Abstract: Active learning strategies have completely rewritten the concept of teaching and learning. Academicians have clocked back to Socratic approaches of questioning. Educators have started implementing active learning strategies for effective learning with the help of tools and technology. As Generation-Y learners are mostly visual, engaging them using visualization techniques play a vital role in their learning process. The facilitator has an important role in intrinsically motivating the learners using different approaches to create self-learning interests. Different visualization techniques were used along with lectures to help students understand and appreciate the concepts. Anonymous feedback was collected from learners. The consolidated report shows that majority of learners accepted the usage of visualization techniques was helpful in understanding concepts as well as create interest in learning the course. This study helps to understand, how the use of visualization techniques help the facilitator to engage learners effectively as well create and intrinsic motivation for their learning.
Abstract: The design process in architecture education is based upon the Learning-by-Doing method, which leads students to understand how to design by practicing rather than studying. First-year design studios, as starting educational stage, provide integrated knowledge and skills of design for newly jointed architecture students. Within the basic design studio environment, students are guided to transfer their abstract thoughts into visual concrete decisions under the supervision of design educators for the first time. Therefore, introductory design studios have predominant impacts on students’ operational thinking and designing. Architectural design thinking is quite different from students’ educational backgrounds and learning habits. This educational challenge at basic design studios creates a severe need to study the reality of design education at foundation year and define appropriate educational methods with convenient project types with the intention of enhancing architecture education quality. Material for this study has been gathered through long-term direct observation at a first year second semester design studio at the faculty of architecture at EMU (known as FARC 102), fall and spring academic semester 2014-15. Distribution of a questionnaire among case study students and interviews with third and fourth design studio students who passed through the same methods of education in the past 2 years and conducting interviews with instructors are other methodologies used in this research. The results of this study reveal a risk of a mismatch between the implemented teaching method, project type and scale in this particular level and students’ learning styles. Although the existence of such risk due to varieties in students’ profiles could be expected to some extent, recommendations can support educators to reach maximum compatibility.
Abstract: Developing a responsible personal worldview is central to sustainable development, but achieving quality education to promote transformative learning for sustainability is thus far, poorly understood. Most programs involving education for sustainable development rely on changing behavior, rather than attitudes. The emphasis is on the scientific and utilitarian aspect of sustainability with negligible importance on the intrinsic value of nature. Campus sustainability projects include building sustainable gardens and implementing energy-efficient upgrades, instead of focusing on educating for sustainable development through exploration of students’ values and beliefs. Even though green technology adoption maybe the right thing to do, most schools are not targeting the root cause of the environmental crisis; they are just providing palliative measures. This study explores the under-examined factors that lead to pro-environmental behavior by investigating the environmental perceptions of both college business students and personnel of green organizations. A mixed research approach of qualitative, based on structured interviews, and quantitative instruments was developed including 30 college-level students’ interviews and 40 green organization staff members involved in sustainable activities. The interviews were tape-recorded and transcribed for analysis. Categorization of the responses to the open‐ended questions was conducted with the purpose of identifying the main types of factors influencing attitudes and correlating with behaviors. Overall the findings of this study indicated a lack of appreciation for nature, and inability to understand interconnectedness and apply critical thinking. The results of the survey conducted on undergraduate students indicated that the responses of business and liberal arts students by independent t-test were significantly different, with a p‐value of 0.03. While liberal arts students showed an understanding of human interdependence with nature and its delicate balance, business students seemed to believe that humans were meant to rule over the rest of nature. This result was quite intriguing from the perspective that business students will be defining markets, influencing society, controlling and managing businesses that supposedly, in the face of climate change, shall implement sustainable activities. These alarming results led to the focus on green businesses in order to better understand their motivation to engage in sustainable activities. Additionally, a probit model revealed that childhood exposure to nature has a significantly positive impact in pro-environmental attitudes to most of the New Ecological Paradigm scales. Based on these findings, this paper discusses educators including Socrates, John Dewey and Paulo Freire in the implementation of eco-pedagogy and transformative learning following a curriculum with emphasis on critical and systems thinking, which are deemed to be key ingredients in quality education for sustainable development.
Abstract: Through the exploration of the lived experiences, beliefs and values of instructional leaders, teachers and students in Finland, Germany and Canada, we investigated the factors which contribute to developmentally responsive, intellectually engaging middle-level learning environments for early adolescents. Student-centred leadership dimensions, effective instructional practices and student agency were examined through the lens of current policy and research on middle-level learning environments emerging from the Canadian province of Manitoba. Consideration of these three research perspectives in the context of early adolescent learning, placed against an international backdrop, provided a previously undocumented perspective on leading, teaching and learning in the middle years. Aligning with a social constructivist, qualitative research paradigm, the study incorporated collective case study methodology, along with constructivist grounded theory methods of data analysis. Data were collected through semi-structured individual and focus group interviews and document review, as well as direct and participant observation. Three case study narratives were developed to share the rich stories of study participants, who had been selected using maximum variation and intensity sampling techniques. Interview transcript data were coded using processes from constructivist grounded theory. A cross-case analysis yielded a conceptual framework highlighting key factors that were found to be significant in the establishment of developmentally responsive, intellectually engaging middle-level learning environments. Seven core categories emerged from the cross-case analysis as common to all three countries. Within the visual conceptual framework (which depicts the interconnected nature of leading, teaching and learning in middle-level learning environments), these seven core categories were grouped into Essential Factors (student agency, voice and choice), Contextual Factors (instructional practices; school culture; engaging families and the community), Synergistic Factors (instructional leadership) and Cornerstone Factors (education as a fundamental cultural value; preservice, in-service and ongoing teacher development). In addition, sub-factors emerged from recurring codes in the data and identified specific characteristics and actions found in developmentally responsive, intellectually engaging middle-level learning environments. Although this study focused on 12 schools in Finland, Germany and Canada, it informs the practice of educators working with early adolescent learners in middle-level learning environments internationally. The authentic voices of early adolescent learners are the most important resource educators have to gauge if they are creating effective learning environments for their students. Ongoing professional dialogue and learning is essential to ensure teachers are supported in their work and develop the pedagogical practices needed to meet the needs of early adolescent learners. It is critical to balance consistency, coherence and dependability in the school environment with the necessary flexibility in order to support the unique learning needs of early adolescents. Educators must intentionally create a school culture that unites teachers, students and their families in support of a common purpose, as well as nurture positive relationships between the school and its community. A large, urban school district in Canada has implemented a school cohort-based model to begin to bring developmentally responsive, intellectually engaging middle-level learning environments to scale.
Abstract: At the Savonia University of Applied Sciences (UAS),
curriculum and studies have been improved by applying an Open
Innovation Space approach (OIS). It is based on multidisciplinary
action learning. The key elements of OIS-ideology are work-life
orientation, and student-centric communal learning. In this approach,
every participant can learn from each other and innovations will be
created. In this social innovation educational approach, all practices
are carried out in close collaboration with enterprises in real-life
settings, not in classrooms. As an example, in this paper, Savonia
UAS’s Future Food RDI hub (FF) shows how OIS practices are
implemented by providing food product development and consumer
research services for enterprises in close collaboration with
academicians, students and consumers. In particular one example of
OIS experimentation in the field is provided by a consumer research
carried out utilizing verbal analysis protocol combined with audiovisual
observation (VAP-WAVO). In this case, all co-learners were
acting together in supermarket settings to collect the relevant data for
a product development and the marketing department of a company.
The company benefitted from the results obtained, students were
more satisfied with their studies, educators and academicians were
able to obtain good evidence for further collaboration as well as
renewing curriculum contents based on the requirements of working
life. In addition, society will benefit over time as young university
adults find careers more easily through their OIS related food science
studies. Also this knowledge interaction model re-news education
practices and brings working-life closer to educational research
institutes.
Abstract: There are real needs to integrate types of Open
Educational Resources (OER) with an intelligent system to extract
information and knowledge in the semantic searching level. The
needs came because most of current learning standard adopted web
based learning and the e-learning systems do not always serve all
educational goals. Semantic Web systems provide educators,
students, and researchers with intelligent queries based on a semantic
knowledge management learning system. An ontology-based learning
system is an advanced system, where ontology plays the core of the
semantic web in a smart learning environment. The objective of this
paper is to discuss the potentials of ontologies and mapping different
kinds of ontologies; heterogeneous or homogenous to manage and
control different types of Open Educational Resources. The important
contribution of this research is that it uses logical rules and
conceptual relations to map between ontologies of different
educational resources. We expect from this methodology to establish
an intelligent educational system supporting student tutoring, self and
lifelong learning system.
Abstract: Discursive practices enacted by educators in
kindergarten create a blueprint for how the educational trajectories of
students with disabilities are constructed. This two-year ethnographic
case study critically examines educators’ relationships with students
considered to present challenging behaviors in one kindergarten
classroom located in a predominantly White middle class school
district in the Northeast of the United States. Focusing on the
language and practices used by one special education teacher and
three teaching assistants, this paper analyzes how teacher responses
to students’ behaviors constructs and positions students over one year
of kindergarten education. Using a critical discourse analysis it shows
that educators understand students’ behaviors as deficit and needing
consequences. This study highlights how educators’ responses reflect
students' individual characteristics including family background,
socioeconomics and ability status. This paper offers in depth analysis
of two students’ stories, which evidenced that the language used by
educators amplifies the social positioning of students within the
classroom and creates a foundation for who they are constructed to
be. Through exploring routine language and practices, this paper
demonstrates that educators outlined a blueprint of kindergartners,
which positioned students as learners in ways that became the ground
for either a limited or a promising educational pathway for them.
Abstract: This article briefly reviews the role of Indian
Pharmacopoeia Commission (IPC) for publications of Indian
Pharmacopoeia (IP) and National formulary of India (NFI) to some of
these anticipated changes, informs constituents about how they can
remain updated about progress and upcoming modifications to
official texts, and invites participation in the standards-setting
process, which are helpful to the practitioners, researchers, educators
and policy makers in the field of health care profession.
Abstract: Students' academic achievement, along with the
effects of different variables, has been a serious concern of educators
since long ago. This study was an attempt to investigate the interplay
of Locus of Control (LOC), academic achievement and biological
variables among Iranian online EFL Learners. The participants of the
study included 100 students of different age groups and genders
studying English online at Iran Language Institute (ILI), Isfahan,
Iran. The instrument used was Trice Academic LOC questionnaire
which identifies orientations of internality or externality. The
participants' Grade Point Averages (GPAs) were used as the measure
of their academic achievement. A series of independent samples ttests
were performed on the data. The results of the study showed that
(a) there were no significant differences between male and female
participants in LOC orientation, (b) there was no relationship
between LOC and academic achievement among internal males and
females, (c) external females were better achievers than external
males, (d) and the age had no significant relationship with LOC and
academic achievement. It can be concluded that the social, cultural
patterns of genders have changed. This study might help sociologists
and psychologists as well as applied linguists in that they reflect the
recent social changes and their effects on the LOC and their
consequent implications in teaching languages.
Abstract: While emerging technologies continue to emerge,
research into their use in learning contexts often focuses on a subset
of educational practices and ways of using technologies. In this study
we begin to explore the extent to which educational designs are
influenced by larger societal and education-related factors not usually
explicitly considered when designing or identifying technology-supported
education experiences for research study. We examine
patterns within and between factors via a content analysis across ten
years and 19 different journals of published peer-reviewed research
on technology-supported writing. Our findings have implications for
how researchers, designers, and educators approach technology-supported
educational design within and beyond the field of writing
and literacy.
Abstract: After the internet explosion in the 90’s, technology
was immediately integrated into the school system. Technology
which symbolizes advancement in human knowledge was seen as a
setback by many educators. Efforts have been made to help stem this
erroneous believes and help educators realize the benefits of
technology and ways of implementing it in the classrooms especially
in the sciences. This advancement created a constantly expanding gap
between the pupil’s perception on the use of technology within the
learning atmosphere and the teacher’s perception and limitations
hence, the focus of this paper is on the need to refocus on the use of
Science and Technology in enhancing children’s potentials in
learning at school especially in Science for sustainable development
in Nigeria. The paper recommended measures for facilitating the
sustenance of science and technology in Nigerian schools so as to
enhance the potentials of our children in Science and Technology for
a better tomorrow.
Abstract: This study investigated some results of the use of
digital art tools by junior school children in order to discover if these
tools could promote artistic ability and creativity. The study considers
the ease of use and usefulness of the tools as well as how to assess
artwork produced by digital means. As the use of these tools is a
relatively new development in Art education, this study may help
educators in their choice of which tools to use and when to use them.
The study also aims to present a model for the assessment of
students’ artistic development and creativity by studying their artistic
activity. This model can help in determining differences in students’
creative ability and could be useful both for teachers, as a means of
assessing digital artwork, and for students, by providing the
motivation to use the tools to their fullest extent. Sixteen students
aged nine to ten years old were observed and recorded while they
used the digital drawing tools. The study found that, according to the
students’ own statements, it was not the ease of use but the successful
effects the tools provided which motivated the children to use them.
Abstract: One of the biggest challenges facing Theological/
Religious Education in Nigeria is access to quality learning materials.
For instance at the Trinity (Union) Theological College, Umuahia, it
was difficult for lecturers to access suitable and qualitative materials
for instruction especially the ones that would suit the African context
and stimulate a deep rooted interest among the students. Some
textbooks written by foreign authors were readily available in the
School Library, but were lacking in the College bookshops for
students to own copies. Even when the College was able to order
some of the books from abroad, it did not usher in the needed
enthusiasm expected from the students because they were either very
expensive or very difficult to understand during private studies. So it
became necessary to develop contextual materials which were
affordable and understandable, though with little success. The
National Open University of Nigeria (NOUN)’s innovation in the
development and sharing of learning resources through its Open
Courseware is a welcome development and of great assistance to
students. Apart from NOUN students who could easily access the
materials, many others from various theological/religious institutes
across the nation have benefited immensely. So, the thesis of this
paper is that the promotion of open educational resources in
theological/religious education in Nigeria would facilitate a better
informed/equipped religious leadership, which would in turn impact
its adherents for a healthier society and national development.
Adopting a narrative and historical approach within the context of
Nigeria’s educational system, the paper discusses: educational
traditions in Nigeria; challenges facing theological/religious
education in Nigeria; and benefits of open educational resources. The
study goes further to making recommendations on how OER could
positively influence theological/religious education in Nigeria. It is
expected that theologians, religious educators, and ODL practitioners
would find this work very useful.
Abstract: Age ratings are very helpful in providing parents with
relevant information for the purchase and use of digital technologies
by the children; this is why the non-definition of age ratings for the
use of ICTs by children in schools is a major concern; and this
problem serves as a motivation for this study whose aim is to
examine the factors affecting the perceptions of educators on the
learners’ youngest age for the introduction of ICTs in schools. This
aim is achieved through two types of research objectives: the
identification and design of theories and models on age ratings, and
the empirical testing of such theories and models in a survey of
educators from the Camperdown district of the South African
KwaZulu-Natal province. A questionnaire is used for the collection
of the data of this survey whose validity and reliability is checked in
SPSS prior to its descriptive and correlative quantitative analysis. The
main hypothesis supporting this research is the association between
the demographics of educators, their personality, and their
perceptions on the learners’ youngest age for the introduction of ICTs
in schools; as claimed by existing research; except that the present
study looks at personality from three dimensions: self-actualized
personalities, fully functioning personalities, and healthy
personalities. This hypothesis was fully confirmed by the empirical
study conducted by this research except for the demographic factor
where only the educators’ grade or class was found to be associated
with the personality of educators.
Abstract: Information and Communication Technologies (ICTs)
are pervasive nowadays, including in education where they are
expected to improve the performance of learners. However, the hope
placed in ICTs to find viable solutions to the problem of poor
academic performance in schools in the developing world has not yet
yielded the expected benefits. This problem serves as a motivation to
this study whose aim is to examine the perceptions of educators on
the advantages and disadvantages of e-learning. This aim will be
subdivided into two types of research objectives. Objectives on the
identification and design of theories and models will be achieved
using content analysis and literature review. However, the objective
on the empirical testing of such theories and models will be achieved
through the survey of educators from different schools in the
Pinetown District of the South African Kwazulu-Natal province.
SPSS is used to quantitatively analyse the data collected by the
questionnaire of this survey using descriptive statistics and Pearson
correlations after assessing the validity and the reliability of the data.
The main hypothesis driving this study is that there is a relationship
between the demographics of educators’ and their adherence to
learning theories on one side, and their perceptions on the advantages
and disadvantages of e-learning on the other side, as argued by
existing research; but this research views these learning theories
under three perspectives: educators’ adherence to self-regulated
learning, to constructivism, and to progressivism. This hypothesis
was fully confirmed by the empirical study except for the
demographic factor where teachers’ level of education was found to
be the only demographic factor affecting the perceptions of educators
on the advantages and disadvantages of e-learning.
Abstract: Entrepreneurship has captured the attention of policy-makers, educators and researchers in the last few decades. It has been regarded as a main driver for economic growth, development and employment generation in many countries worldwide. However, scholars have not agreed on the key factors that impact entrepreneurial intention. This study attempts, through an extensive literature review, to provide a holistic view and a more comprehensive understanding of the key factors that lead university undergraduate students to become entrepreneurs. A systematic literature review is conducted and several scientific articles and reports have been examined. The results of this study indicate that there are four main sets of factors: the personality-traits factors, contextual factors, motivational factors, and personal background factors. This research will serve as a base for future studies and will have valuable implications for policy makers and educators.
Abstract: The rapid development and growth of technology has changed the method of obtaining information for educators and learners. Technology has created a new world of collaboration and communication among people. Incorporating new technology into the teaching process can enhance learning outcomes. Billions of individuals across the world are now connected together, and are cooperating and contributing their knowledge and intelligence. Time is no longer wasted in waiting until the teacher is ready to share information as learners can go online and get it immediatelt.
The objectives of this paper are to understand the reasons why changes in teaching and learning methods are necessary, to find ways of improving them, and to investigate the challenges that present themselves in the adoption of new ICT tools in higher education institutes.
To achieve these objectives two primary research methods were used: questionnaires, which were distributed among students at higher educational institutes and multiple interviews with faculty members (teachers) from different colleges and universities, which were conducted to find out why teaching and learning methodology should change.
The findings show that both learners and educators agree that educational technology plays a significant role in enhancing instructors’ teaching style and students’ overall learning experience; however, time constraints, privacy issues, and not being provided with enough up-to-date technology do create some challenges.
Abstract: Mobile communication provides access to the outside world without borders everywhere and at any time. The learning method that related to mobile communication technology is known as mobile learning (M-learning). It is a method that communicates learning materials with mobile device technology. The purpose of this method is to increase the interest in learning among students and assist them in obtaining learning materials at Kolej Poly-Tech MARA (KPTM) in order to improve the student’s performance in their study and to encourage educators to diversify the teaching practices. This paper discusses the student’s awareness for enhancement of learning style using mobile technologies and their readiness to apply the elements of mobile learning in learning to improve performance and interest in learning among students. An application called Mobile EEF Learning System (MEEFLS) has been developed as a tool to be used as a pilot test in KPTM.
Abstract: This research aims to study on “ASEAN Citizenship in the Internationalization of Thai Higher Education.” The purposes of this research are (1) to examine the Thai academics and scholars defined in the concept of internationalization of higher education, (2) to know how Thailand tries to fulfill its internationalization on education goal, (3) to find out the advantages and disadvantages of Thailand hub for higher education in Asia. Sequential mixed methods, qualitative and quantitative research methods were utilized to gather the data collected. By using a qualitative method (individual interviews from key Thai administrators and educators in the international higher education sector), a quantitative method (survey) was utilized to draw upon and to elaborate the recurring themes present during the interviews. The study found that many aspects of Thai international higher education programs received heavy influence from both the American and European higher education systems. Thailand’s role and leadership in the creation and launch of the ASEAN Economic Community (AEC) by 2015 gives its unique context for its internationalization efforts. English is being designated as the language of all Thai international programs; its influence further strengthened being the current language of academia, international business, and the internet, having global influence.
Abstract: The purpose of the study was to examine the
relationships between objectively measured physical activity levels
(PALs), enjoyment of physical activity (EPA), and body mass index
(BMI) among adolescents. A total of 188 12-14-year-old Bruneian
secondary school adolescents (88 boys and 100 girls) voluntarily took
part in this study. Subjects wore the RT3 accelerometer for seven
consecutive days in order to measure their PALs. Times of students’
engagement in total (TPA), light (LPA), moderate (MPV), and
vigorous PA (VPA) were obtained from the accelerometer. Their
BMIs were calculated from their body height and weight. Physical
Activity Enjoyment Scale (PACES) was administrated to obtain their
EPA levels. Four key enjoyment factors including fun factors,
positive perceptions, unexciting in doing activities, and negative
perceptions were identified. Subjects’ social economic status (SES)
was provided by school administration. Results show that all the
adolescents did not meet the recommended PA guidelines even
though boys were engaged in more MVPA than girls. No
relationships were found between BMI and all PALs in both boys and
girls. BMI was significantly related to the PACES scores (r = -.22, p
= 0.01), fun factors (r = -.20, p = 0.05) and positive perceptions (r =-
.21, p < 0.05). The PACES scores were significantly related to LPA
(r = .18, p = 0.01) but not related to MVPA (r = .04, p > 0.05). After
controlling for age and SES, BMI was only significantly related to
the PACES scores in girls (r = -.27, p < .01) but boys (r = -.06, p >
0.05). Fun factors were significantly related to LPA and MVPA (p