org/4232/improvement-of-learning-motivation-and-negotiation-of-learning-disorders-of-students-using-integrative-teaching-methodology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4232/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4232/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4232/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4232/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4232/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4232/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4232/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4232/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4232/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4232/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4232.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">1950</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2232</span> The Interaction between Accounting Students- Preference, Teaching Methodology and Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Dorine%20M.%20Mattar">Dorine M. Mattar</a>, <a href="https://publications.waset.org/search?q=Rim%20M.%20El%20Khoury"> Rim M. El Khoury</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examined the influence of matching students- learning preferences with the teaching methodology adopted, on their academic performance in an accounting course in two types of learning environment in one university in Lebanon: classes with PowerPoint (PPT) vs. conventional classes. Learning preferences were either for PPT or for Conventional methodology. A statistically significant increase in academic achievement is found in the conventionally instructed group as compared to the group taught with PPT. This low effectiveness of PPT might be attributed to the learning preferences of Lebanese students. In the PPT group, better academic performance was found among students with learning/teaching match as compared with students with learning/teaching mismatch. Since the majority of students display a preference for the conventional methodology, the result might suggest that Lebanese students- performance is not optimized by PPT in the accounting classrooms, not because of PPT itself, but because it is not matching the Lebanese students- learning preferences in such a quantitative course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Accounting%20education" title="Accounting education">Accounting education</a>, <a href="https://publications.waset.org/search?q=learning%20preferences" title=" learning preferences"> learning preferences</a>, <a href="https://publications.waset.org/search?q=learning%2Fteaching%20match" title=" learning/teaching match"> learning/teaching match</a>, <a href="https://publications.waset.org/search?q=Lebanon" title=" Lebanon"> Lebanon</a>, <a href="https://publications.waset.org/search?q=Student%20performance." title=" Student performance."> Student performance.</a> </p> <a href="https://publications.waset.org/3126/the-interaction-between-accounting-students-preference-teaching-methodology-and-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3126/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3126/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3126/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3126/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3126/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3126/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3126/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3126/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3126/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3126/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3126.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1839</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2231</span> Collaborative Reflexive/Reflective Teaching and Action Research in TESL </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=O.%20F.%20Elkommos">O. F. Elkommos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Teaching English as a Second Language (TESL) has become a very rich area of research. Practitioners or teachers of English as a foreign or a second language are now promoting both collaborative learning and collaborative teaching. Students learning a language collaboratively and cooperatively are learning in a better environment of team work where they learn from each other. Further, teaching English collaboratively also creates an enriching environment that is also very enriching to students’ and teachers’ experiences of learning and teaching. Moreover, action research stems from actual teacher concerns and students’ needs. Reflection in turn, on the experience of the material taught and the delivery of material is becoming an integral part of the teaching and learning experience self- evaluation and self-development. In this case, the concern of the research field in the area of TESL will be the development of teaching delivery, material and quality of learning. In the present research, the TESL module taught to year two students in the Faculty of Arts and Humanities, British University in Egypt (BUE) will be evaluated reflexively by the students and teachers. The module was taught to students in two different specialisms. It was taught and delivered through collaborative teaching and was evaluated by both teachers and students as very successful and enjoyable. The reflections of both teachers and students as well as student results confirm that it was a success.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Action%20research" title="Action research">Action research</a>, <a href="https://publications.waset.org/search?q=addressing%20differentiation" title=" addressing differentiation"> addressing differentiation</a>, <a href="https://publications.waset.org/search?q=collaborative%20teaching" title=" collaborative teaching"> collaborative teaching</a>, <a href="https://publications.waset.org/search?q=reflective%20teaching%20and%20learning" title=" reflective teaching and learning"> reflective teaching and learning</a>, <a href="https://publications.waset.org/search?q=reflexive%20learning" title=" reflexive learning"> reflexive learning</a>, <a href="https://publications.waset.org/search?q=reflexive%20teaching" title=" reflexive teaching"> reflexive teaching</a>, <a href="https://publications.waset.org/search?q=self-development" title=" self-development"> self-development</a>, <a href="https://publications.waset.org/search?q=self-evaluation" title=" self-evaluation"> self-evaluation</a>, <a href="https://publications.waset.org/search?q=TESL." title=" TESL. "> TESL. </a> </p> <a href="https://publications.waset.org/10011010/collaborative-reflexivereflective-teaching-and-action-research-in-tesl" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011010/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011010/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011010/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011010/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011010/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011010/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011010/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011010/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011010/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011010/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011010.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">1157</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2230</span> Development of Mobile EEF Learning System (MEEFLS) for Mobile Learning Implementation in Kolej Poly-Tech MARA (KPTM) </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20E.%20Marwan">M. E. Marwan</a>, <a href="https://publications.waset.org/search?q=A.%20R.%20Madar"> A. R. Madar</a>, <a href="https://publications.waset.org/search?q=N.%20Fuad"> N. Fuad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Mobile learning (m-learning) is a new method in teaching and learning process which combines technology of mobile device with learning materials. It can enhance student's engagement in learning activities and facilitate them to access the learning materials at anytime and anywhere. In Kolej Poly-Tech Mara (KPTM), this method is seen as an important effort in teaching practice and to improve student learning performance. The aim of this paper is to discuss the development of m-learning application called Mobile EEF Learning System (MEEFLS) to be implemented for Electric and Electronic Fundamentals course using Flash, XML (Extensible Markup Language) and J2ME (Java 2 micro edition). System Development Life Cycle (SDLC) was used as an application development approach. It has three modules in this application such as notes or course material, exercises and video. MEELFS development is seen as a tool or a pilot test for m-learning in KPTM.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Flash" title="Flash">Flash</a>, <a href="https://publications.waset.org/search?q=mobile%20device" title=" mobile device"> mobile device</a>, <a href="https://publications.waset.org/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/search?q=SDLC" title=" SDLC"> SDLC</a>, <a href="https://publications.waset.org/search?q=XML." title=" XML. "> XML. </a> </p> <a href="https://publications.waset.org/9998000/development-of-mobile-eef-learning-system-meefls-for-mobile-learning-implementation-in-kolej-poly-tech-mara-kptm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998000/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998000/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998000/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998000/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998000/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998000/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998000/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998000/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998000/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998000/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998000.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">2024</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2229</span> Problem Based Learning in B. P. Koirala Institute of Health Sciences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Gurung%20S.">Gurung S.</a>, <a href="https://publications.waset.org/search?q=Yadav%20B.%20N."> Yadav B. N.</a>, <a href="https://publications.waset.org/search?q=Budhathoki%20SS."> Budhathoki SS.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Problem based learning is one of the highly acclaimed learning methods in medical education since its first introduction at Mc-Master University in Canada in the 1960s. It has now been adopted as a teaching learning method in many medical colleges of Nepal. B.P. Koirala Institute of Health Sciences (BPKIHS), a health science deemed university is the second institute in Nepal to establish problem-based learning academic program and need-based teaching approach hence minimizing teaching through lectures since its inception. During the first two years of MBBS course, the curriculum is divided into various organ-systems incorporated with problem-based learning exercise each of one week duration.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=PBL" title="PBL">PBL</a>, <a href="https://publications.waset.org/search?q=medical%20education." title=" medical education. "> medical education. </a> </p> <a href="https://publications.waset.org/17032/problem-based-learning-in-b-p-koirala-institute-of-health-sciences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/17032/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/17032/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/17032/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/17032/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/17032/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/17032/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/17032/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/17032/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/17032/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/17032/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/17032.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">2340</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2228</span> The Overall Aspects of E-Leaning Issues, Developments, Opportunities and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Bala%20Dhandayuthapani%20Veerasamy">Bala Dhandayuthapani Veerasamy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Rapid steps made in the field of Information and Communication Technology (ICT) has facilitated the development of teaching and learning methods and prepared them to serve the needs of an assorted educational institution. In other words, the information age has redefined the fundamentals and transformed the institutions and method of services delivery forever. The vision is the articulation of a desire to transform the method of teaching and learning could proceed through e-learning. E-learning is commonly deliberated to use of networked information and communications technology in teaching and learning practice. This paper deals the general aspects of the e-leaning with its issues, developments, opportunities and challenges, which can the higher institutions own.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=2D%20%26%203D%20Animations" title="2D & 3D Animations">2D & 3D Animations</a>, <a href="https://publications.waset.org/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/search?q=E-learning" title=" E-learning"> E-learning</a>, <a href="https://publications.waset.org/search?q=Flash" title=" Flash"> Flash</a>, <a href="https://publications.waset.org/search?q=HTML" title=" HTML"> HTML</a>, <a href="https://publications.waset.org/search?q=issues" title=" issues"> issues</a>, <a href="https://publications.waset.org/search?q=Multimedia" title=" Multimedia"> Multimedia</a>, <a href="https://publications.waset.org/search?q=opportunities" title=" opportunities"> opportunities</a>, <a href="https://publications.waset.org/search?q=VRML" title=" VRML"> VRML</a> </p> <a href="https://publications.waset.org/11217/the-overall-aspects-of-e-leaning-issues-developments-opportunities-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11217/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11217/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11217/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11217/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11217/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11217/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11217/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11217/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11217/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11217/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11217.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">2080</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2227</span> Augmented Reality Sandbox and Constructivist Approach for Geoscience Teaching and Learning </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Muhammad%20Nawaz">Muhammad Nawaz</a>, <a href="https://publications.waset.org/search?q=Sandeep%20N.%20Kundu"> Sandeep N. Kundu</a>, <a href="https://publications.waset.org/search?q=Farha%20Sattar"> Farha Sattar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Augmented reality sandbox adds new dimensions to education and learning process. It can be a core component of geoscience teaching and learning to understand the geographic contexts and landform processes. Augmented reality sandbox is a useful tool not only to create an interactive learning environment through spatial visualization but also it can provide an active learning experience to students and enhances the cognition process of learning. Augmented reality sandbox can be used as an interactive learning tool to teach geomorphic and landform processes. This article explains the augmented reality sandbox and the constructivism approach for geoscience teaching and learning, and endeavours to explore the ways to teach the geographic processes using the three-dimensional digital environment for the deep learning of the geoscience concepts interactively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Augmented%20Reality%20Sandbox" title="Augmented Reality Sandbox">Augmented Reality Sandbox</a>, <a href="https://publications.waset.org/search?q=constructivism" title=" constructivism"> constructivism</a>, <a href="https://publications.waset.org/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/search?q=geoscience." title=" geoscience."> geoscience.</a> </p> <a href="https://publications.waset.org/10007793/augmented-reality-sandbox-and-constructivist-approach-for-geoscience-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007793/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007793/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007793/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007793/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007793/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007793/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007793/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007793/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007793/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007793/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007793.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">1522</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2226</span> The Model of Blended Learning and Its Use at Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20A.%20Kudysheva">A. A. Kudysheva</a>, <a href="https://publications.waset.org/search?q=A.%20N.%20Kudyshev"> A. N. Kudyshev</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In present article the model of Blended Learning, its advantage at foreign language teaching, and also some problems that can arise during its use are considered. The Blended Learning is a special organization of learning, which allows to combine classroom work and modern technologies in electronic distance teaching environment. Nowadays a lot of European educational institutions and companies use such technology. Through this method: student gets the opportunity to learn in a group (classroom) with a teacher and additionally at home at a convenient time; student himself sets the optimal speed and intensity of the learning process; this method helps student to discipline himself and learn to work independently.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Foreign%20language" title="Foreign language">Foreign language</a>, <a href="https://publications.waset.org/search?q=information%20and%20communication%0D%0Atechnology%20%28ICT%29" title=" information and communication technology (ICT)"> information and communication technology (ICT)</a>, <a href="https://publications.waset.org/search?q=model%20of%20Blended%20Learning" title=" model of Blended Learning"> model of Blended Learning</a>, <a href="https://publications.waset.org/search?q=virtual%20cool%20room" title=" virtual cool room"> virtual cool room</a>, <a href="https://publications.waset.org/search?q=technophobia" title=" technophobia"> technophobia</a> </p> <a href="https://publications.waset.org/3128/the-model-of-blended-learning-and-its-use-at-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/3128/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/3128/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/3128/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/3128/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/3128/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/3128/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/3128/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/3128/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/3128/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/3128/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/3128.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">3393</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2225</span> On the Constructivist Teaching of Extensive Reading for English Majors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Haiyan%20Wang">Haiyan Wang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Constructivism, the latest teaching and learning theory in western countries which is based on the premise that cognition (learning) is the result of "mental construction", lays emphasis on the learner's active learning. Guided by constructivism, this thesis discusses the teaching plan and its application in extensive reading course. In extensive reading classroom, emphasis should be laid on the activation of students' prior knowledge, grasping the skills of fast reading and the combination of reading and writing to check extracurricular reading. With three factors supplementing each other, students' English reading ability can be improved effectively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Constructivism" title="Constructivism">Constructivism</a>, <a href="https://publications.waset.org/search?q=extensive%20reading" title=" extensive reading"> extensive reading</a>, <a href="https://publications.waset.org/search?q=constructivist%20teaching." title=" constructivist teaching."> constructivist teaching.</a> </p> <a href="https://publications.waset.org/9997857/on-the-constructivist-teaching-of-extensive-reading-for-english-majors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997857/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997857/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997857/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997857/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997857/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997857/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997857/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997857/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997857/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997857/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997857.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">3608</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2224</span> An Implementation of Multi-Media Applications in Teaching Structural Design to Architectural Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wafa%20Labib">Wafa Labib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching methods include lectures, workshops and tutorials for the presentation and discussion of ideas have become out of date; were developed outside the discipline of architecture from the college of engineering and do not satisfy the architectural students’ needs and causes them many difficulties in integrating structure into their design. In an attempt to improve structure teaching methods, this paper focused upon proposing a supportive teaching/learning tool using multi-media applications which seeks to better meet the architecture student’s needs and capabilities and improve the understanding and application of basic and intermediate structural engineering and technology principles. Before introducing the use of multi-media as a supportive teaching tool, a questionnaire was distributed to third year students of a structural design course who were selected as a sample to be surveyed forming a sample of 90 cases. The primary aim of the questionnaire was to identify the students’ learning style and to investigate whether the selected method of teaching could make the teaching and learning process more efficient. Students’ reaction on the use of this method was measured using three key elements indicating that this method is an appropriate teaching method for the nature of the students and the course as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Teaching%20Method" title="Teaching Method">Teaching Method</a>, <a href="https://publications.waset.org/search?q=Architecture" title=" Architecture"> Architecture</a>, <a href="https://publications.waset.org/search?q=Learning%20style" title=" Learning style"> Learning style</a>, <a href="https://publications.waset.org/search?q=Multi-Media." title=" Multi-Media."> Multi-Media.</a> </p> <a href="https://publications.waset.org/10003382/an-implementation-of-multi-media-applications-in-teaching-structural-design-to-architectural-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003382/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003382/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003382/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003382/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003382/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003382/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003382/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003382/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003382/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003382/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003382.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">1735</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2223</span> Architecture from Teaching to Learning to Practice: Authentic learning Tasks in Developing Professional Competencies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=N.%20Utaberta">N. Utaberta</a>, <a href="https://publications.waset.org/search?q=B.%20Hassanpour"> B. Hassanpour</a>, <a href="https://publications.waset.org/search?q=M.%20Surat"> M. Surat</a>, <a href="https://publications.waset.org/search?q=A.%20I.%20Che%20Ani"> A. I. Che Ani</a>, <a href="https://publications.waset.org/search?q=N.M.%20Tawil"> N.M. Tawil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concerns of education and practice of architecture do not necessarily overlap. Indeed the gap between them could be seen increasingly and less frequently bridged. We suggest that changing in architecture education and clarifying the relationship between these two can help to find and address the opportunities and unique positions to bridge this gulf. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Architecture%20education" title="Architecture education">Architecture education</a>, <a href="https://publications.waset.org/search?q=Learning" title=" Learning"> Learning</a>, <a href="https://publications.waset.org/search?q=Practice" title=" Practice"> Practice</a>, <a href="https://publications.waset.org/search?q=Teaching" title=" Teaching"> Teaching</a> </p> <a href="https://publications.waset.org/14597/architecture-from-teaching-to-learning-to-practice-authentic-learning-tasks-in-developing-professional-competencies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/14597/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/14597/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/14597/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/14597/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/14597/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/14597/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/14597/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/14597/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/14597/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/14597/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/14597.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">1612</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2222</span> Development of a Small-Group Teaching Method for Enhancing the Learning of Basic Acupuncture Manipulation Optimized with the Theory of Motor Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Wen-Chao%20Tang">Wen-Chao Tang</a>, <a href="https://publications.waset.org/search?q=Tang-Yi%20Liu"> Tang-Yi Liu</a>, <a href="https://publications.waset.org/search?q=Ming%20Gao"> Ming Gao</a>, <a href="https://publications.waset.org/search?q=Gang%20Xu"> Gang Xu</a>, <a href="https://publications.waset.org/search?q=Hua-Yuan%20Yang"> Hua-Yuan Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study developed a method for teaching acupuncture manipulation in small groups optimized with the theory of motor learning. Sixty acupuncture students and their teacher participated in our research. Motion videos were recorded of their manipulations using the lifting-thrusting method. These videos were analyzed using Simi Motion software to acquire the movement parameters of the thumb tip. The parameter velocity curves along Y axis was used to generate small teaching groups clustered by a self-organized map (SOM) and K-means. Ten groups were generated. All the targeted instruction based on the comparative results groups as well as the videos of teacher and student was provided to the members of each group respectively. According to the theory and research of motor learning, the factors or technologies such as video instruction, observational learning, external focus and summary feedback were integrated into this teaching method. Such efforts were desired to improve and enhance the effectiveness of current acupuncture teaching methods in limited classroom teaching time and extracurricular training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Acupuncture" title="Acupuncture">Acupuncture</a>, <a href="https://publications.waset.org/search?q=group%20teaching" title=" group teaching"> group teaching</a>, <a href="https://publications.waset.org/search?q=video%20instruction" title=" video instruction"> video instruction</a>, <a href="https://publications.waset.org/search?q=observational%20learning" title=" observational learning"> observational learning</a>, <a href="https://publications.waset.org/search?q=external%20focus" title=" external focus"> external focus</a>, <a href="https://publications.waset.org/search?q=summary%20feedback." title=" summary feedback."> summary feedback.</a> </p> <a href="https://publications.waset.org/10010824/development-of-a-small-group-teaching-method-for-enhancing-the-learning-of-basic-acupuncture-manipulation-optimized-with-the-theory-of-motor-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010824/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010824/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010824/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010824/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010824/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010824/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010824/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010824/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010824/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010824/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010824.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">594</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2221</span> Availability, Accessibility and Utilization of Information and Communication Technology in Teaching and Learning Islamic Studies in Colleges of Education, North-Eastern, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Bello%20Ali">Bello Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The use of Information and Communication Technology (ICT) in tertiary institutions by lecturers and students has become a necessity for the enhancement of quality teaching and learning. This study examined availability, accessibility and utilization of ICT in Teaching-Learning Islamic Studies in Colleges of Education, North-East, Nigeria. The study adopted multi-stage sampling technique, in which, five out of the eleven Colleges of Education (both Federal and State owned) were purposively selected for the study. Primary data was drawn from the respondents by the use of questionnaire, interviews and observations. The results of the study, generally, indicate that the availability and accessibility to ICT facilities in Colleges of Education in North-East, Nigeria, especially in teaching/learning delivery of Islamic studies were relatively inadequate and rare to lecturers and students. The study further reveals that the respondents’ level of utilization of ICT is low and only few computer packages and internet services were involved in the ICT utilization, which is yet to reach the real expected situation of the globalization and advancement in the application of ICT if compared to other parts of the world, as far as the teaching and learning of Islamic studies is concerned. Observations and conclusion were drawn from the findings and finally, recommendations on how to improve on ICT availability, accessibility and utilization in teaching/ learning were suggested.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Accessibility" title="Accessibility">Accessibility</a>, <a href="https://publications.waset.org/search?q=availability" title=" availability"> availability</a>, <a href="https://publications.waset.org/search?q=college%20of%20education" title=" college of education"> college of education</a>, <a href="https://publications.waset.org/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/search?q=Islamic%20Studies" title=" Islamic Studies"> Islamic Studies</a>, <a href="https://publications.waset.org/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/search?q=North-Eastern" title=" North-Eastern"> North-Eastern</a>, <a href="https://publications.waset.org/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/search?q=utilization." title=" utilization."> utilization.</a> </p> <a href="https://publications.waset.org/10009678/availability-accessibility-and-utilization-of-information-and-communication-technology-in-teaching-and-learning-islamic-studies-in-colleges-of-education-north-eastern-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10009678/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10009678/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10009678/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10009678/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10009678/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10009678/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10009678/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10009678/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10009678/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10009678/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10009678.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">1132</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2220</span> Enhancing Learning Experiences in Outcomebased Higher Education: A Step towards Student Centered Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=K.%20Kumpas">K. Kumpas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Bologna process has influenced enhancing studentcentered learning in Estonian higher education since 2009, but there is no information about what helps or hinders students to achieve learning outcomes and how quality of student-centered learning might be improved. The purpose of this study is to analyze two questions from outcome-based course evaluation questionnaire which is used in Estonian Entrepreneurship University of Applied Sciences. In this qualitative research, 384 students from 22 different courses described what helped and hindered them to achieve learning outcomes. The analysis showed that the aspects that hinder students to achieve learning outcomes are mostly personal: time management, family and personal matters, motivation and non-academic activities. The results indicate that students- learning is commonly supported by school, where teacher, teaching and characteristics of teaching methods help mostly to achieve learning outcomes, also learning material, practical assignments and independent study was brought up as one of the key elements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20outcomes" title="Learning outcomes">Learning outcomes</a>, <a href="https://publications.waset.org/search?q=learning%20quality" title=" learning quality"> learning quality</a>, <a href="https://publications.waset.org/search?q=student-centered%0Alearning" title=" student-centered learning"> student-centered learning</a> </p> <a href="https://publications.waset.org/13985/enhancing-learning-experiences-in-outcomebased-higher-education-a-step-towards-student-centered-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13985/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13985/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13985/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13985/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13985/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13985/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13985/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13985/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13985/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13985/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13985.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">1754</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2219</span> Motivational Orientation of the Methodical System of Teaching Mathematics in Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=M.%20Rodionov">M. Rodionov</a>, <a href="https://publications.waset.org/search?q=Z.%20Dedovets"> Z. Dedovets</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The article analyses the composition and structure of the motivationally oriented methodological system of teaching mathematics (purpose, content, methods, forms, and means of teaching), viewed through the prism of the student as the subject of the learning process. Particular attention is paid to the problem of methods of teaching mathematics, which are represented in the form of an ordered triad of attributes corresponding to the selected characteristics. A systematic analysis of possible options and their methodological interpretation enriched existing ideas about known methods and technologies of training, and significantly expanded their nomenclature by including previously unstudied combinations of characteristics. In addition, examples outlined in this article illustrate the possibilities of enhancing the motivational capacity of a particular method or technology in the real learning practice of teaching mathematics through more free goal-setting and varying the conditions of the problem situations. The authors recommend the implementation of different strategies according to their characteristics in teaching and learning mathematics in secondary schools.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Education" title="Education">Education</a>, <a href="https://publications.waset.org/search?q=methodological%20system" title=" methodological system"> methodological system</a>, <a href="https://publications.waset.org/search?q=teaching%20of%20mathematics" title=" teaching of mathematics"> teaching of mathematics</a>, <a href="https://publications.waset.org/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/search?q=lesson" title=" lesson"> lesson</a>, <a href="https://publications.waset.org/search?q=students%20motivation" title=" students motivation"> students motivation</a>, <a href="https://publications.waset.org/search?q=secondary%20school." title=" secondary school. "> secondary school. </a> </p> <a href="https://publications.waset.org/10010360/motivational-orientation-of-the-methodical-system-of-teaching-mathematics-in-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010360/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010360/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010360/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010360/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010360/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010360/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010360/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010360/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010360/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010360/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010360.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">857</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2218</span> Virtual Science Hub: An Open Source Platform to Enrich Science Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Enrique%20Barra">Enrique Barra</a>, <a href="https://publications.waset.org/search?q=Aldo%20Gordillo"> Aldo Gordillo</a>, <a href="https://publications.waset.org/search?q=Juan%20Quemada"> Juan Quemada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p class="Abstract" style="text-indent:10.2pt">This paper presents the Virtual Science Hub platform. It is an open source platform that combines a social network, an e-learning authoring tool, a videoconference service and a learning object repository for science teaching enrichment. These four main functionalities fit very well together. The platform was released in April 2012 and since then it has not stopped growing. Finally we present the results of the surveys conducted and the statistics gathered to validate this approach.<o:p></o:p></p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=E-learning" title="E-learning">E-learning</a>, <a href="https://publications.waset.org/search?q=platform" title=" platform"> platform</a>, <a href="https://publications.waset.org/search?q=authoring%20tool" title=" authoring tool"> authoring tool</a>, <a href="https://publications.waset.org/search?q=science%20teaching." title=" science teaching."> science teaching.</a> </p> <a href="https://publications.waset.org/9997771/virtual-science-hub-an-open-source-platform-to-enrich-science-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997771/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997771/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997771/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997771/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997771/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997771/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997771/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997771/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997771/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997771/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997771.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">3521</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2217</span> Correlation Analysis to Quantify Learning Outcomes for Different Teaching Pedagogies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kanika%20Sood">Kanika Sood</a>, <a href="https://publications.waset.org/search?q=Sijie%20Shang"> Sijie Shang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>A fundamental goal of education includes preparing students to become a part of the global workforce by making beneficial contributions to society. In this paper, we analyze student performance for multiple courses that involve different teaching pedagogies: a cooperative learning technique and an inquiry-based learning strategy. Student performance includes student engagement, grades, and attendance records. We perform this study in the Computer Science department for online and in-person courses for 450 students. We will perform correlation analysis to study the relationship between student scores and other parameters such as gender, mode of learning. We use natural language processing and machine learning to analyze student feedback data and performance data. We assess the learning outcomes of two teaching pedagogies for undergraduate and graduate courses to showcase the impact of pedagogical adoption and learning outcome as determinants of academic achievement. Early findings suggest that when using the specified pedagogies, students become experts on their topics and illustrate enhanced engagement with peers.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Bag-of-words" title="Bag-of-words">Bag-of-words</a>, <a href="https://publications.waset.org/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/search?q=inquiry-based%20learning" title=" inquiry-based learning"> inquiry-based learning</a>, <a href="https://publications.waset.org/search?q=in-person%20learning" title=" in-person learning"> in-person learning</a>, <a href="https://publications.waset.org/search?q=Natural%20Language%0D%0AProcessing" title=" Natural Language Processing"> Natural Language Processing</a>, <a href="https://publications.waset.org/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/search?q=sentiment%20analysis" title=" sentiment analysis"> sentiment analysis</a>, <a href="https://publications.waset.org/search?q=teaching%20pedagogy." title=" teaching pedagogy."> teaching pedagogy.</a> </p> <a href="https://publications.waset.org/10013741/correlation-analysis-to-quantify-learning-outcomes-for-different-teaching-pedagogies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013741/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013741/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013741/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013741/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013741/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013741/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013741/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013741/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013741/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013741/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013741.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2216</span> Project Base Learning for IT Personnel Resources Development using TVML</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tansuriyavong%20Suriyon">Tansuriyavong Suriyon</a>, <a href="https://publications.waset.org/search?q=Endo%20Takanobu"> Endo Takanobu</a>, <a href="https://publications.waset.org/search?q=Boonmee%20Choompol"> Boonmee Choompol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using the animations video of teaching materials is an effective learning method. However, we thought that more effective learning method is to produce the teaching video by learners themselves. The learners who act as the producer must learn and understand well to produce and present video of teaching materials to others. The purpose of this study is to propose the project based learning (PBL) technique by co-producing video of IT (information technology) teaching materials. We used the T2V player to produce the video based on TVML a TV program description language. By proposed method, we have assigned the learners to produce the animations video for “National Examination for Information Processing Technicians (IPA examination)" in Japan, in order to get them learns various knowledge and skill on IT field. Experimental result showed that learning effect has occurred at the video production process that useful for IT personnel resources development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=TVML" title="TVML ">TVML </a>, <a href="https://publications.waset.org/search?q=T2V%20Player" title=" T2V Player"> T2V Player</a>, <a href="https://publications.waset.org/search?q=The%20animation%20made%20as%20learning%20materials" title=" The animation made as learning materials"> The animation made as learning materials</a>, <a href="https://publications.waset.org/search?q=National%20Examination%20for%20Information%20Processing%20Technicians" title=" National Examination for Information Processing Technicians"> National Examination for Information Processing Technicians</a>, <a href="https://publications.waset.org/search?q=IT%20Education" title=" IT Education"> IT Education</a>, <a href="https://publications.waset.org/search?q=Problem%20Based%20Learning" title=" Problem Based Learning"> Problem Based Learning</a> </p> <a href="https://publications.waset.org/1582/project-base-learning-for-it-personnel-resources-development-using-tvml" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/1582/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/1582/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/1582/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/1582/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/1582/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/1582/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/1582/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/1582/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/1582/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/1582/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/1582.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">1534</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2215</span> Affective (and Effective) Teaching and Learning in Higher Education: Getting Social Again</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Laura%20Zizka">Laura Zizka</a>, <a href="https://publications.waset.org/search?q=Gaby%20Probst"> Gaby Probst</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The COVID-19 pandemic has affected the way Higher Education Institutions (HEIs) have given their courses. From emergency remote where all students and faculty were immediately confined to home teaching and learning, the continuing evolving sanitary situation obliged HEIs to adopt other methods of teaching and learning from blended courses that included both synchronous and asynchronous courses and activities to HyFlex models where some students were on campus while others followed the course simultaneously online. Each semester brought new challenges for HEIs and, subsequently, additional emotional reactions. This paper investigates the affective side of teaching and learning in various online modalities and its toll on students and faculty members over the past three semesters. The findings confirm that students and faculty who have more self-efficacy, flexibility, and resilience reported positive emotions and embraced the opportunities that these past semesters have offered. While HEIs have begun a new semester in an attempt to return to ‘normal’ face-to-face courses, this paper posits that there are lessons to be learned from these past three semesters. The opportunities that arose from the challenge of the pandemic should be considered when moving forward by focusing on a greater emphasis on the affective aspect of teaching and learning in HEIs worldwide. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=affective%20teaching%20and%20learning" title="affective teaching and learning">affective teaching and learning</a>, <a href="https://publications.waset.org/search?q=engagement" title=" engagement"> engagement</a>, <a href="https://publications.waset.org/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/search?q=social%20presence" title=" social presence"> social presence</a> </p> <a href="https://publications.waset.org/10012396/affective-and-effective-teaching-and-learning-in-higher-education-getting-social-again" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012396/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012396/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012396/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012396/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012396/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012396/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012396/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012396/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012396/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012396/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012396.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">1529</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2214</span> Online Language Learning and Teaching Pedagogy: Constructivism and Beyond</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Zeineb%20Deymi-Gheriani">Zeineb Deymi-Gheriani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In the last two decades, one can clearly observe a boom of interest for e-learning and web-supported programs. However, one can also notice that many of these programs focus on the accumulation and delivery of content generally as a business industry with no much concern for theoretical underpinnings. The existing research, at least in online English language teaching (ELT), has demonstrated a lack of an effective online teaching pedagogy anchored in a well-defined theoretical framework. Hence, this paper comes as an attempt to present constructivism as one of the theoretical bases for the design of an effective online language teaching pedagogy which is at the same time technologically intelligent and theoretically informed to help envision how education can best take advantage of the information and communication technology (ICT) tools. The present paper discusses the key principles underlying constructivism, its implications for online language teaching design, as well as its limitations that should be avoided in the e-learning instructional design. Although the paper is theoretical in nature, essentially based on an extensive literature survey on constructivism, it does have practical illustrations from an action research conducted by the author both as an e-tutor of English using Moodle online educational platform at the Virtual University of Tunis (VUT) from 2007 up to 2010 and as a face-to-face (F2F) English teaching practitioner in the Professional Certificate of English Language Teaching Training (PCELT) at AMIDEAST, Tunisia (April-May, 2013).</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Active%20learning" title="Active learning">Active learning</a>, <a href="https://publications.waset.org/search?q=constructivism" title=" constructivism"> constructivism</a>, <a href="https://publications.waset.org/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/search?q=Piaget" title=" Piaget"> Piaget</a>, <a href="https://publications.waset.org/search?q=Vygotsky." title=" Vygotsky. "> Vygotsky. </a> </p> <a href="https://publications.waset.org/10005767/online-language-learning-and-teaching-pedagogy-constructivism-and-beyond" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10005767/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10005767/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10005767/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10005767/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10005767/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10005767/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10005767/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10005767/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10005767/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10005767/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10005767.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">1469</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2213</span> The Determinants of Senior Students' Behavioral Intention on the Blended E-Learning for the Ceramics Teaching Course at the Active Aging University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Horng-Jyh%20Chen">Horng-Jyh Chen</a>, <a href="https://publications.waset.org/search?q=Yi-Fang%20Chen"> Yi-Fang Chen</a>, <a href="https://publications.waset.org/search?q=Chien-Liang%20Lin"> Chien-Liang Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>In this paper, the authors try to investigate the determinants of behavioral intention of the blended E-learning course for senior students at the Active Ageing University in Taiwan. Due to lower proficiency in the use of computers and less experience on learning styles of the blended E-learning course for senior students will be expected quite different from those for most young students. After more than five weeks course for two years the questionnaire survey is executed to collect data for statistical analysis in order to understand the determinants of the behavioral intention for senior students. The object of this study is at one of the Active Ageing University in Taiwan total of 84 senior students in the blended E-learning for the ceramics teaching course. The research results show that only the perceived usefulness of the blended E-learning course has significant positive relationship with the behavioral intention.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Active%20Aging%20University" title="Active Aging University">Active Aging University</a>, <a href="https://publications.waset.org/search?q=blended%20E-learning" title=" blended E-learning"> blended E-learning</a>, <a href="https://publications.waset.org/search?q=ceramics%20teaching%20course" title=" ceramics teaching course"> ceramics teaching course</a>, <a href="https://publications.waset.org/search?q=behavioral%20intention" title=" behavioral intention"> behavioral intention</a> </p> <a href="https://publications.waset.org/9998575/the-determinants-of-senior-students-behavioral-intention-on-the-blended-e-learning-for-the-ceramics-teaching-course-at-the-active-aging-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9998575/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9998575/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9998575/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9998575/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9998575/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9998575/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9998575/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9998575/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9998575/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9998575/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9998575.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">1761</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2212</span> Use of Smartphone in Practical Classes to Facilitate Teaching and Learning of Microscopic Analysis and Interpretation of Tissues Sections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lise%20P.%20Lab%C3%A9jof">Lise P. Labéjof</a>, <a href="https://publications.waset.org/search?q=Krisnayne%20S.%20Ribeiro"> Krisnayne S. Ribeiro</a>, <a href="https://publications.waset.org/search?q=Jackson%20A.%20Santos"> Jackson A. Santos</a>, <a href="https://publications.waset.org/search?q=Nicolle%20P.%20dos%20Santos"> Nicolle P. dos Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An unrecorded experiment of use of the smartphone as a tool for practical classes of histology is presented in this paper. Behavior and learning of students of science courses at the University were analyzed and compared as well as the mode of teaching of this discipline and the appreciation of the students, using either digital photographs taken by phone or drawings for record microscopic observations, analyze and interpret histological sections of human or animal tissues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Cell%20phone" title="Cell phone">Cell phone</a>, <a href="https://publications.waset.org/search?q=digital%20micrographs" title=" digital micrographs"> digital micrographs</a>, <a href="https://publications.waset.org/search?q=learning%20of%0D%0Asciences" title=" learning of sciences"> learning of sciences</a>, <a href="https://publications.waset.org/search?q=teaching%20practices." title=" teaching practices."> teaching practices.</a> </p> <a href="https://publications.waset.org/10002801/use-of-smartphone-in-practical-classes-to-facilitate-teaching-and-learning-of-microscopic-analysis-and-interpretation-of-tissues-sections" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002801/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002801/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002801/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002801/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002801/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002801/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002801/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002801/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002801/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002801/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002801.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">1703</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2211</span> An Augmented-Reality Interactive Card Game for Teaching Elementary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=YuLung%20Wu">YuLung Wu</a>, <a href="https://publications.waset.org/search?q=YuTien%20Wu"> YuTien Wu</a>, <a href="https://publications.waset.org/search?q=ShuMey%20Yu"> ShuMey Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game-based learning can enhance the learning motivation of students and provide a means for them to learn through playing games. This study used augmented reality technology to develop an interactive card game as a game-based teaching aid for delivering elementary school science course content with the aim of enhancing student learning processes and outcomes. Through playing the proposed card game, students can familiarize themselves with appearance, features, and foraging behaviors of insects. The system records the actions of students, enabling teachers to determine their students’ learning progress. In this study, 37 students participated in an assessment experiment and provided feedback through questionnaires. Their responses indicated that they were significantly more motivated to learn after playing the game, and their feedback was mostly positive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Game-based%20learning" title="Game-based learning">Game-based learning</a>, <a href="https://publications.waset.org/search?q=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/search?q=teaching%0D%0Aaid" title=" teaching aid"> teaching aid</a>, <a href="https://publications.waset.org/search?q=augmented%20reality." title=" augmented reality."> augmented reality.</a> </p> <a href="https://publications.waset.org/10003259/an-augmented-reality-interactive-card-game-for-teaching-elementary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10003259/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10003259/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10003259/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10003259/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10003259/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10003259/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10003259/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10003259/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10003259/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10003259/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10003259.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">2663</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2210</span> Investigating the Dynamics of Knowledge Acquisition in Learning Using Differential Equations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Gilbert%20Makanda">Gilbert Makanda</a>, <a href="https://publications.waset.org/search?q=Roelf%20Sypkens"> Roelf Sypkens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A mathematical model for knowledge acquisition in teaching and learning is proposed. In this study we adopt the mathematical model that is normally used for disease modelling into teaching and learning. We derive mathematical conditions which facilitate knowledge acquisition. This study compares the effects of dropping out of the course at early stages with later stages of learning. The study also investigates effect of individual interaction and learning from other sources to facilitate learning. The study fits actual data to a general mathematical model using Matlab ODE45 and lsqnonlin to obtain a unique mathematical model that can be used to predict knowledge acquisition. The data used in this study was obtained from the tutorial test results for mathematics 2 students from the Central University of Technology, Free State, South Africa in the department of Mathematical and Physical Sciences. The study confirms already known results that increasing dropout rates and forgetting taught concepts reduce the population of knowledgeable students. Increasing teaching contacts and access to other learning materials facilitate knowledge acquisition. The effect of increasing dropout rates is more enhanced in the later stages of learning than earlier stages. The study opens up a new direction in further investigations in teaching and learning using differential equations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Differential%20equations" title="Differential equations">Differential equations</a>, <a href="https://publications.waset.org/search?q=knowledge%20acquisition" title=" knowledge acquisition"> knowledge acquisition</a>, <a href="https://publications.waset.org/search?q=least%0D%0Asquares%20nonlinear" title=" least squares nonlinear"> least squares nonlinear</a>, <a href="https://publications.waset.org/search?q=dynamical%20systems." title=" dynamical systems."> dynamical systems.</a> </p> <a href="https://publications.waset.org/10008987/investigating-the-dynamics-of-knowledge-acquisition-in-learning-using-differential-equations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008987/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008987/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008987/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008987/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008987/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008987/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008987/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008987/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008987/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008987/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008987.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">916</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=teaching%20and%20learning&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=teaching%20and%20learning&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=teaching%20and%20learning&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=teaching%20and%20learning&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=teaching%20and%20learning&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=teaching%20and%20learning&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=teaching%20and%20learning&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=teaching%20and%20learning&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=teaching%20and%20learning&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=teaching%20and%20learning&page=74">74</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=teaching%20and%20learning&page=75">75</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/search?q=teaching%20and%20learning&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>