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outcome</title> <meta name="description" content="Search results for: learning outcome"> <meta name="keywords" content="learning outcome"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="learning outcome"> <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> 8951</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: learning outcome</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8951</span> LORA: A Learning Outcome Modelling Approach for Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aqeel%20Zeid">Aqeel Zeid</a>, <a href="https://publications.waset.org/abstracts/search?q=Hasna%20Anees"> Hasna Anees</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Adheeb"> Mohamed Adheeb</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Rifan"> Mohamed Rifan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kalpani%20Manathunga"> Kalpani Manathunga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To achieve constructive alignment in a higher education program, a clear set of learning outcomes must be defined. Traditional learning outcome definition techniques such as Bloom’s taxonomy are not written to be utilized by the student. This might be disadvantageous for students in student-centric learning settings where the students are expected to formulate their own learning strategies. To solve the problem, we propose the learning outcome relation and aggregation (LORA) model. To achieve alignment, we developed learning outcome, assessment, and resource authoring tools which help teachers to tag learning outcomes during creation. A pilot study was conducted with an expert panel consisting of experienced professionals in the education domain to evaluate whether the LORA model and tools present an improvement over the traditional methods. The panel unanimously agreed that the model and tools are beneficial and effective. Moreover, it helped them model learning outcomes in a more student centric and descriptive way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20design" title="learning design">learning design</a>, <a href="https://publications.waset.org/abstracts/search?q=constructive%20alignment" title=" constructive alignment"> constructive alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=Bloom%E2%80%99s%20taxonomy" title=" Bloom’s taxonomy"> Bloom’s taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcome%20modelling" title=" learning outcome modelling"> learning outcome modelling</a> </p> <a href="https://publications.waset.org/abstracts/142400/lora-a-learning-outcome-modelling-approach-for-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142400.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">187</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">8950</span> To Prepare a Remedial Teaching Programme for Dyslexic Students of English and Marathi Medium Schools and Study Its Effect on Their Learning Outcome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khan%20Zeenat">Khan Zeenat</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20B.%20Dandegaonkar"> S. B. Dandegaonkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dyslexia is a neurological disorder which affects the reading and writing ability of children. A sample of 72 dyslexic children (36 from English medium and 36 from Marathi medium schools) of class V from English and Marathi medium schools were selected. The Experimental method was used to study the effect of Remedial Teaching Programme on the Learning outcome of Dyslexic students. The findings showed that there is a Positive effect of remedial teaching programme on the Learning outcome of English and Marathi medium students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=remedial%20teaching" title="remedial teaching">remedial teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Dyslexic%20students" title=" Dyslexic students"> Dyslexic students</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcome" title=" learning outcome"> learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=neurological" title=" neurological"> neurological</a> </p> <a href="https://publications.waset.org/abstracts/7992/to-prepare-a-remedial-teaching-programme-for-dyslexic-students-of-english-and-marathi-medium-schools-and-study-its-effect-on-their-learning-outcome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7992.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">520</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">8949</span> Formation of Academia-Industry Collaborative Model to Improve the Quality of Teaching-Learning Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Dakshayini">M. Dakshayini</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Jayarekha"> P. Jayarekha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In traditional output-based education system, class room lecture and laboratory are the traditional delivery methods used during the course. Written examination and lab examination have been used as a conventional tool for evaluating student’s performance. Hence, there are certain apprehensions that the traditional education system may not efficiently prepare the students for competent professional life. This has led for the change from Traditional output-based education to Outcome-Based Education (OBE). OBE first sets the ideal programme learning outcome consecutively on increasing degree of complexity that students are expected to master. The core curriculum, teaching methodologies and assessment tools are then designed to achieve the proposed outcomes mainly focusing on what students can actually attain after they are taught. In this paper, we discuss a promising applications based learning and evaluation component involving industry collaboration to improve the quality of teaching and student learning process. Incorporation of this component definitely improves the quality of student learning in engineering education and helps the student to attain the competency as per the graduate attributes. This may also reduce the Industry-academia gap. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=outcome-based%20education" title="outcome-based education">outcome-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=programme%20learning%20outcome" title=" programme learning outcome"> programme learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching-learning%20process" title=" teaching-learning process"> teaching-learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20collaboration" title=" industry collaboration"> industry collaboration</a> </p> <a href="https://publications.waset.org/abstracts/19520/formation-of-academia-industry-collaborative-model-to-improve-the-quality-of-teaching-learning-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19520.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">449</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">8948</span> Development of National Education Policy-2020 Aligned Student-Centric-Outcome-Based-Curriculum of Engineering Programmes of Polytechnics in India: Faculty Preparedness and Challenges Ahead</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jagannath%20P.%20Tegar">Jagannath P. Tegar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The new National Education Policy (NEP) 2020 of Govt. of India has envisaged a major overhaul of the education system of India, in particular, the revamping of the Curriculum of Higher Education. In this process, the faculty members of the Indian universities and institutions have a challenging role in developing the curriculum, which is a shift from the traditional (content-based) curriculum to a student-centric- outcome-based Curriculum (SC-OBC) to be implemented in all of the Universities and institutions. The efforts and initiatives on the design and implementation of SC-OBC are remarkable in the engineering and technical education landscape of the country, but it is still in its early stages and many more steps are needed for the successful adaptation in every level of Higher Education. The premier institute of Govt. of India (NITTTR, Bhopal) has trained and developed the capacity and capability among the teachers of Polytechnics on the design and development of Student Centric - Outcome Based Curriculum and also providing academic consultancy for reforming curriculum in line of NEP- 2020 envisions for the states such as Chhattisgarh, Bihar and Maharashtra to make them responsibly ready for such a new shift in Higher Education. This research-based paper is on three main aspects: 1) the level of acceptance and preparedness of teachers /faculty towards NEP-2020 and student-centred outcome-based learning. 2) the extent of implementing NEP-2020 and student-centered outcome-based learning at Indian institutions/ universities and 3) the challenges of implementing NEP-2020 and student-centered outcome-based learning outcome-based education in the Indian context. The paper content will inspire curriculum designers and developers to prepare SC-OBC that meets the specific needs of industry and society at large, which is intended in the NEP-2020 of Govt. of India <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=outcome%20based%20curriculum" title="outcome based curriculum">outcome based curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20centric%20learning" title=" student centric learning"> student centric learning</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20education%20policy%20-2020" title=" national education policy -2020"> national education policy -2020</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation%20of%20nep-2020.%20outcome%20based%20learning" title=" implementation of nep-2020. outcome based learning"> implementation of nep-2020. outcome based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20curriculum" title=" higher education curriculum"> higher education curriculum</a> </p> <a href="https://publications.waset.org/abstracts/172718/development-of-national-education-policy-2020-aligned-student-centric-outcome-based-curriculum-of-engineering-programmes-of-polytechnics-in-india-faculty-preparedness-and-challenges-ahead" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172718.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8947</span> Preservice EFL Teachers in a Blended Professional Development Program: Learning to Teach Speech Acts </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Hui%20Liu">Mei-Hui Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the effectiveness of a blended professional development program on preservice EFL (English as a foreign language) teachers’ learning to teach speech acts with the advent of Information and Communication Technology, researchers and scholars underscore the significance of integrating online and face-to-face learning opportunities in the teacher education field. Yet, a paucity of evidence has been documented to investigate the extent to which such a blended professional learning model may impact real classroom practice and student learning outcome. This yearlong project involves various stakeholders, including 25 preservice teachers, 5 English professionals, and 45 secondary school students. Multiple data sources collected are surveys, interviews, reflection journals, online discussion messages, artifacts, and discourse completion tests. Relying on the theoretical lenses of Community of Inquiry, data analysis depicts the nature and process of preservice teachers’ professional development in this blended learning community, which triggers and fosters both face-to-face and synchronous/asynchronous online interactions among preservice teachers and English professionals (i.e., university faculty and in-service teachers). Also included is the student learning outcome after preservice teachers put what they learn from the support community into instructional practice. Pedagogical implications and research suggestions are further provided based on the research findings and limitations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20professional%20development" title="blended professional development">blended professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20EFL%20teachers" title=" preservice EFL teachers"> preservice EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20act%20instruction" title=" speech act instruction"> speech act instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%20outcome" title=" student learning outcome"> student learning outcome</a> </p> <a href="https://publications.waset.org/abstracts/62324/preservice-efl-teachers-in-a-blended-professional-development-program-learning-to-teach-speech-acts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62324.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">225</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">8946</span> Interrogating Student-Teachers’ Transformative Learning Role, Resources and Journey Considering Pedagogical Reform in Teacher Education Continuums</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nji%20Clement%20Bang">Nji Clement Bang</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosemary%20Shafack%20M."> Rosemary Shafack M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Kum%20Henry%20Asei"> Kum Henry Asei</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaro%20Loveline%20Y"> Yaro Loveline Y</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scholars perceive learner-centered teaching-learning reform as roles and resources in teacher education (TE) and professional outcome with transformative learning (TL) continuum dimensions. But, teaching-learning reform is fast proliferating amidst debilitating stakeholder systemic dichotomies, resources, commitment, resistance and poor quality outcome that necessitate stronger TE and professional continuums. Scholars keep seeking greater understanding of themes in teaching-learning reform, TE and professional outcome as continuums and how policymakers, student-teachers, teacher trainers and local communities concerned with initial TE can promote continuous holistic quality performance. To sustain the debate continuum and answer the overarching question, we use mixed-methods research-design with diverse literature and 409 sample-data. Onset text, interview and questionnaire analyses reveal debilitating teaching-learning reform in TE continuums that need TL revival. Follow-up focus group discussion and teaching considering TL insights reinforce holistic teaching-learning in TE. Therefore, significant increase in diverse prior-experience articulation1; critical reflection-discourse engagement2; teaching-practice interaction3; complex-activity constrain control4 and formative outcome- reintegration5 reinforce teaching-learning in learning-to-teach role-resource pathways and outcomes. Themes reiterate complex teaching-learning in TE programs that suits TL journeys and student-teachers and students cum teachers, workers/citizens become akin, transformative-learners who evolve personal and collective roles-resources towards holistic-lifelong-learning outcomes. The article could assist debate about quality teaching-learning reform through TL dimensions as TE and professional role-resource continuums. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning%20perspectives" title="transformative learning perspectives">transformative learning perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=initial%20teacher%20education" title=" initial teacher education"> initial teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20pedagogical%20reform" title=" learner-centered pedagogical reform"> learner-centered pedagogical reform</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20learning" title=" life-long learning"> life-long learning</a> </p> <a href="https://publications.waset.org/abstracts/166863/interrogating-student-teachers-transformative-learning-role-resources-and-journey-considering-pedagogical-reform-in-teacher-education-continuums" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166863.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">76</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">8945</span> Learning Difficulties of Children with Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chalise%20Kiran">Chalise Kiran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The learning difficulties of children with disabilities are always a matter of concern when we talk about educational needs and quality education of children with disabilities. This paper is the outcome of the review of the literatures based on the literatures on the educational needs and learning difficulties of children with disabilities. For the paper, different studies written on children with disabilities and their education were collected through search engines. The literature put together was analyzed from the angle of learning difficulties faced by children with disabilities and the same were used as a precursor to arrive at the findings on the learning of the children. The analysis showed that children with disabilities face learning difficulties. The reasons for these difficulties could be attributed to factors in terms of authority, structure, school environment, and behaviors of teachers and parents, and the society as a whole. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20disabilities" title="children with disabilities">children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=disabled%20children" title=" disabled children"> disabled children</a> </p> <a href="https://publications.waset.org/abstracts/148186/learning-difficulties-of-children-with-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148186.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8944</span> Using Classifiers to Predict Student Outcome at Higher Institute of Telecommunication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fuad%20M.%20Alkoot">Fuad M. Alkoot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We aim at highlighting the benefits of classifier systems especially in supporting educational management decisions. The paper aims at using classifiers in an educational application where an outcome is predicted based on given input parameters that represent various conditions at the institute. We present a classifier system that is designed using a limited training set with data for only one semester. The achieved system is able to reach at previously known outcomes accurately. It is also tested on new input parameters representing variations of input conditions to see its prediction on the possible outcome value. Given the supervised expectation of the outcome for the new input we find the system is able to predict the correct outcome. Experiments were conducted on one semester data from two departments only, Switching and Mathematics. Future work on other departments with larger training sets and wider input variations will show additional benefits of classifier systems in supporting the management decisions at an educational institute. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title="machine learning">machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pattern%20recognition" title=" pattern recognition"> pattern recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=classifier%20design" title=" classifier design"> classifier design</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20management" title=" educational management"> educational management</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome%20estimation" title=" outcome estimation"> outcome estimation</a> </p> <a href="https://publications.waset.org/abstracts/50309/using-classifiers-to-predict-student-outcome-at-higher-institute-of-telecommunication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50309.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">278</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8943</span> Model Canvas and Process for Educational Game Design in Outcome-Based Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratima%20Damkham">Ratima Damkham</a>, <a href="https://publications.waset.org/abstracts/search?q=Natasha%20Dejdumrong"> Natasha Dejdumrong</a>, <a href="https://publications.waset.org/abstracts/search?q=Priyakorn%20Pusawiro"> Priyakorn Pusawiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explored the solution in game design to help game designers in the educational game designing using digital educational game model canvas (DEGMC) and digital educational game form (DEGF) based on Outcome-based Education program. DEGMC and DEGF can help designers develop an overview of the game while designing and planning their own game. The way to clearly assess players’ ability from learning outcomes and support their game learning design is by using the tools. Designers can balance educational content and entertainment in designing a game by using the strategies of the Business Model Canvas and design the gameplay and players’ ability assessment from learning outcomes they need by referring to the Constructive Alignment. Furthermore, they can use their design plan in this research to write their Game Design Document (GDD). The success of the research was evaluated by four experts’ perspectives in the education and computer field. From the experiments, the canvas and form helped the game designers model their game according to the learning outcomes and analysis of their own game elements. This method can be a path to research an educational game design in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructive%20alignment" title="constructive alignment">constructive alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20theory" title=" constructivist theory"> constructivist theory</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20game" title=" educational game"> educational game</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome-based%20education" title=" outcome-based education"> outcome-based education</a> </p> <a href="https://publications.waset.org/abstracts/130973/model-canvas-and-process-for-educational-game-design-in-outcome-based-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130973.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">354</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">8942</span> Predicting Match Outcomes in Team Sport via Machine Learning: Evidence from National Basketball Association</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jacky%20Liu">Jacky Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper develops a team sports outcome prediction system with potential for wide-ranging applications across various disciplines. Despite significant advancements in predictive analytics, existing studies in sports outcome predictions possess considerable limitations, including insufficient feature engineering and underutilization of advanced machine learning techniques, among others. To address these issues, we extend the Sports Cross Industry Standard Process for Data Mining (SRP-CRISP-DM) framework and propose a unique, comprehensive predictive system, using National Basketball Association (NBA) data as an example to test this extended framework. Our approach follows a holistic methodology in feature engineering, employing both Time Series and Non-Time Series Data, as well as conducting Explanatory Data Analysis and Feature Selection. Furthermore, we contribute to the discourse on target variable choice in team sports outcome prediction, asserting that point spread prediction yields higher profits as opposed to game-winner predictions. Using machine learning algorithms, particularly XGBoost, results in a significant improvement in predictive accuracy of team sports outcomes. Applied to point spread betting strategies, it offers an astounding annual return of approximately 900% on an initial investment of $100. Our findings not only contribute to academic literature, but have critical practical implications for sports betting. Our study advances the understanding of team sports outcome prediction a burgeoning are in complex system predictions and pave the way for potential profitability and more informed decision making in sports betting markets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title="machine learning">machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20sports" title=" team sports"> team sports</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20outcome%20prediction" title=" game outcome prediction"> game outcome prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20betting" title=" sports betting"> sports betting</a>, <a href="https://publications.waset.org/abstracts/search?q=profits%20simulation" title=" profits simulation"> profits simulation</a> </p> <a href="https://publications.waset.org/abstracts/169745/predicting-match-outcomes-in-team-sport-via-machine-learning-evidence-from-national-basketball-association" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169745.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">102</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">8941</span> Effect of Open-Ended Laboratory toward Learners Performance in Environmental Engineering Course: Case Study of Civil Engineering at Universiti Malaysia Sabah</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Bolong">N. Bolong</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Makinda"> J. Makinda</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Saad"> I. Saad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Laboratory activities have produced benefits in student learning. With current drives of new technology resources and evolving era of education methods, renewal status of learning and teaching in laboratory methods are in progress, for both learners and the educators. To enhance learning outcomes in laboratory works particularly in engineering practices and testing, learning via hands-on by instruction may not sufficient. This paper describes and compares techniques and implementation of traditional (expository) with open-ended laboratory (problem-based) for two consecutive cohorts studying environmental laboratory course in civil engineering program. The transition of traditional to problem-based findings and effect were investigated in terms of course assessment student feedback survey, course outcome learning measurement and student performance grades. It was proved that students have demonstrated better performance in their grades and 12% increase in the course outcome (CO) in problem-based open-ended laboratory style than traditional method; although in perception, students has responded less favorable in their feedback. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title="engineering education">engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=open-ended%20laboratory" title=" open-ended laboratory"> open-ended laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20engineering%20lab" title=" environmental engineering lab"> environmental engineering lab</a> </p> <a href="https://publications.waset.org/abstracts/13413/effect-of-open-ended-laboratory-toward-learners-performance-in-environmental-engineering-course-case-study-of-civil-engineering-at-universiti-malaysia-sabah" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13413.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">316</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">8940</span> The Effect of Computer-Based Formative Assessment on Learning Outcome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Van%20Thien%20NGO">Van Thien NGO</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to examine the effect of student response systems in computer-based formative assessment on learning outcomes. The backward design course is a tool to be applied for collecting necessary assessment evidence. The quasi-experimental research design involves collecting pre and posttest data on students assigned to the control group and the experimental group. The sample group consists of 150 college students randomly selected from two of the eight classes of electrical and electronics students at Cao Thang Technical College in Ho Chi Minh City, Vietnam. Findings from this research revealed that the experimental group, in which student response systems were applied, got better results than the controlled group, who did not apply them. Results show that using student response systems for technology-based formative assessment is vital and meaningful not only for teachers but also for students in the teaching and learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20response%20system" title="student response system">student response system</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-based%20formative%20assessment" title=" computer-based formative assessment"> computer-based formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcome" title=" learning outcome"> learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=backward%20design%20course" title=" backward design course"> backward design course</a> </p> <a href="https://publications.waset.org/abstracts/126789/the-effect-of-computer-based-formative-assessment-on-learning-outcome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126789.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">133</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">8939</span> Application of Neuroscience in Aligning Instructional Design to Student Learning Style</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayati%20Bhattacharjee">Jayati Bhattacharjee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching is a very dynamic profession. Teaching Science is as much challenging as Learning the subject if not more. For instance teaching of Chemistry. From the introductory concepts of subatomic particles to atoms of elements and their symbols and further presenting the chemical equation and so forth is a challenge on both side of the equation Teaching Learning. This paper combines the Neuroscience of Learning and memory with the knowledge of Learning style (VAK) and presents an effective tool for the teacher to authenticate Learning. The model of ‘Working Memory’, the Visio-spatial sketchpad, the central executive and the phonological loop that transforms short-term memory to long term memory actually supports the psychological theory of Learning style i.e. Visual –Auditory-Kinesthetic. A closer examination of David Kolbe’s learning model suggests that learning requires abilities that are polar opposites, and that the learner must continually choose which set of learning abilities he or she will use in a specific learning situation. In grasping experience some of us perceive new information through experiencing the concrete, tangible, felt qualities of the world, relying on our senses and immersing ourselves in concrete reality. Others tend to perceive, grasp, or take hold of new information through symbolic representation or abstract conceptualization – thinking about, analyzing, or systematically planning, rather than using sensation as a guide. Similarly, in transforming or processing experience some of us tend to carefully watch others who are involved in the experience and reflect on what happens, while others choose to jump right in and start doing things. The watchers favor reflective observation, while the doers favor active experimentation. Any lesson plan based on the model of Prescriptive design: C+O=M (C: Instructional condition; O: Instructional Outcome; M: Instructional method). The desired outcome and conditions are independent variables whereas the instructional method is dependent hence can be planned and suited to maximize the learning outcome. The assessment for learning rather than of learning can encourage, build confidence and hope amongst the learners and go a long way to replace the anxiety and hopelessness that a student experiences while learning Science with a human touch in it. Application of this model has been tried in teaching chemistry to high school students as well as in workshops with teachers. The response received has proven the desirable results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=working%20memory%20model" title="working memory model">working memory model</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=prescriptive%20design" title=" prescriptive design"> prescriptive design</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20for%20learning" title=" assessment for learning "> assessment for learning </a> </p> <a href="https://publications.waset.org/abstracts/24300/application-of-neuroscience-in-aligning-instructional-design-to-student-learning-style" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24300.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">351</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">8938</span> Evaluating Learning Outcomes in the Implementation of Flipped Teaching Using Data Envelopment Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huie-Wen%20Lin">Huie-Wen Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study integrated various teaching factors -based on the idea of a flipped classroom- in a financial management course. The study’s aim was to establish an effective teaching implementation strategy and evaluation mechanism with respect to learning outcomes, which can serve as a reference for the future modification of teaching methods. This study implemented a teaching method in five stages and estimated the learning efficiencies of 22 students (in the teaching scenario and over two semesters). Subsequently, data envelopment analysis (DEA) was used to compare, for each student, between the learning efficiencies before and after participation in the flipped classroom -in the first and second semesters, respectively- to identify the crucial external factors influencing learning efficiency. According to the results, the average overall student learning efficiency increased from 0.901 in the first semester to 0.967 in the second semester, which demonstrate that the flipped classroom approach can improve teaching effectiveness and learning outcomes. The results also revealed a difference in learning efficiency between male and female students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20envelopment%20analysis" title="data envelopment analysis">data envelopment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcome" title=" learning outcome"> learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/116495/evaluating-learning-outcomes-in-the-implementation-of-flipped-teaching-using-data-envelopment-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116495.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8937</span> The Impact of Training Method on Programming Learning Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chechen%20Liao">Chechen Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Chin%20Yi%20Yang"> Chin Yi Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although several factors that affect learning to program have been identified over the years, there continues to be no indication of any consensus in understanding why some students learn to program easily and quickly while others have difficulty. Seldom have researchers considered the problem of how to help the students enhance the programming learning outcome. The research had been conducted at a high school in Taiwan. Students participating in the study consist of 330 tenth grade students enrolled in the Basic Computer Concepts course with the same instructor. Two types of training methods-instruction-oriented and exploration-oriented were conducted. The result of this research shows that the instruction-oriented training method has better learning performance than exploration-oriented training method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20performance" title="learning performance">learning performance</a>, <a href="https://publications.waset.org/abstracts/search?q=programming%20learning" title=" programming learning"> programming learning</a>, <a href="https://publications.waset.org/abstracts/search?q=TDD" title=" TDD"> TDD</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20method" title=" training method"> training method</a> </p> <a href="https://publications.waset.org/abstracts/10123/the-impact-of-training-method-on-programming-learning-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10123.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">428</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">8936</span> Students' Perceptions and Gender Relationships towards the Mobile Learning in Polytechnic Mukah Sarawak (Malaysia)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Habsah%20Mohamad%20Sabli">Habsah Mohamad Sabli</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Fardillah%20Wahi"> Mohammad Fardillah Wahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main aim of this research study is to better understand and measure students' perceptions towards the effectiveness of mobile learning. This paper reports on the results of a survey of three hundred nineteen students at Polytechnic Mukah Sarawak (PMU) about their perception to the use of mobile technology in education. An analysis of the quantitative survey findings is presented focusing on the ramification for mobile-learning (m-learning) practices in higher learning and teaching environments. In this paper we present our research findings about the level of perception and gender correlations with perceived ease of use and perceived usefulness using M-Learning in learning activities among students in Polytechnic Mukah (PMU). Based on gender respondent, were 150 female (47.0%) and 169 male (53.0%). The survey findings further revealed that perception of students are in moderately high and agree for using m-learning. The perceived ease of use and perceived usefulness is significant with weak correlations between students to adapt m-learning for active learning activities. The outcome of this research can benefit the decision makers of higher institution in Mukah Sarawak regard to way to enhance m-learning and promote effective teaching and learning activities as well as strengthening the quality of learning delivery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=M-learning" title="M-learning">M-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20attitudes" title=" student attitudes"> student attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20perception" title=" student perception"> student perception</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20technology" title=" mobile technology"> mobile technology</a> </p> <a href="https://publications.waset.org/abstracts/22162/students-perceptions-and-gender-relationships-towards-the-mobile-learning-in-polytechnic-mukah-sarawak-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22162.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">501</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">8935</span> Enhancing Organizational Performance through Adaptive Learning: A Case Study of ASML</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramin%20Shadani">Ramin Shadani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study introduces adaptive performance as a key organizational performance dimension and explores the relationship between the dimensions of a learning organization and adaptive performance. A survey was therefore conducted using the dimensions of the Learning Organization Questionnaire (DLOQ), followed by factor analysis and structural equation modeling in order to investigate the dynamics between learning organization practices and adaptive performance. Results confirm that adaptive performance is indeed one important dimension of organizational performance. The study also shows that perceived knowledge and adaptive performance mediate the positive relationship between the practices of a learning organization with perceived financial performance. We extend existing DLOQ research by demonstrating that adaptive performance, as a nonfinancial organizational learning outcome, has a significant impact on financial performance. Our study also provides additional validation of the measures of DLOQ's performance. Indeed, organizations need to take a glance at how the activities of learning and development can provide better overall improvement in performance, especially in enhancing adaptive capability. The study has provided requisite empirical support that activities of learning and development within organizations allow much-improved intangible performance outcomes, especially through adaptive performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20performance" title="adaptive performance">adaptive performance</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20learning" title=" continuous learning"> continuous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20performance" title=" financial performance"> financial performance</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20style" title=" leadership style"> leadership style</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20learning" title=" organizational learning"> organizational learning</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20performance" title=" organizational performance"> organizational performance</a> </p> <a href="https://publications.waset.org/abstracts/191916/enhancing-organizational-performance-through-adaptive-learning-a-case-study-of-asml" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191916.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">30</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">8934</span> Autonomous Learning Motivates EFL Students to Learn English at Al Buraimi University College in the Sultanate of Oman: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yahia%20A.%20M.%20AlKhoudary">Yahia A. M. AlKhoudary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This Study presents the outcome of an investigation to evaluate the importance of autonomous learning as a means of motivation. However, very little research done in this field. Thus, the aims of this study are to ascertain the needs of the learners and to investigate their attitudes and motivation towards the mode of learning. Various suggestions made on how to improve learners’ participation in the learning process. A survey conducted on a sample group of 60 Omani College students. Self-report questionnaires and retrospective interviews conducted to find out their material-type preferences in a self-access learning context. Achieving autonomous learning system, which learners is one of the Ministry of Education goals in the Sultanate of Oman. As a result, this study presents the outcome of an investigation to evaluate the students’ performance in English as a Foreign Language (EFL). It focuses on the effect of autonomous learning that encourages students to learn English, a research conducted at Buraimi city, the Sultanate of Oman. The procedure of this investigation based on four dimensions: (1) sixty students are selected and divided into two groups, (2) pre and posttest projects are given to them, and (3) questionnaires are administered to both students who are involved in the experiment and 50 teachers (25 males and 25 females) to collect accurate data, (4) an interview with students and teachers to find out their attitude towards autonomous learning. Analysis of participants’ responses indicated that autonomous learning motivates students to learn English independently and increase the intrinsic rather than extrinsic motivation to improve their English language as a long-life active learning. The findings of this study show that autonomous learning approach is the best remedy to empower the students’ skills and overcome all relevant difficulties. They also show that secondary school teachers can fully rely on this learning approach that encourages language learners to monitor their progress, increase both learners and teachers’ motivation and ameliorate students’ behavior in the classroom. This approach is also an ongoing process, which takes time, patience and support to be lifelong learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omani" title="Omani">Omani</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomous%20learning%20system" title=" autonomous learning system"> autonomous learning system</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20Foreign%20Language%20%28EFL%29" title=" English as a Foreign Language (EFL)"> English as a Foreign Language (EFL)</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20approach" title=" learning approach"> learning approach</a> </p> <a href="https://publications.waset.org/abstracts/21122/autonomous-learning-motivates-efl-students-to-learn-english-at-al-buraimi-university-college-in-the-sultanate-of-oman-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21122.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">467</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">8933</span> The Influence of Project-Based Learning and Outcome-Based Education: Interior Design Tertiary Students in Focus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omneya%20Messallam">Omneya Messallam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology has been developed dramatically in most of the educational disciplines. For instance, digital rendering subject, which is being taught in both Interior and Architecture fields, is witnessing almost annually updated software versions. A lot of students and educators argued that there will be no need for manual rendering techniques to be learned. Therefore, the Interior Design Visual Presentation 1 course (ID133) has been chosen from the first level of the Interior Design (ID) undergraduate program, as it has been taught for six years continually. This time frame will facilitate sound observation and critical analysis of the use of appropriate teaching methodologies. Furthermore, the researcher believes in the high value of the manual rendering techniques. The course objectives are: to define the basic visual rendering principles, to recall theories and uses of various types of colours and hatches, to raise the learners’ awareness of the value of studying manual render techniques, and to prepare them to present their work professionally. The students are female Arab learners aged between 17 and 20. At the outset of the course, the majority of them demonstrated negative attitude, lacking both motivation and confidence in manual rendering skills. This paper is a reflective appraisal of deploying two student-centred teaching pedagogies which are: Project-based learning (PBL) and Outcome-based education (OBE) on ID133 students. This research aims of developing some teaching strategies to enhance the quality of teaching in this given course over an academic semester. The outcome of this research emphasized the positive influence of applying such educational methods on improving the quality of students’ manual rendering skills in terms of: materials, textiles, textures, lighting, and shade and shadow. Furthermore, it greatly motivated the students and raised the awareness of the importance of learning the manual rendering techniques. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title="project-based learning">project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome-based%20education" title=" outcome-based education"> outcome-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20presentation" title=" visual presentation"> visual presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=manual%20render" title=" manual render"> manual render</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20competences" title=" personal competences"> personal competences</a> </p> <a href="https://publications.waset.org/abstracts/73068/the-influence-of-project-based-learning-and-outcome-based-education-interior-design-tertiary-students-in-focus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73068.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">161</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">8932</span> Teachers’ Awareness of the Significance of Lifelong Learning: A Case Study of Secondary School Teachers of Batna - Algeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahloul%20Amel">Bahloul Amel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is an attempt to raise the awareness of the stakeholders and the authorities on the sensitivity of Algerian secondary school teachers of English as a Foreign Language about the students’ loss of English language skills learned during formal schooling with effort and at expense and the supposed measures to arrest that loss. Data was collected from secondary school teachers of EFL and analyzed quantitatively using a questionnaire containing open-ended and close-ended questions. The results advocate a consensus about the need for actions to be adopted to make assessment techniques outcome-oriented. Most of the participants were in favor of including curricular activities involving contextualized learning, problem-solving learning critical self-awareness, self and peer-assisted learning, use of computers and internet so as to make learners autonomous. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title="lifelong learning">lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=contextualized%20learning" title=" contextualized learning"> contextualized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Algeria" title=" Algeria"> Algeria</a> </p> <a href="https://publications.waset.org/abstracts/14386/teachers-awareness-of-the-significance-of-lifelong-learning-a-case-study-of-secondary-school-teachers-of-batna-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14386.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">348</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">8931</span> Project Based Learning in Language Lab: An Analysis in ESP Learning Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Priya">S. Priya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A project based learning assignment in English for Specific Purposes (ESP) context based on Communicative English as prescribed in the university syllabus for engineering students and its learning outcome from ESP context is the focus of analysis through this paper. The task based on Project Based Learning (PBL) was conducted in the digital language lab which had audio visual aids to support the team presentation. The total strength of 48 students of Mechanical Branch were divided into 6 groups, each consisting of 8 students. The group members were selected on random numbering basis. They were given a group task to represent a power point presentation on a topic related to their core branch. They had to discuss the issue and choose their topic and represent in a given format. It provided the individual role of each member in the presentation. A brief overview of the project and the outcome of its technical aspects were also had to be included. Each group had to highlight the contributions of that innovative technology through their presentation. The power point should be provided in a CD format. The variations in the choice of subjects, their usage of digital technologies, co-ordination for competition, learning experience of first time stage presentation, challenges of team cohesiveness were some criteria observed as their learning experience. For many other students undergoing the stages of planning, preparation and practice as steps for presentation had been the learning outcomes as given through their feedback form. The evaluation pattern is distributed for individual contribution and group effectiveness which promotes quality of presentation. The evaluated skills are communication skills, group cohesiveness, and audience response, quality of technicality and usage of technical terms. This paper thus analyses how project based learning improves the communication, life skills and technical skills in English for Specific learning context through PBL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20lab" title="language lab">language lab</a>, <a href="https://publications.waset.org/abstracts/search?q=ESP%20context" title=" ESP context"> ESP context</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20skills" title=" communicative skills"> communicative skills</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20skills" title=" life skills"> life skills</a> </p> <a href="https://publications.waset.org/abstracts/63457/project-based-learning-in-language-lab-an-analysis-in-esp-learning-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63457.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">239</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">8930</span> The Results of Research Based-Learning for Developing the Learning and Innovation Skills of Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jatuphum%20Ketchatturat">Jatuphum Ketchatturat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research was to study the learning and innovation skills of undergraduate students after Research-Based Learning had been applied. Eighty research participants were selected from undergraduate students enrolled in Educational Research Program using the Purposive Sampling Method. Research Methodology was Descriptive Research, the research took one semester to complete. The research instruments consisted of (1) Research Skill Assessment Form, (2) Research Quality Assessment Form, (3) Scale of learning and innovation skills 25 items. The quantitative data were analysed using descriptive statistics including, frequency, percentage, average and standard deviation. The qualitative data were analyzed using content analysis. The research results were (1) The students were able to conduct research that focused on educational research, which has a fair to the excellent level of standards of a research learning outcome, research skills, and research quality. The student’s learning and innovation skills have relating to research skills and research quality. (2) The findings found that the students have been developed to be learning and innovation skills such as systematic thinking, analytical thinking, critical thinking, creative problem solving, collaborative, research-creation, communication, and knowledge and experience sharing to friends, community and society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20innovation%20skills" title="learning and innovation skills">learning and innovation skills</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20based%20learning" title=" research based learning"> research based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20skills" title=" research skills"> research skills</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a> </p> <a href="https://publications.waset.org/abstracts/87819/the-results-of-research-based-learning-for-developing-the-learning-and-innovation-skills-of-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87819.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">179</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">8929</span> Learning and Teaching Styles of Student Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jefferson%20S.%20Galanza">Jefferson S. Galanza</a>, <a href="https://publications.waset.org/abstracts/search?q=Jewel%20An%20Mischelle%20R.Camcam"> Jewel An Mischelle R.Camcam</a>, <a href="https://publications.waset.org/abstracts/search?q=Alyssa%20Karryl%20C.%20Co"> Alyssa Karryl C. Co</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephanie%20P.%20De%20Guzman"> Stephanie P. De Guzman</a>, <a href="https://publications.waset.org/abstracts/search?q=Jet%20Jet%20K.%20Dongui-is"> Jet Jet K. Dongui-is</a>, <a href="https://publications.waset.org/abstracts/search?q=Rodolfo%20Dane%20C.%20Frias"> Rodolfo Dane C. Frias</a>, <a href="https://publications.waset.org/abstracts/search?q=Ovelle%20C.%20Jueco"> Ovelle C. Jueco</a>, <a href="https://publications.waset.org/abstracts/search?q=Harvey%20L.%20Matbagan"> Harvey L. Matbagan</a>, <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Luzette%20T.%20Rillon"> Victoria Luzette T. Rillon</a>, <a href="https://publications.waset.org/abstracts/search?q=Christelle%20Romyna%20H.%20Saruca"> Christelle Romyna H. Saruca</a>, <a href="https://publications.waset.org/abstracts/search?q=Jeanette%20Roma%20M.%20Villasper"> Jeanette Roma M. Villasper</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Amidst numerous studies conducted on learning styles of students from a variety of courses, levels and school, a recent study recommended a great need for research on learning styles of student nurses. Moreover, related literatures have not been found exploring both the learning and teaching style of student nurses. Aims: The study aimed to determine the learning and teaching styles of student nurses and if there is an association between them. It also intended to discover whether student nurses are unimodal or multimodal in their styles and identified which faculty teaching style affords maximum outcome for student’s learning styles. Methods: Quantitative Descriptive-Correlational design was used. Participants were randomly selected 312 student nurses at School of Nursing X, Baguio City, Philippines. The questionnaire utilized a modified version of an adopted tool from Fleming’s VARK learning style version 7.2 (Visual, Auditory, Reader/Writer, Kinaesthetic) and Grasha’s teaching styles (Formal Authority, Demonstrator, Facilitator, Delegator). SPSS 19 was used for statistical treatment of data, where Chi square was used for the correlation of unimodal learning and teaching styles. Results/Finding: Majority of student nurses’ learning style is Kinesthetic and their teaching style is Demonstrator, which was also found to be significantly associated. Moreover, 8 out of 10 students are Unimodal in their learning and teaching modalities. In general, their preferred faculty teaching style is similar to their teaching style, which supports the concept, that teachers teach the way they learn. Conclusion: Study concludes that student nurses’ learning styles and teaching styles are varied, which exemplifies the uniqueness of every learner.This diversity in styles provided more evidence that a variety of mode of teaching and learning should be used by faculty and students to increase learning outcome and academic achievement. Recommendation: Future studies could be carried out in various schools of nursing utilizing faculty as respondents. Conduct assessment of learning style at the onset of classes/clinical placements so that faculty will become aware of the diversity of learners leading them to deliver diverse teaching methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning" title="learning">learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title=" learning styles"> learning styles</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20styles" title=" teaching styles"> teaching styles</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20nurses" title=" student nurses"> student nurses</a> </p> <a href="https://publications.waset.org/abstracts/16189/learning-and-teaching-styles-of-student-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16189.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">535</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">8928</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">26</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">8927</span> Comparative Learning Challenges Experienced by Students in Universities of Developing Nations in Sub-Saharan Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinaza%20Uleanya">Chinaza Uleanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Duma"> Martin Duma</a>, <a href="https://publications.waset.org/abstracts/search?q=Bongani%20Gamede"> Bongani Gamede</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated learning challenges experienced by students in universities situated in developing sub-Saharan African countries using selected universities in South Africa and Nigeria. Questionnaires were administered to 2,335 randomly selected students from selected universities in South Africa and Nigeria. The outcome of the study shows that six common learning challenges are visible in developing sub-Sahara African universities. The causes of these learning challenges cut across the failure in responsibilities of the various stakeholders in the field of education and the effects are monumental both to the students and society. This paper suggests recommendations to university administrators, education policy makers and implementers on the need to take education more seriously, to review and implement appropriate policies, and to ensure provision of quality education through the supply of adequate amenities and other motivating factors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning" title="learning">learning</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20challenges" title=" learning challenges"> learning challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=access%20with%20success" title=" access with success"> access with success</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20access" title=" participatory access"> participatory access</a> </p> <a href="https://publications.waset.org/abstracts/68486/comparative-learning-challenges-experienced-by-students-in-universities-of-developing-nations-in-sub-saharan-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68486.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8926</span> Correlation Analysis to Quantify Learning Outcomes for Different Teaching Pedagogies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kanika%20Sood">Kanika Sood</a>, <a href="https://publications.waset.org/abstracts/search?q=Sijie%20Shang"> Sijie Shang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A fundamental goal of education includes preparing students to become a part of the global workforce by making beneficial contributions to society. In this paper, we analyze student performance for multiple courses that involve different teaching pedagogies: a cooperative learning technique and an inquiry-based learning strategy. Student performance includes student engagement, grades, and attendance records. We perform this study in the Computer Science department for online and in-person courses for 450 students. We will perform correlation analysis to study the relationship between student scores and other parameters such as gender, mode of learning. We use natural language processing and machine learning to analyze student feedback data and performance data. We assess the learning outcomes of two teaching pedagogies for undergraduate and graduate courses to showcase the impact of pedagogical adoption and learning outcome as determinants of academic achievement. Early findings suggest that when using the specified pedagogies, students become experts on their topics and illustrate enhanced engagement with peers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bag-of-words" title="bag-of-words">bag-of-words</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20learning" title=" inquiry-based learning"> inquiry-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=in-person%20learning" title=" in-person learning"> in-person learning</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title=" sentiment analysis"> sentiment analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20pedagogy" title=" teaching pedagogy"> teaching pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/157641/correlation-analysis-to-quantify-learning-outcomes-for-different-teaching-pedagogies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157641.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">77</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">8925</span> Spatial Working Memory Is Enhanced by the Differential Outcome Procedure in a Group of Participants with Mild Cognitive Impairment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20B.%20Vivas">Ana B. Vivas</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonia%20Ypsilanti"> Antonia Ypsilanti</a>, <a href="https://publications.waset.org/abstracts/search?q=Aristea%20I.%20Ladas"> Aristea I. Ladas</a>, <a href="https://publications.waset.org/abstracts/search?q=Angeles%20F.%20Estevez"> Angeles F. Estevez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mild Cognitive Impairment (MCI) is considered an intermediate stage between normal and pathological aging, as a substantial percentage of people diagnosed with MCI converts later to dementia of the Alzheimer’s type. Memory is of the first cognitive processes to deteriorate in this condition. In the present study we employed the differential outcomes procedure (DOP) to improve visuospatial memory in a group of participants with MCI. The DOP requires the structure of a conditional discriminative learning task in which a correct choice response to a specific stimulus-stimulus association is reinforced with a particular reinforcer or outcome. A group of 10 participants with MCI, and a matched control group had to learn and keep in working memory four target locations out of eight possible locations where a shape could be presented. Results showed that participants with MCI had a statistically significant better terminal accuracy when a unique outcome was paired with a location (76% accuracy) as compared to a non differential outcome condition (64%). This finding suggests that the DOP is useful in improving working memory in MCI patients, which may delay their conversion to dementia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mild%20cognitive%20impairment" title="mild cognitive impairment">mild cognitive impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a>, <a href="https://publications.waset.org/abstracts/search?q=differential%20outcomes" title=" differential outcomes"> differential outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20process" title=" cognitive process"> cognitive process</a> </p> <a href="https://publications.waset.org/abstracts/27461/spatial-working-memory-is-enhanced-by-the-differential-outcome-procedure-in-a-group-of-participants-with-mild-cognitive-impairment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27461.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">460</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">8924</span> The Use of Mobile Applications for Language Learning in 21st-Century Teacher Education for Sustainable Development in Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20C.%20Opara">Carol C. Opara</a>, <a href="https://publications.waset.org/abstracts/search?q=Olukemi%20E.%20Adetuyi-Olu-Francis"> Olukemi E. Adetuyi-Olu-Francis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The need for ICT in Teacher Education due to the nature of 21st-century learners who are computer citizens is essential. The recent increase in the use of Mobile phones has equally revealed the importance of Mobile Applications for learning purposes. However, teacher-trainees and the trainers need to be well-grounded in basic ICT skills for an appropriate outcome. This study seeks to assess the use of Mobile Applications for language learning in Teacher Education teaching-learning process. A 22-item e-questionnaire was used to elicit information from teacher-trainers and teachers-trainees from Faculties of Education in Nigerian Universities. Major findings of this study include: That teacher-education sector is not adequately prepared for manipulative use of ICT and Mobile Applications for teaching and learning process; etc. It was recommended among others that, teacher-trainers should be trained and re-trained on the manipulative use of Mobile devices and the several applications for teaching-learning purpose, especially language education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communications%20technology" title="information and communications technology">information and communications technology</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/113038/the-use-of-mobile-applications-for-language-learning-in-21st-century-teacher-education-for-sustainable-development-in-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113038.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">167</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">8923</span> Ranking of Employability Skills from Employers' Perspective against Outcome Based Education Criteria for Engineering Graduates: A Case Study of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Pervez%20Mughal">Mohammad Pervez Mughal</a>, <a href="https://publications.waset.org/abstracts/search?q=Huma%20Shazadi"> Huma Shazadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pakistan became a full signatory to the Washington Accord in June 2017, with the expectation that undergraduate engineering programs will be recognized by other signatory countries. Pakistan's accrediting body, the Pakistan Engineering Council (PEC), has distributed 12 Program Learning Outcomes (PLOs) under Outcome Based Education (OBE) criteria for engineering institutions in Pakistan to follow. However, no research has been conducted to rank graduates' employability skills in relation to these PLOs from the perspective of potential employers. The current work makes a concerted effort to rank the skills required by employers, which include both technical and non-technical skill sets. A survey was conducted throughout Pakistan to validate the relative importance of employability skills. 198 HR personnel, 1554 graduating students, 1540 alumni, and 267 faculty members provided valid responses, which were analyzed. According to the findings, ethics, communication, and lifelong learning are the most important attributes of engineering graduates' employability in the eyes of employers. Graduating students, alumni, and faculty's differential prospects are also presented and compared to employers' perspectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability%20skills" title="employability skills">employability skills</a>, <a href="https://publications.waset.org/abstracts/search?q=employers%27%20perspective" title=" employers' perspective"> employers' perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome-based%20education" title=" outcome-based education"> outcome-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20graduates" title=" engineering graduates"> engineering graduates</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/149839/ranking-of-employability-skills-from-employers-perspective-against-outcome-based-education-criteria-for-engineering-graduates-a-case-study-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149839.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">117</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">8922</span> Strategies for Improving and Sustaining Quality in Higher Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anshu%20Radha%20Aggarwal">Anshu Radha Aggarwal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher Education (HE) in the India has experienced a series of remarkable changes over the last fifteen years as successive governments have sought to make the sector more efficient and more accountable for investment of public funds. Rapid expansion in student numbers and pressures to widen Participation amongst non-traditional students are key challenges facing HE. Learning outcomes can act as a benchmark for assuring quality and efficiency in HE and they also enable universities to describe courses in an unambiguous way so as to demystify (and open up) education to a wider audience. This paper examines how learning outcomes are used in HE and evaluates the implications for curriculum design and student learning. There has been huge expansion in the field of higher education, both technical and non-technical, in India during the last two decades, and this trend is continuing. It is expected that another about 400 colleges and 300 universities will be created by the end of the 13th Plan Period. This has lead to many concerns about the quality of education and training of our students. Many studies have brought the issues ailing our curricula, delivery, monitoring and assessment. Govt. of India, (via MHRD, UGC, NBA,…) has initiated several steps to bring improvement in quality of higher education and training, such as National Skills Qualification Framework, making accreditation of institutions mandatory in order to receive Govt. grants, and so on. Moreover, Outcome-based Education and Training (OBET) has also been mandated and encouraged in the teaching/learning institutions. MHRD, UGC and NBAhas made accreditation of schools, colleges and universities mandatory w.e.f Jan 2014. Outcome-based Education and Training (OBET) approach is learner-centric, whereas the traditional approach has been teacher-centric. OBET is a process which involves the re-orientation/restructuring the curriculum, implementation, assessment/measurements of educational goals, and achievement of higher order learning, rather than merely clearing/passing the university examinations. OBET aims to bring about these desired changes within the students, by increasing knowledge, developing skills, influencing attitudes and creating social-connect mind-set. This approach has been adopted by several leading universities and institutions around the world in advanced countries. Objectives of this paper is to highlight the issues concerning quality in higher education and quality frameworks, to deliberate on the various education and training models, to explain the outcome-based education and assessment processes, to provide an understanding of the NAAC and outcome-based accreditation criteria and processes and to share best-practice outcomes-based accreditation system and process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title="learning outcomes">learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title=" curriculum development"> curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome%20based%20education" title=" outcome based education"> outcome based education</a> </p> <a 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