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constructivist</title> <meta name="description" content="Search results for: social constructivist"> <meta name="keywords" content="social constructivist"> <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 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="social constructivist"> <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> 9585</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: social constructivist</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9585</span> The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom and the Relationship between Them</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibraheem%20Alzahrani">Ibraheem Alzahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified through given an example of the learning environment. Due to wiki characteristics, wiki can be used to understand the relationship between constructivist learning theory and collaborative learning environment. However, several evidences will come in this paper to support the idea of why wiki is the suitable method to explore the relationship between social constructivist theory and the collaborative learning and their role in learning. Moreover, learning activities in wiki classroom will be discussed in this paper to find out the result of the learners' interaction in the classroom groups, which will be through two types of communication; synchronous and asynchronous. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20constructivist" title="social constructivist">social constructivist</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki" title=" wiki"> wiki</a>, <a href="https://publications.waset.org/abstracts/search?q=activities" title=" activities"> activities</a> </p> <a href="https://publications.waset.org/abstracts/45458/the-role-of-the-constructivist-learning-theory-and-collaborative-learning-environment-on-wiki-classroom-and-the-relationship-between-them" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45458.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">503</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9584</span> The Constructivist Approach to Teaching Second Language Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andreea%20Cervatiuc">Andreea Cervatiuc</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on teaching second language writing through a constructivist approach. Unlike traditional approaches to teaching second language writing, which were product-oriented and emphasized surface features of writing, such as spelling and grammar, the constructivist approach to teaching second language writing is process-oriented and fosters discovery of meaning, creativity, collaboration, and writing for an audience. Educators who take a constructivist approach to teaching second language writing create communities of writers in their classrooms, emphasize that the goal of writing is to share ideas with others, and engage their students in collaborative, creative, and authentic writing activities, such as writing conferences, group story writing, finish the story, and chain writing. The constructivist approach to teaching second language writing combines a focus on genres, scaffolding, and treating writing as a process. Through constructivist writing, students co-create knowledge and engage in meaningful dialogue with various texts and their peers. The findings of this study can have implications for applied linguists, teachers, and language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20second%20language" title="constructivist second language">constructivist second language</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20genres" title=" writing genres"> writing genres</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20writing" title=" process writing"> process writing</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a> </p> <a href="https://publications.waset.org/abstracts/194112/the-constructivist-approach-to-teaching-second-language-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194112.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">10</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9583</span> Turkey-Syria Relations between 2002-2011 from the Perspective of Social Construction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Didem%20Aslanta%C5%9F">Didem Aslantaş</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the reforms carried out by the Justice and Development Party, which came to power in 2002, and how the foreign policy understanding it transformed reflected on the relations with Syria will be analyzed from the social constructivist theory. Contrary to the increasing security concerns of the states after the September 11 attacks, the main problem of the research is how the relations between Syria and Turkey developed and how they progressed in non-security dimensions. In order to find an answer to this question, the basic assumptions of the constructivist theory will be used. Since there is a limited number of studies in the literature, a comparative analysis of the Adana Consensus and the Cooperation Agreement between the Republic of Turkey and the Syrian Arab Republic, and the Joint Cooperation Agreement Against Terrorism and Terrorist Organizations will be included. In order to answer the main problem of the research and to support the arguments, document and archive scanning methods from qualitative research methods will be used. In the first part of the study, what the social constructivist theory is and its basic assumptions are explained, while in the second part, Turkey-Syria relations between 2002-2011 are included. In the third and last part, the relations between the two countries will be tried to be read through social constructivism by referring to the foreign policy features of the Ak Party period. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Social%20Constructivist%20Theory" title="Social Constructivist Theory">Social Constructivist Theory</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20policy%20analysis" title=" foreign policy analysis"> foreign policy analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Justice%20and%20Development%20Party" title=" Justice and Development Party"> Justice and Development Party</a>, <a href="https://publications.waset.org/abstracts/search?q=Syria" title=" Syria"> Syria</a> </p> <a href="https://publications.waset.org/abstracts/160675/turkey-syria-relations-between-2002-2011-from-the-perspective-of-social-construction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9582</span> Proposing Problem-Based Learning as an Effective Pedagogical Technique for Social Work Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christine%20K.%20Fulmer">Christine K. Fulmer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social work education is competency based in nature. There is an expectation that graduates of social work programs throughout the world are to be prepared to practice at a level of competence, which is beneficial to both the well-being of individuals and community. Experiential learning is one way to prepare students for competent practice. The use of Problem-Based Learning (PBL) is a form experiential education that has been successful in a number of disciplines to bridge the gap between the theoretical concepts in the classroom to the real world. PBL aligns with the constructivist theoretical approach to learning, which emphasizes the integration of new knowledge with the beliefs students already hold. In addition, the basic tenants of PBL correspond well with the practice behaviors associated with social work practice including multi-disciplinary collaboration and critical thinking. This paper makes an argument for utilizing PBL in social work education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title="social work education">social work education</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title=" problem-based learning"> problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20theoretical%20approach" title=" constructivist theoretical approach"> constructivist theoretical approach</a> </p> <a href="https://publications.waset.org/abstracts/67887/proposing-problem-based-learning-as-an-effective-pedagogical-technique-for-social-work-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67887.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">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9581</span> Trauma: Constructivist Theoretical Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wendi%20Dunham">Wendi Dunham</a>, <a href="https://publications.waset.org/abstracts/search?q=Kimberly%20Floyd"> Kimberly Floyd</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The constructivist approach to learning is a theoretical orientation that posits that individuals create their own understanding and knowledge of the world through their experiences and interactions. This approach emphasizes that learning is an active process and that individuals are not passive recipients when constructing their understanding of their world. When used concurrently with trauma-informed practices, a constructivist approach can inform the development of a framework for students and teachers that supports their social, emotional, and mental health in addition to enabling academic success. This framework can be applied to teachers and students. When applied to teachers, it can be used to achieve purposeful coping mechanisms through restorative justice and dispositional mindfulness. When applied to students, the framework can implement proactive, student-based practices such as Response to Intervention (RtI) and the 4 Rs to connect resiliency and intervention to academic learning. Using a constructivist, trauma-informed framework can provide students with a greater sense of control and agency over their trauma experiences and impart confidence in achieving school success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=trauma" title="trauma">trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma%20informed%20practices%20in%20education" title=" trauma informed practices in education"> trauma informed practices in education</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20theory%20framework" title=" constructivist theory framework"> constructivist theory framework</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20responses%20to%20trauma" title=" school responses to trauma"> school responses to trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma%20informed%20supports%20for%20teachers" title=" trauma informed supports for teachers"> trauma informed supports for teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma%20informed%20strategies%20for%20students" title=" trauma informed strategies for students"> trauma informed strategies for students</a>, <a href="https://publications.waset.org/abstracts/search?q=restorative%20justice" title=" restorative justice"> restorative justice</a>, <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title=" mindfulness"> mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=response%20to%20intervention" title=" response to intervention"> response to intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=the%204%20R%27s" title=" the 4 R's"> the 4 R's</a>, <a href="https://publications.waset.org/abstracts/search?q=resiliency" title=" resiliency"> resiliency</a> </p> <a href="https://publications.waset.org/abstracts/186421/trauma-constructivist-theoretical-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186421.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">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9580</span> Framework for Explicit Social Justice Nursing Education and Practice: A Constructivist Grounded Theory Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Victor%20Abu">Victor Abu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Social justice ideals are considered as the foundation of nursing practice. These ideals are not always clearly integrated into nursing professional standards or curricula. This hinders concerted global nursing agendas for becoming aware of social injustice or engaging in action for social justice to improve the health of individuals and groups. Aim and objectives: The aim was to create an educational framework for empowering nursing students for social justice awareness and action. This purpose was attained by understanding the meaning of social justice, the effect of social injustice, the visibility of social justice learning, and ways of integrating social justice in nursing education and practice. Methods: Critical interpretive methodologies and constructivist grounded theory research designs guided the processes of recruiting nursing students (n = 11) and nurse educators (n = 11) at a London nursing university to participate in interviews and focus groups, which were analysed by coding systems. Findings: Firstly, social justice was described as ethical practices that enable individuals and groups to have good access to health resources. Secondly, social injustice was understood as unfair practices that caused minimal access to resources, social deprivation, and poor health. Thirdly, social justice learning was considered to be invisible in nursing education due to a lack of explicit modules, educator knowledge, and organisational support. Lastly, explicit modules, educating educators, and attracting leaders’ support were suggested as approaches for the visible integration of social justice in nursing education and practice. Discussion: This research proposes approaches for nursing awareness and action for the development of critical active nurse-learner, critical conscious nurse-educator, and servant nurse leader. The framework on Awareness for Social Justice Action (ASJA) created in this research is an approach for empowering nursing students for social justice practices. Conclusion: This research contributes to and advocates for greater nursing scholarship to raise the spotlight on social justice in the profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title="social justice">social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20practice" title=" nursing practice"> nursing practice</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20education" title=" nursing education"> nursing education</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20curriculum" title=" nursing curriculum"> nursing curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice%20awareness" title=" social justice awareness"> social justice awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice%20action" title=" social justice action"> social justice action</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20grounded%20theory" title=" constructivist grounded theory"> constructivist grounded theory</a> </p> <a href="https://publications.waset.org/abstracts/185299/framework-for-explicit-social-justice-nursing-education-and-practice-a-constructivist-grounded-theory-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185299.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">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9579</span> Extent of Constructivist Learning in Science Classes of the College Department of Southville International School and Colleges: Implication to Effective College Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Edward%20S.%20Paulo">Mark Edward S. Paulo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to determine the extent of constructivist learning in science classes of the college department of Southville International School and Colleges. This explores the students’ assessment of their learning when professors would give lecture and various activities in the classroom and at the same time their perception on how their professors maintain a constructivist learning environment. In this study, a total of 185 students participated. These students were enrolled in Science courses offered in the first semester of AY 2014 to 2015. Descriptive correlational method was used in this study while simple random sampling technique was utilized in getting the number of target population. The results revealed that student often observed that their professors apply constructivist approach when teaching sciences. A positive correlation was found between students’ level of learning and extent of constructivism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20teaching" title="college teaching">college teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivism" title=" constructivism"> constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20approach" title=" student-centered approach"> student-centered approach</a> </p> <a href="https://publications.waset.org/abstracts/43017/extent-of-constructivist-learning-in-science-classes-of-the-college-department-of-southville-international-school-and-colleges-implication-to-effective-college-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43017.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">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9578</span> Critique of the City-Machine: Dismantling the Scientific Socialist Utopia of Soviet Territorialization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rachel%20P.%20Vasconcellos">Rachel P. Vasconcellos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Russian constructivism is usually enshrined in history as another ''modernist ism'', that is, as an artistic phenomenon related to the early twentieth century‘s zeitgeist. What we aim in this essay is to analyze the constructivist movement not over the Art History field neither through the aesthetic debate, but through a geographical critical theory, taking the main idea of construction in the concrete sense of production of space. Seen from the perspective of the critique of space, the constructivist production is presented as a plan of totality, designed as socialist society‘s spatiality, contemplating and articulating all its scalar levels: the objects of everyday life, the building, the city and the territory. The constructivist avant-garde manifests a geographical ideology, launching the foundation‘s basis of modern planning ideology. Taken in its political sense, the artistic avant-garde of the Russian Revolution intended to anticipate the forms of a social future already put in progress: their plastic research pointed to new formal expressions to revolutionary contents. With the foundation of new institutions under a new State, it was given to the specialized labor of artists, architects, and planners the task of designing the socialist society, based on the thesis of scientific socialism. Their projects were developed under the politico-economics imperatives to the Soviet modernization – that is: the structural needs of industrialization and inclusion of all people in the productive work universe. This context shapes the creative atmosphere of the constructivist avant-garde, which uses the methods of engineering to the transform everyday life. Architecture, urban planning, and state planning integrated must then operate as spatial arrangement morphologically able to produce socialist life. But due to the intrinsic contradictions of the process, the rational and geometric aesthetic of the City-Machine appears, finally, as an image of a scientific socialist utopia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=city-machine" title="city-machine">city-machine</a>, <a href="https://publications.waset.org/abstracts/search?q=critique%20of%20space" title=" critique of space"> critique of space</a>, <a href="https://publications.waset.org/abstracts/search?q=production%20of%20space" title=" production of space"> production of space</a>, <a href="https://publications.waset.org/abstracts/search?q=soviet%20territorialization" title=" soviet territorialization"> soviet territorialization</a> </p> <a href="https://publications.waset.org/abstracts/62312/critique-of-the-city-machine-dismantling-the-scientific-socialist-utopia-of-soviet-territorialization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62312.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">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9577</span> Cultural Adaptation of Foreign Students in Vienna, A Sociolinguistic Case Study of Iranian Students in Vienna</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roshanak%20Nouralian">Roshanak Nouralian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary focus of my Ph.D. dissertation revolves around the interconnection between language and culture, as well as the crucial role that language plays in facilitating communication and fostering integration within the host society for immigrants. This research specifically focuses on Iranian students studying at various universities in Vienna. Throughout this study, I have attempted to examine and analyze their challenges in various life situations in Austria. The broad dimensions of the research question led the research process to apply a constructivist grounded theory strategy. I have also used critical discourse analysis that is in line with constructivist GT's point of view to look closely at the borders, contradictions, and inequalities that came up in the participants' real-life experiences. Data from individual interviews and group discussions have expanded the research trajectory beyond disciplinary boundaries toward a transdisciplinary approach. The research findings indicate how the language policy of the host society leads to the establishment of power relationships and the arousal of a sense of cultural dominance among the research participants. This study investigates the problems experienced by participants in their daily interactions within the host society. Additionally, the results illustrate the development of a dependency relationship between participants and their host society despite linguistic policies that cause a sense of cultural hegemony. Conversely, the obtained data allowed me to examine the participants' language ideologies. The findings of this study show that social linguistics has the potential to go beyond the boundaries of its field. This is possible by using a variety of research strategies and analyzing people's real-life experiences to find out how language affects different parts of their daily lives. Therefore, in this conference, discussing the logic of employing a constructivist GT strategy along with critical discourse analysis (CDA) in this research, I intend to discuss the achieved results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20adapttaion" title="cultural adapttaion">cultural adapttaion</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20ideology" title=" language ideology"> language ideology</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20hegemony" title=" cultural hegemony"> cultural hegemony</a>, <a href="https://publications.waset.org/abstracts/search?q=transdisciplinary%20research" title=" transdisciplinary research"> transdisciplinary research</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20grounded%20theory" title=" constructivist grounded theory"> constructivist grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title=" critical discourse analysis"> critical discourse analysis</a> </p> <a href="https://publications.waset.org/abstracts/176481/cultural-adaptation-of-foreign-students-in-vienna-a-sociolinguistic-case-study-of-iranian-students-in-vienna" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176481.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">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9576</span> A New Measurement for Assessing Constructivist Learning Features in Higher Education: Lifelong Learning in Applied Fields (LLAF) Tempus Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dorit%20Alt">Dorit Alt</a>, <a href="https://publications.waset.org/abstracts/search?q=Nirit%20Raichel"> Nirit Raichel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although university teaching is claimed to have a special task to support students in adopting ways of thinking and producing new knowledge anchored in scientific inquiry practices, it is argued that students' habits of learning are still overwhelmingly skewed toward passive acquisition of knowledge from authority sources rather than from collaborative inquiry activities.This form of instruction is criticized for encouraging students to acquire inert knowledge that can be used in instructional settings at best, however cannot be transferred into real-life complex problem settings. In order to overcome this critical inadequacy between current educational goals and instructional methods, the LLAF consortium (including 16 members from 8 countries) is aimed at developing updated instructional practices that put a premium on adaptability to the emerging requirements of present society. LLAF has created a practical guide for teachers containing updated pedagogical strategies and assessment tools, based on the constructivist approach for learning that put a premium on adaptability to the emerging requirements of present society. This presentation will be limited to teachers' education only and to the contribution of the project in providing a scale designed to measure the extent to which the constructivist activities are efficiently applied in the learning environment. A mix-method approach was implemented in two phases to construct the scale: The first phase included a qualitative content analysis involving both deductive and inductive category applications of students' observations. The results foregrounded eight categories: knowledge construction, authenticity, multiple perspectives, prior knowledge, in-depth learning, teacher- student interaction, social interaction and cooperative dialogue. The students' descriptions of their classes were formulated as 36 items. The second phase employed structural equation modeling (SEM). The scale was submitted to 597 undergraduate students. The goodness of fit of the data to the structural model yielded sufficient fit results. This research elaborates the body of literature by adding a category of in-depth learning which emerged from the content analysis. Moreover, the theoretical category of social activity has been extended to include two distinctive factors: cooperative dialogue and social interaction. Implications of these findings for the LLAF project are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20learning" title="constructivist learning">constructivist learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=mix-methodology" title=" mix-methodology"> mix-methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20modeling" title=" structural equation modeling "> structural equation modeling </a> </p> <a href="https://publications.waset.org/abstracts/22467/a-new-measurement-for-assessing-constructivist-learning-features-in-higher-education-lifelong-learning-in-applied-fields-llaf-tempus-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22467.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">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9575</span> Inductive Grammar, Student-Centered Reading, and Interactive Poetry: The Effects of Teaching English with Fun in Schools of Two Villages in Lebanon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Talar%20Agopian">Talar Agopian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English as a Second Language (ESL) is a common practice in many Lebanese schools. However, ESL teaching is done in traditional ways. Methods such as constructivism are seldom used, especially in villages. Here lies the significance of this research which joins constructivism and Piaget’s theory of cognitive development in ESL classes in Lebanese villages. The purpose of the present study is to explore the effects of applying constructivist student-centered strategies in teaching grammar, reading comprehension, and poetry on students in elementary ESL classes in two villages in Lebanon, Zefta in South Lebanon and Boqaata in Mount Lebanon. 20 English teachers participated in a training titled “Teaching English with Fun”, which focused on strategies that create a student-centered class where active learning takes place and there is increased learner engagement and autonomy. The training covered three main areas in teaching English: grammar, reading comprehension, and poetry. After participating in the training, the teachers applied the new strategies and methods in their ESL classes. The methodology comprised two phases: in phase one, practice-based research was conducted as the teachers attended the training and applied the constructivist strategies in their respective ESL classes. Phase two included the reflections of the teachers on the effects of the application of constructivist strategies. The results revealed the educational benefits of constructivist student-centered strategies; the students of teachers who applied these strategies showed improved engagement, positive attitudes towards poetry, increased motivation, and a better sense of autonomy. Future research is required in applying constructivist methods in the areas of writing, spelling, and vocabulary in ESL classrooms of Lebanese villages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivism" title=" constructivism"> constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20engagement" title=" learner engagement"> learner engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20strategies" title=" student-centered strategies"> student-centered strategies</a> </p> <a href="https://publications.waset.org/abstracts/106874/inductive-grammar-student-centered-reading-and-interactive-poetry-the-effects-of-teaching-english-with-fun-in-schools-of-two-villages-in-lebanon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106874.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">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9574</span> Lifelong Learning in Applied Fields (LLAF) Tempus Funded Project: Assessing Constructivist Learning Features in Higher Education Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dorit%20Alt">Dorit Alt</a>, <a href="https://publications.waset.org/abstracts/search?q=Nirit%20Raichel"> Nirit Raichel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational practice is continually subjected to renewal needs, due mainly to the growing proportion of information communication technology, globalization of education, and the pursuit of quality. These types of renewal needs require developing updated instructional and assessment practices that put a premium on adaptability to the emerging requirements of present society. However, university instruction is criticized for not coping with these new challenges while continuing to exemplify the traditional instruction. In order to overcome this critical inadequacy between current educational goals and instructional methods, the LLAF consortium (including 16 members from 8 countries) is collaborating to create a curricular reform for lifelong learning (LLL) in teachers' education, health care and other applied fields. This project aims to achieve its objectives by developing, and piloting models for training students in LLL and promoting meaningful learning activities that could integrate knowledge with the personal transferable skills. LLAF has created a practical guide for teachers containing updated pedagogical strategies and assessment tools based on the constructivist approach for learning. This presentation will be limited to teachers' education only and to the contribution of a pre-pilot research aimed at providing a scale designed to measure constructivist activities in higher education learning environments. A mix-method approach was implemented in two phases to construct the scale: The first phase included a qualitative content analysis involving both deductive and inductive category applications of students' observations. The results foregrounded eight categories: knowledge construction, authenticity, multiple perspectives, prior knowledge, in-depth learning, teacher- student interaction, social interaction and cooperative dialogue. The students' descriptions of their classes were formulated as 36 items. The second phase employed structural equation modeling (SEM). The scale was submitted to 597 undergraduate students. The goodness of fit of the data to the structural model yielded sufficient fit results. This research elaborates the body of literature by adding a category of in-depth learning which emerged from the content analysis. Moreover, the theoretical category of social activity has been extended to include two distinctive factors: cooperative dialogue and social interaction. Implications of these findings for the LLAF project are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20learning" title="constructivist learning">constructivist learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=mix-methodology" title=" mix-methodology"> mix-methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a> </p> <a href="https://publications.waset.org/abstracts/22465/lifelong-learning-in-applied-fields-llaf-tempus-funded-project-assessing-constructivist-learning-features-in-higher-education-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22465.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">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9573</span> A Constructivist Approach and Tool for Autonomous Agent Bottom-up Sequential Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jianyong%20Xue">Jianyong Xue</a>, <a href="https://publications.waset.org/abstracts/search?q=Olivier%20L.%20Georgeon"> Olivier L. Georgeon</a>, <a href="https://publications.waset.org/abstracts/search?q=Salima%20Hassas"> Salima Hassas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the initial phase of cognitive development, infants exhibit amazing abilities to generate novel behaviors in unfamiliar situations, and explore actively to learn the best while lacking extrinsic rewards from the environment. These abilities set them apart from even the most advanced autonomous robots. This work seeks to contribute to understand and replicate some of these abilities. We propose the Bottom-up hiErarchical sequential Learning algorithm with Constructivist pAradigm (BEL-CA) to design agents capable of learning autonomously and continuously through interactions. The algorithm implements no assumption about the semantics of input and output data. It does not rely upon a model of the world given a priori in the form of a set of states and transitions as well. Besides, we propose a toolkit to analyze the learning process at run time called GAIT (Generating and Analyzing Interaction Traces). We use GAIT to report and explain the detailed learning process and the structured behaviors that the agent has learned on each decision making. We report an experiment in which the agent learned to successfully interact with its environment and to avoid unfavorable interactions using regularities discovered through interaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20development" title="cognitive development">cognitive development</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20learning" title=" constructivist learning"> constructivist learning</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20sequential%20learning" title=" hierarchical sequential learning"> hierarchical sequential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=self-adaptation" title=" self-adaptation"> self-adaptation</a> </p> <a href="https://publications.waset.org/abstracts/129145/a-constructivist-approach-and-tool-for-autonomous-agent-bottom-up-sequential-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129145.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">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9572</span> Encouraging Teachers to be Reflective: Advantages, Obstacles and Limitations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fazilet%20Alachaher">Fazilet Alachaher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within the constructivist perspective of teaching, which views skilled teaching as knowing what to do in uncertain and unpredictable situations, this research essay explores the topic of reflective teaching by investigating the following questions: (1) What is reflective teaching and why is it important? (2) Why should teachers be trained to be reflective and how can they be prepared to be reflective? (3) What is the role of the teaching context in teachers’ attempts to be reflective? This paper suggests that reflective teaching is important because of the various potential benefits to teaching. Through reflection, teachers can maintain their voices and creativeness thus have authority to affect students, curriculum and school policies. The discussions also highlight the need to prepare student teachers and their professional counterparts to be reflective, so they can develop the characteristics of reflective teaching and gain the potential benefits of reflection. This can be achieved by adopting models and techniques that are based on constructivist pedagogical approaches. The paper also suggests that maintaining teachers’ attempts to be reflective in a workplace context and aligning practice with pre-service teacher education programs require the administrators or the policy makers to provide the following: sufficient time for teachers to reflect and work collaboratively to discuss challenges encountered in teaching, fewer non-classroom duties, regular in-service opportunities, more facilities and freedom in choosing suitable ways of evaluating their students’ progress and needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20teaching" title="creative teaching">creative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20teaching" title=" reflective teaching"> reflective teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20pedagogical%20approaches" title=" constructivist pedagogical approaches"> constructivist pedagogical approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20context" title=" teaching context"> teaching context</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20role" title=" teacher’s role"> teacher’s role</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20and%20school%20policies" title=" curriculum and school policies"> curriculum and school policies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20context%20effect" title=" teaching context effect"> teaching context effect</a> </p> <a href="https://publications.waset.org/abstracts/11432/encouraging-teachers-to-be-reflective-advantages-obstacles-and-limitations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11432.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">447</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9571</span> The Political Biographies of Social Workers: A Qualitative Study of the Political Lives of Social Workers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hefin%20Gwilym">Hefin Gwilym</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper will explore the political biographies of social workers in a neoliberal era. The findings are based on a research project for a successfully completed professional doctorate in social work. The methodology deployed for the research is a combination of constructivist grounded theory and biographical inquiry. The paper will present findings from 14 biographical interviews and will focus on one case study of a participant whose life story is richly informed by political social work. The 14 participants reflect different genders, ethnic identities, cultural and linguistic identities, age and length of social work careers. The participants also reflect different forms of political engagement, such as, as political activists and members of political parties, including parliamentarians. The findings demonstrate how deeply ingrained the social work identity is amongst the participants and how their political identity has remained strongly social democratic in nature despite the many changes in the social work profession since the rise of neoliberalism as a thought collective and policy package. The individual case study will explore the early roots of political identity in the childhood and nurturing years and the interface with subsequent social work and political careers. It will also explore the evolution of the participant’s political identity in the social work career. The case study will also present findings on how the participant has contributed to the political field with policy involvement and initiatives. The presentation will conclude with a discussion on how this particular group of social workers can best contribute to the future direction of the social work profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=political%20social%20work" title="political social work">political social work</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20biographies" title=" political biographies"> political biographies</a>, <a href="https://publications.waset.org/abstracts/search?q=neoliberal" title=" neoliberal"> neoliberal</a>, <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title=" grounded theory"> grounded theory</a> </p> <a href="https://publications.waset.org/abstracts/55139/the-political-biographies-of-social-workers-a-qualitative-study-of-the-political-lives-of-social-workers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55139.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">281</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9570</span> Examining Terrorism through a Constructivist Framework: Case Study of the Islamic State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shivani%20Yadav">Shivani Yadav</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Study of terrorism lends itself to the constructivist framework as constructivism focuses on the importance of ideas and norms in shaping interests and identities. Constructivism is pertinent to understand the phenomenon of a terrorist organization like the Islamic State (IS), which opportunistically utilizes radical ideas and norms to shape its ‘politics of identity’. This ‘identity’, which is at the helm of preferences and interests of actors, in turn, shapes actions. The paper argues that an effective counter-terrorism policy must recognize the importance of ideas in order to counter the threat arising from acts of radicalism and terrorism. Traditional theories of international relations, with an emphasis on state-centric security problematic, exhibit several limitations and problems in interpreting the phenomena of terrorism. With the changing global order, these theories have failed to adapt to the changing dimensions of terrorism, especially ‘newer’ actors like the Islamic State (IS). The paper observes that IS distinguishes itself from other terrorist organizations in the way that it recruits and spreads its propaganda. Not only are its methods different, but also its tools (like social media) are new. Traditionally, too, force alone has rarely been sufficient to counter terrorism, but it seems especially impossible to completely root out an organization like IS. Time is ripe to change the discourse around terrorism and counter-terrorism strategies. The counter-terrorism measures adopted by states, which primarily focus on mitigating threats to the national security of the state, are preoccupied with statist objectives of the continuance of state institutions and maintenance of order. This limitation prevents these theories from addressing the questions of justice and the ‘human’ aspects of ideas and identity. These counter-terrorism strategies adopt a problem-solving approach that attempts to treat the symptoms without diagnosing the disease. Hence, these restrictive strategies fail to look beyond calculated retaliation against violent actions in order to address the underlying causes of discontent pertaining to ‘why’ actors turn violent in the first place. What traditional theories also overlook is that overt acts of violence may have several causal factors behind them, some of which are rooted in the structural state system. Exploring these root causes through the constructivist framework helps to decipher the process of ‘construction of terror’ and to move beyond the ‘what’ in theorization in order to describe ‘why’, ‘how’ and ‘when’ terrorism occurs. Study of terrorism would much benefit from a constructivist analysis in order to explore non-military options while countering the ideology propagated by the IS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivism" title="constructivism">constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=counter%20terrorism" title=" counter terrorism"> counter terrorism</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20State" title=" Islamic State"> Islamic State</a>, <a href="https://publications.waset.org/abstracts/search?q=politics%20of%20identity" title=" politics of identity"> politics of identity</a> </p> <a href="https://publications.waset.org/abstracts/126989/examining-terrorism-through-a-constructivist-framework-case-study-of-the-islamic-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126989.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">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9569</span> Dynamics of Piaget’s Cognitive Learning Approach and Vygotsky’s Sociocultural Theory in Different Stages of Medical and Allied Health Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ferissa%20B.%20Ablola">Ferissa B. Ablola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The two learning theories which were evidently used in medical education include cognitive and sociocultural frameworks. The interplay of different learning theories in education is vital since most of the existing theories have specific focus of development. In addition, a certain theory is best fit with a particular learning outcome and audience profile. The application of learning theories is education is said to be dynamic and becomes more complex with increasing educational level. This systematic review aims to describe the possible shift from integration of cognitive learning theory to employment of socio-cultural approach in medical and health-allied education over the years among students, educators and the learning institution through systematic review following the PRISMA guidelines. In addition, the changes in teaching modality and individual acceptance of the shift of learning framework among cognitive constructivist and social constructivist will also be documented. This present review may serve as baseline information on the connection of two widely used theories in medical education in different year levels. Further, this study emphasizes the significance of the alignment of different learning theories and combination of insights from several educational frameworks, would permit the creation of a teaching/learning design with real theoretical depth. A more inclusive systematic review is necessary to involve more related studies, and exploration of interaction among other learning theories in health and other fields of study is encouraged. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20theory" title="learning theory">learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive" title=" cognitive"> cognitive</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural" title=" sociocultural"> sociocultural</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a> </p> <a href="https://publications.waset.org/abstracts/189284/dynamics-of-piagets-cognitive-learning-approach-and-vygotskys-sociocultural-theory-in-different-stages-of-medical-and-allied-health-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189284.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">27</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9568</span> Research Opportunities in Business Process Management and Performance Measurement from a Constructivist View</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.T.O.%20Lacerda">R.T.O. Lacerda</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Ensslin."> L. Ensslin.</a>, <a href="https://publications.waset.org/abstracts/search?q=S.R.%20Ensslin"> S.R. Ensslin</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Knoff"> L. Knoff</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper aims to discover research opportunities in business process management and performance measurement from a constructivist view. The nature of this research is exploratory and descriptive and the research method was performed in a qualitative way. The process narrowed down 2142 articles, gathered after a search in scientific databases, and identified 16 articles that were relevant to the research and highly cited. The analysis found that most of the articles uses realistic approach and there is a need to analyze the decision making process in a singular manner. The measurement criteria are identified from scientific literature searching, in most cases, using ordinal scale without any integration process to present the results to the decision maker. Regarding management aspects, most of the articles do not have a structured process to measure the current situation and generate improvements opportunities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=performance%20measurement" title="performance measurement">performance measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=BPM" title=" BPM"> BPM</a>, <a href="https://publications.waset.org/abstracts/search?q=decision" title=" decision"> decision</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20opportunities" title=" research opportunities"> research opportunities</a> </p> <a href="https://publications.waset.org/abstracts/34693/research-opportunities-in-business-process-management-and-performance-measurement-from-a-constructivist-view" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34693.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">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9567</span> Transitioning Teacher Identity during COVID-19: An Australian Early Childhood Education Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Jebunnesa">J. Jebunnesa</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Budd"> Y. Budd</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Mason"> T. Mason</a> </p> <p class="card-text"><strong>Abstract:</strong></p> COVID-19 changed the pedagogical expectations of early childhood education as many teachers across Australia had to quickly adapt to new teaching practices such as remote teaching. An important factor in the successful implementation of any new teaching and learning approach is teacher preparation, however, due to the pandemic, the transformation to remote teaching was immediate. A timely question to be asked is how early childhood teachers managed the transition from face-to-face teaching to remote teaching and what was learned through this time. This study explores the experiences of early childhood educators in Australia during COVID-19 lockdowns. Data were collected from an online survey conducted through the official Facebook forum of “Early Childhood Education and Care Australia,” and a constructivist grounded theory methodology was used to analyse the data. Initial research results suggest changing expectations of teachers’ roles and responsibilities during the lockdown, with a significant category related to transitioning teacher identities emerging. The concept of transitioning represents the shift from the role of early childhood educator to educational innovator, essential worker, social worker, and health officer. The findings illustrate the complexity of early childhood educators’ roles during the pandemic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=changing%20role%20of%20teachers" title="changing role of teachers">changing role of teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20grounded%20theory" title=" constructivist grounded theory"> constructivist grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=lessons%20learned" title=" lessons learned"> lessons learned</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20during%20COVID-19" title=" teaching during COVID-19"> teaching during COVID-19</a> </p> <a href="https://publications.waset.org/abstracts/148888/transitioning-teacher-identity-during-covid-19-an-australian-early-childhood-education-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148888.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">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9566</span> Information Communication Technologies and Renewable Technologies' Impact on Irish People's Lifestyle: A Constructivist Grounded Theory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamilton%20V.%20Niculescu">Hamilton V. Niculescu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses findings relating to people's engagement with mobile communication technologies and remote automated systems. This interdisciplinary study employs a constructivist grounded theory methodology, with qualitative data that was generated following in-depth semi-structured interviews with 18 people living in Ireland being corroborated with participants' observations and quantitative data. Additional data was collected following participants' remote interaction with six custom-built automated enclosures, located at six different sites around Dublin, Republic of Ireland. This paper argues that ownership and education play a vital role in people engaging with and adoption of new technologies. Analysis of participants' behavior and attitude towards Information Communication Technologies (ICT) suggests that innovations do not always improve peoples' social inclusion. Technological innovations are sometimes perceived as destroying communities and create a dysfunctional society. Moreover, the findings indicate that a lack of public information and support from Irish governmental institutions, as well as limited off-the-shelves availability, has led to low trust and adoption of renewable technologies. A limited variation in participants' behavior and interaction patterns with technologies was observed during the study. This suggests that people will eventually adopt new technologies according to their needs and experience, even though they initially rejected the idea of changing their lifestyle. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automation" title="automation">automation</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=renewables" title=" renewables"> renewables</a> </p> <a href="https://publications.waset.org/abstracts/115851/information-communication-technologies-and-renewable-technologies-impact-on-irish-peoples-lifestyle-a-constructivist-grounded-theory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115851.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">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9565</span> Applying Critical Realism to Qualitative Social Work Research: A Critical Realist Approach for Social Work Thematic Analysis Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lynne%20Soon-Chean%20Park">Lynne Soon-Chean Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical Realism (CR) has emerged as an alternative to both the positivist and constructivist perspectives that have long dominated social work research. By unpacking the epistemic weakness of two dogmatic perspectives, CR provides a useful philosophical approach that incorporates the ontological objectivist and subjectivist stance. The CR perspective suggests an alternative approach for social work researchers who have long been looking to engage in the complex interplay between perceived reality at the empirical level and the objective reality that lies behind the empirical event as a causal mechanism. However, despite the usefulness of CR in informing social work research, little practical guidance is available about how CR can inform methodological considerations in social work research studies. This presentation aims to provide a detailed description of CR-informed thematic analysis by drawing examples from a social work doctoral research of Korean migrants’ experiences and understanding of trust associated with their settlement experience in New Zealand. Because of its theoretical flexibility and accessibility as a qualitative analysis method, thematic analysis can be applied as a method that works both to search for the demi-regularities of the collected data and to identify the causal mechanisms that lay behind the empirical data. In so doing, this presentation seeks to provide a concrete and detailed exemplar for social work researchers wishing to employ CR in their qualitative thematic analysis process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20Realism" title="critical Realism">critical Realism</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20analysis" title=" data analysis"> data analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemology" title=" epistemology"> epistemology</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20methodology" title=" research methodology"> research methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20research" title=" social work research"> social work research</a>, <a href="https://publications.waset.org/abstracts/search?q=thematic%20analysis" title=" thematic analysis"> thematic analysis</a> </p> <a href="https://publications.waset.org/abstracts/84501/applying-critical-realism-to-qualitative-social-work-research-a-critical-realist-approach-for-social-work-thematic-analysis-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84501.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">212</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9564</span> Engaging Students in Multimedia Constructivist Learning: Analysis of Students' Science Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Georgiou">Maria Georgiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined whether there was a statistically significant difference between pretest and posttest achievement scores for students who received multimedia-based instructions in science. The paired samples t-test was used to address the research question and to establish whether there was a significant difference between pretest and posttest scores that may have occurred based on the students’ learning experience with multimedia technology. Findings indicated that there was a significant difference in students’ achievement scores before and after a multimedia-based instruction. Students’ achievement scores were increased by approximately two points, after students received multimedia-based instruction. On a paired samples t-test, a high level of significance was found, p = 0.000. Opportunities to learn with multimedia are more likely to result in sustained improvements in student achievement and a deeper understanding of science content. Multimedia can make learning more active and student-centered and activate student motivation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20learning" title="constructivist learning">constructivist learning</a>, <a href="https://publications.waset.org/abstracts/search?q=hyperstudio" title=" hyperstudio"> hyperstudio</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia-based%20instruction" title=" multimedia-based instruction"> multimedia-based instruction</a> </p> <a href="https://publications.waset.org/abstracts/106184/engaging-students-in-multimedia-constructivist-learning-analysis-of-students-science-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106184.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">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9563</span> Person-Led Organizations Nurture Bullying Behavior: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shreya%20Mishra">Shreya Mishra</a>, <a href="https://publications.waset.org/abstracts/search?q=Manosi%20Chaudhuri"> Manosi Chaudhuri</a>, <a href="https://publications.waset.org/abstracts/search?q=Ajoy%20K.%20Dey"> Ajoy K. Dey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Workplace bullying is a social phenomenon which has proved to be hazardous not only for employees’ well-being but also organizations. Despite being prevalent across geographical boundaries, Indian organizations have failed to acknowledge its vices. This paper aims to understand targets’ perception on what makes bullying nurture in organizations. The paper suggests that person-led Indian work settings give birth to bullying behavior as it lacks professional acumen and systems. An analysis of 13 in-depth interviews of employees from the organized sector suggests that organizations, where decision making lies with single individual, may be a hub of hostile behavior due to the culture which promotes ‘yesmanship’, ‘authoritarianism’ and/or blind belief of leaders on certain set of employees. The study used constructivist grounded theory approach, and the data was analyzed using R Based Qualitative Data Analysis (RQDA) software. Respondents reported that bullying behavior is taken lightly by the management with 'just ignore it' attitude. According to the respondents, the behavior prolong as the perpetrator have a direct approach to the top authority. The study concludes that person-led organizations may create a family-like environment which is favored by employees; however, authoritative leaders are unable to gain the trust of employees. Also, employees who are close to the leader may either be a perpetrator or a target of bullying. It is recommended that leaders in such organizations need to acknowledge the presence of bullying which affects an employees’ commitment towards their job and/or organization. They need to have an assertive check on individuals who hide behind ‘yesman’ attitude. This may help employees feel safe in such work settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20grounded%20theory" title="constructivist grounded theory">constructivist grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=person-led%20organization" title=" person-led organization"> person-led organization</a>, <a href="https://publications.waset.org/abstracts/search?q=RQDA" title=" RQDA"> RQDA</a>, <a href="https://publications.waset.org/abstracts/search?q=workplace%20bullying" title=" workplace bullying"> workplace bullying</a> </p> <a href="https://publications.waset.org/abstracts/75065/person-led-organizations-nurture-bullying-behavior-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75065.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">205</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9562</span> The Development of Integrated Real-Life Video and Animation with Addie Based on Constructive for Improving Students’ Mastery Concept in Rotational Dynamics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silka%20Abyadati">Silka Abyadati</a>, <a href="https://publications.waset.org/abstracts/search?q=Dadi%20Rusdiana"> Dadi Rusdiana</a>, <a href="https://publications.waset.org/abstracts/search?q=Enjang%20Akhmad%20Juanda"> Enjang Akhmad Juanda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the students’ mastery concepts enhancement between students who are studying by using Integrated Real-Life Video and Animation (IRVA) and students who are studying without using IRVA. The development of IRVA is conducted by five stages: Analyze, Design, Development, Implementation and Evaluation (ADDIE) based on constructivist for Rotational Dynamics material in Physics learning. A constructivist model-based learning used is Interpretation Construction (ICON), which has the following phases: 1) Observation, 2) Construction interpretation, 3) Contextualization prior knowledge, 4) Conflict cognitive, 5) Learning cognitive, 6) Collaboration, 7) Multiple interpretation, 8) Multiple manifestation. The IRVA is developed for the stages of observation, cognitive conflict and cognitive learning. The sample of this study consisted of 32 students experimental group and a control group of 32 students in class XI of the school year 2015/2016 in one of Senior High Schools Bandung. The study was conducted by giving the pretest and posttest in the form of 20 items of multiple choice questions to determine the enhancement of mastery concept of Rotational Dynamics. Hypothesis testing is done by using T-test on the value of N-gain average of mastery concepts. The results showed that there is a significant difference in an enhancement of students’ mastery concepts between students who are studying by using IRVA and students who are studying without IRVA. Students in the experimental group increased by 0.468 while students in the control group increased by 0.207. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADDIE" title="ADDIE">ADDIE</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20learning" title=" constructivist learning"> constructivist learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Integrated%20Real-Life%20Video%20and%20Animation" title=" Integrated Real-Life Video and Animation"> Integrated Real-Life Video and Animation</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20concepts" title=" mastery concepts"> mastery concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=rotational%20dynamics" title=" rotational dynamics"> rotational dynamics</a> </p> <a href="https://publications.waset.org/abstracts/56413/the-development-of-integrated-real-life-video-and-animation-with-addie-based-on-constructive-for-improving-students-mastery-concept-in-rotational-dynamics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56413.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">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9561</span> Application of Constructivist-Based (5E’s) Instructional Approach on Pupils’ Retention: A Case Study in Primary Mathematics in Enugu State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ezeamagu%20M.U">Ezeamagu M.U</a>, <a href="https://publications.waset.org/abstracts/search?q=Madu%20B.C"> Madu B.C</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was designed to investigate the efficacy of 5Es constructivist-based instructional model on students’ retention in primary Mathematics. 5Es stands for Engagement, Exploration, Explanation, Elaboration and Evaluation. The study adopted the pre test post test non-equivalent control group quasi-experimental research design. The sample size for the study was one hundred and thirty four pupils (134), seventy six male (76) and fifty eight female (58) from two primary schools in Nsukka education zone. Two intact classes in each of the sampled schools comprising all the primary four pupils were used. Each of the schools was given the opportunity of being assigned randomly to either experimental or control group. The Experimental group was taught using 5Es model while the control group was taught using the conventional method. Two research questions were formulated to guide the study and three hypotheses were tested at p ≤ 0. 05. A Fraction Achievement Test (FAT) of ten (10) questions were used to obtain data on pupils’ retention. Research questions were answered using mean and standard deviation while hypotheses were tested using analysis of covariance (ANCOVA). The result revealed that the 5Es model was more effective than the conventional method of teaching in enhancing pupils’ performance and retention in mathematics, secondly there is no significant difference in the mean retention scores of male and female students taught using 5Es instructional model. Based on the findings, it was recommended among other things, that the 5Es instructional model should be adopted in the teaching of mathematics in primary level of the educational system. Seminar, workshops and conferences should be mounted by professional bodies, federal and state ministries of education on the use of 5Es model. This will enable the mathematics educator, serving teachers, students and all to benefit from the approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist" title="constructivist">constructivist</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=primary" title=" primary"> primary</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a> </p> <a href="https://publications.waset.org/abstracts/32411/application-of-constructivist-based-5es-instructional-approach-on-pupils-retention-a-case-study-in-primary-mathematics-in-enugu-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32411.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9560</span> Nepal Himalaya: Status of Women, Politics, and Administration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tulasi%20Acharya">Tulasi Acharya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper is a qualitative analysis of status of women and women in politics and administration in Nepal Himalaya. The paper reviews data of women in civil service and in administrative levels. Looking at the Nepali politics and administration from the social constructivist perspective, the paper highlights some social and cultural issues that have othered women as “second sex.” As the country is heading towards modernity, gender friendly approaches are being instituted. Although the data reflects on the progress on women’s status and on women’s political and administrative participation, the data is not enough to predict the democratic gender practices in political and administrative levels. The political and administrative culture of Nepal Himalaya should be changed by promoting gender practices and deconstructing gender images in administrative culture through representative bureaucracy and by introducing democratic policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=politics" title="politics">politics</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=administration" title=" administration"> administration</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a>, <a href="https://publications.waset.org/abstracts/search?q=Nepal" title=" Nepal"> Nepal</a>, <a href="https://publications.waset.org/abstracts/search?q=democracy" title=" democracy"> democracy</a> </p> <a href="https://publications.waset.org/abstracts/29714/nepal-himalaya-status-of-women-politics-and-administration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29714.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">537</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9559</span> Constructivist Design Approaches to Video Production for Distance Education in Business and Economics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20von%20Essen">C. von Essen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study outlines and evaluates a constructivist design approach to the creation of educational video on postgraduate business degree programmes. Many online courses are tapping into the educational affordances of video, as this form of online learning has the potential to create rich, multimodal experiences. And yet, in many learning contexts video is still being used to transmit instruction to passive learners, rather than promote learner engagement and knowledge creation. Constructivism posits the notion that learning is shaped as students make connections between their experiences and ideas. This paper pivots on the following research question: how can we design educational video in ways which promote constructivist learning and stimulate analytic viewing? By exploring and categorizing over two thousand educational videos created since 2014 for over thirty postgraduate courses in business, economics, mathematics and statistics, this paper presents and critically reflects on a taxonomy of video styles and features. It links the pedagogical intent of video – be it concept explanation, skill demonstration, feedback, real-world application of ideas, community creation, or the cultivation of course narrative – to specific presentational characteristics such as visual effects including diagrammatic and real-life graphics and aminations, commentary and sound options, chronological sequencing, interactive elements, and presenter set-up. The findings of this study inform a framework which captures the pedagogical, technological and production considerations instructional designers and educational media specialists should be conscious of when planning and preparing the video. More broadly, the paper demonstrates how learning theory and technology can coalesce to produce informed and pedagogical grounded instructional design choices. This paper reveals how crafting video in a more conscious and critical manner can produce powerful, new educational design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20video" title="educational video">educational video</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivism" title=" constructivism"> constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20education" title=" business education"> business education</a> </p> <a href="https://publications.waset.org/abstracts/81925/constructivist-design-approaches-to-video-production-for-distance-education-in-business-and-economics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81925.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">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9558</span> Motherhood and Its Essence among Zimbabwean Migrant Women in Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pranee%20Liamputtong">Pranee Liamputtong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Childlessness in non-Western societies has wide-ranging social implications and profoundly affects the gender identity and well-being of women. The aspirations of women in these societies are shaped by various sociocultural expectations, encompassing social norms and their own social standing. Currently, there is limited knowledge regarding the perceptions and experiences of Zimbabwean migrant women living in Australia regarding childlessness and motherhood. This paper explores the cultural perspective on children in Zimbabwean society and investigates the personal and social consequences of infertility, as well as the cultural expectations of motherhood among Zimbabwean migrant women residing in Australia. The perceptions and experiences of this migrant community are of utmost importance in order to prevent misunderstandings about the core essence of motherhood among Zimbabwean women. Ultimately, this will lead to the provision of sensitive and culturally appropriate healthcare and social support for migrants in Australia's multicultural society. The study adopts a constructivist paradigm and employs qualitative methods, including in-depth interviews, drawings, and photo elicitation, involving 15 Zimbabwean women. Thematic analysis was employed to analyze the data. In Zimbabwean culture, the ability to bear a child holds significant meaning for women. Children not only ensure the continuity of society but also provide social security, as parents rely on their children for care in old age. Childlessness jeopardizes a woman's social status and carries social repercussions that have a profound impact on their gender identity and well-being. Cultural expectations of motherhood place the sole responsibility for the emotional and physical care of children on the mother. Despite residing in Australia, the procreative value has not diminished for Zimbabwean women. Raising awareness of the procreative needs of Zimbabwean women in a culturally sensitive manner would enhance the emotional well-being of these women. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motherhood" title="motherhood">motherhood</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=migrant%20women" title=" migrant women"> migrant women</a>, <a href="https://publications.waset.org/abstracts/search?q=Zimbabwe" title=" Zimbabwe"> Zimbabwe</a>, <a href="https://publications.waset.org/abstracts/search?q=Australia" title=" Australia"> Australia</a> </p> <a href="https://publications.waset.org/abstracts/169154/motherhood-and-its-essence-among-zimbabwean-migrant-women-in-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169154.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">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9557</span> Research on the Impact of Spatial Layout Design on College Students’ Learning and Mental Health: Analysis Based on a Smart Classroom Renovation Project in Shanghai, China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Dongqing">Zhang Dongqing</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Concern for students' mental health and the application of intelligent advanced technologies are driving changes in teaching models. The traditional teacher-centered classroom is beginning to transform into a student-centered smart interactive learning environment. Nowadays, smart classrooms are compatible with constructivist learning. This theory emphasizes the role of teachers in the teaching process as helpers and facilitators of knowledge construction, and students learn by interacting with them. The spatial design of classrooms is closely related to the teaching model and should also be developed in the direction of smart classroom design. The goal is to explore the impact of smart classroom layout on student-centered teaching environment and teacher-student interaction under the guidance of constructivist learning theory, by combining the design process and feedback analysis of the smart transformation project on the campus of Tongji University in Shanghai. During the research process, the theoretical basis of constructivist learning was consolidated through literature research and case analysis. The integration and visual field analysis of the traditional and transformed indoor floor plans were conducted using space syntax tools. Finally, questionnaire surveys and interviews were used to collect data. The main conclusions are as followed: flexible spatial layouts can promote students' learning effects and mental health; the interactivity of smart classroom layouts is different and needs to be combined with different teaching models; the public areas of teaching buildings can also improve the interactive learning atmosphere by adding discussion space. This article provides a data-based research basis for improving students' learning effects and mental health, and provides a reference for future smart classroom design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=spatial%20layout" title="spatial layout">spatial layout</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20classroom" title=" smart classroom"> smart classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=space%20syntax" title=" space syntax"> space syntax</a>, <a href="https://publications.waset.org/abstracts/search?q=renovation" title=" renovation"> renovation</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20environment" title=" educational environment"> educational environment</a> </p> <a href="https://publications.waset.org/abstracts/173966/research-on-the-impact-of-spatial-layout-design-on-college-students-learning-and-mental-health-analysis-based-on-a-smart-classroom-renovation-project-in-shanghai-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173966.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9556</span> The Appropriation of Education Policy on Information and Communication Technology in South African Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Vandeyar">T. Vandeyar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to explore how Government policy on ICT influences teaching and learning in South African schools. An instrumental case study using backward mapping principles as a strategy of inquiry was used. Utilizing a social constructivist lens and guided by a theoretical framework of a sociocultural approach to policy analysis, this exploratory qualitative research study set out to investigate how teachers appropriate government policy on ICT in South African schools. Three major findings emanated from this study. First, although teachers were ignorant of the national e-education policy their professionalism and agency were key in formulating and implementing an e-education policy in practice. Second, teachers repositioned themselves not as recipients or reactors of the e-education policy but as social and cultural actors of policy appropriation and formulation. Third, the lack of systemic support to teachers catalyzed improved school and teacher collaborations, teachers became drivers of ICT integration through collaboration, innovation, institutional practice and institutional leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20as%20change%20agents" title=" teachers as change agents"> teachers as change agents</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20as%20policy" title=" practice as policy"> practice as policy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20beliefs" title=" teacher's beliefs"> teacher's beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20attitudes" title=" teacher's attitudes"> teacher's attitudes</a> </p> <a href="https://publications.waset.org/abstracts/3109/the-appropriation-of-education-policy-on-information-and-communication-technology-in-south-african-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3109.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">476</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/abstracts/search?q=social%20constructivist&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=social%20constructivist&page=3">3</a></li> <li class="page-item"><a class="page-link" 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