Abstract: Distance learning provides a flexible approach to education, enabling busy learners to complete their coursework at their own pace, on their own schedule, and from a convenient location. This flexibility combined with a series of other issues; make the benefits of lifelong distance learning numerous. The purpose of the paper is to investigate whether distance education can contribute to the improvement of adult skills in Greece, highlighting in this way the necessity of the lifelong distance learning. To investigate this goal, a questionnaire is constructed and analyzed based on responses from 3,016 attendees of lifelong distance learning programs in the e-learning of the National and Kapodistrian University of Athens in Greece. In order to do so, a series of relationships is examined including the effects of a) the gender, b) the previous educational level, c) the current employment status, and d) the method used in the distance learning program, on the development of new general, technical, administrative, social, cultural, entrepreneurial and green skills. The basic conclusions that emerge after using a binary logistic framework are that the following factors are critical in order to develop new skills: the gender, the education level and the educational method used in the lifelong distance learning program. The skills more significantly affected by those factors are the acquiring new skills in general, as well as acquiring general, language and cultural, entrepreneurial and green skills, while for technical and social skills only gender and educational method play a crucial role. Moreover, routine skills and social skills are not affected by the four factors included in the analysis.
Abstract: The late detection and subjectivity of the assessment of Autism Spectrum Disorder (ASD) imposed a difficulty for the children’s clinical and familiar environment. The results showed in this paper, are part of a research project about the assessment and training of social skills in children with ASD, whose overall goal is the use of virtual environments together with physiological measures in order to find a new model of objective ASD assessment based on implicit brain processes measures. In particular, this work tries to contribute by studying the differences and changes in the Skin Conductance Response (SCR) and Eye Tracking (ET) between a typical development group (TD group) and an ASD group (ASD group) after several combined stimuli using a low cost Immersive Virtual Environment (IVE). Subjects were exposed to a virtual environment that showed natural scenes that stimulated visual, auditory and olfactory perceptual system. By exposing them to the IVE, subjects showed natural behaviors while measuring SCR and ET. This study compared measures of subjects diagnosed with ASD (N = 18) with a control group of subjects with typical development (N=10) when exposed to three different conditions: only visual (V), visual and auditory (VA) and visual, auditory and olfactory (VAO) stimulation. Correlations between SCR and ET measures were also correlated with the Autism Diagnostic Observation Schedule (ADOS) test. SCR measures showed significant differences among the experimental condition between groups. The ASD group presented higher level of SCR while we did not find significant differences between groups regarding DF. We found high significant correlations among all the experimental conditions in SCR measures and the subscale of ADOS test of imagination and symbolic thinking. Regarding the correlation between ET measures and ADOS test, the results showed significant relationship between VA condition and communication scores.
Abstract: There has been considerable anxiety in society that social media distracts from education and reduces the social skills of young people. Following this, educators have sought ways to mitigate its negative effects on educational attainment while incorporating its positive aspects into the learning process. This study sought to examine the impact of social media on the study habits of students of Alvan Ikoku Federal College of Education, Owerri. The research design involved survey technique where questionnaires were used to collect data from a sample of the student population. Statistical package for social sciences (SPSS) was used to analyse the data. Spearman’s Rho was the specific tool used for analysis. It was presented in frequency tables and bar charts. Findings from variables investigated showed that at p
Abstract: This quantitative research is aimed to identify the level of leadership quality and emotional intelligence for members of Students' Representatives Council (SRC) of Malaysian Public Universities (MPU). The variables include the leadership quality and emotional quotient (EQ). 238 SRC members in MPU were selected as subjects of the study. Data were collected using two instruments i.e. Malaysian Emotional Quotient Inventory (MEQI) and Ayu-Noriah Leadership Audit Trail Inventory (Ayu-Noriah, LATI). Data were analyzed using descriptive (mean and percentage). Research findings showed that the subjects scored highly in four out of five EQ domains (Self-Regulations, Self-Motivation, Empathy and Social Skills). However, the subjects scored medium to low in Self-Awareness. Analysis on the sub domains (a total of 28 sub domains) showed that the subjects scored high in 17 sub domains for EQ, whilst another 11 were at medium level. The overall analysis indicates that the subjects have high level of EQ. Findings on their leadership qualities showed that they obtained high scores in all seven factors that were measured i.e. Strategy and Leadership Model, Recruit, Review Performance and Honor, Deploy Strategically, Developing, Engage and Retain and Built HR Capabilities/Line Ownership. The overall score for leadership qualities was found to be high.
Abstract: Croatia has made large steps forward in the development of higher education over the past 10 years. Purposes and objectives of the tertiary education system are focused on the personal development of young people so that they obtain competences for employment on a flexible labour market. The most frequent tensions between the tertiary institutions and employers are complaints that the current tertiary education system still supplies students with an abundance of theoretical knowledge and not enough practical skills. Polytechnics and schools of professional higher education should deliver professional education and training that will satisfy the needs of their local communities. The 21st century sets demand on undergraduates as well as their lecturers to strive for the highest standards. The skills students acquire during their studies should serve the needs of their future professional careers. In this context, teaching English for Specific Purposes (ESP) presents an enormous challenge for teachers. They have to cope with teaching the language in classes with a large number of students, limitations of time, inadequate equipment and teaching material; most frequently, this leads to focusing on specialist vocabulary neglecting the development of skills and competences required for future employment. Globalization has transformed the labour market and set new standards a perspective employee should meet. When knowledge of languages is considered, new generic skills and competences are required. Not only skillful written and oral communication is needed, but also information, media, and technology literacy, learning skills which include critical and creative thinking, collaborating and communicating, as well as social skills. The aim of this paper is to evaluate the needs of two groups of ESP first year Undergraduate Professional Administrative Study students taking ESP as a mandatory course: 47 first-year Undergraduate Professional Administrative Study students, 21 first-year employed part-time Undergraduate Professional Administrative Study students and 30 graduates with a degree in Undergraduate Professional Administrative Study with various amounts of work experience. The survey adopted a quantitative approach with the aim to determine the differences between the groups in their perception of the four language skills and different areas of law, as well as getting the insight into students' satisfaction with the current course and their motivation for studying ESP. Their perceptions will be compared to the results of the questionnaire conducted among sector professionals in order to examine how they perceive the same elements of the ESP course content and to what extent it fits into their working environment. The results of the survey indicated that there is a strong correlation between acquiring work experience and the level of importance given to particular areas of law studied in an ESP course which is in line with our initial hypothesis. In conclusion, the results of the survey should help lecturers in re-evaluating and updating their ESP course syllabi.
Abstract: Use and abuse of drugs by teens is very common and can have dangerous consequences. The drugs contribute to physical and sexual aggression such as assault or rape. Some teenagers regularly use drugs to compensate for depression, anxiety or a lack of positive social skills. Teen resort to smoking should not be minimized because it can be "gateway drugs" for other drugs (marijuana, cocaine, hallucinogens, inhalants, and heroin). The combination of teenagers' curiosity, risk taking behavior, and social pressure make it very difficult to say no. This leads most teenagers to the questions: "Will it hurt to try once?" Nowadays, technological advances are changing our lives very rapidly and adding a lot of technologies that help us to track the risk of drug abuse such as smart phones, Wireless Sensor Networks (WSNs), Internet of Things (IoT), etc. This technique may help us to early discovery of drug abuse in order to prevent an aggravation of the influence of drugs on the abuser. In this paper, we have developed a Decision Support System (DSS) for detecting the drug abuse using Artificial Neural Network (ANN); we used a Multilayer Perceptron (MLP) feed-forward neural network in developing the system. The input layer includes 50 variables while the output layer contains one neuron which indicates whether the person is a drug addict. An iterative process is used to determine the number of hidden layers and the number of neurons in each one. We used multiple experiment models that have been completed with Log-Sigmoid transfer function. Particularly, 10-fold cross validation schemes are used to access the generalization of the proposed system. The experiment results have obtained 98.42% classification accuracy for correct diagnosis in our system. The data had been taken from 184 cases in Jordan according to a set of questions compiled from Specialists, and data have been obtained through the families of drug abusers.
Abstract: Inclusive education of students with special educational needs has been on the increase in the Slovak Republic, facing many challenges. Preparedness of teachers for inclusive education is one of the most frequent issues; teachers lack skills when it comes to the use of effective instruction depending on the individual needs of students, improvement of classroom management and social skills, and support of inclusion within the classroom. Social support is crucial for the school success of students within inclusive settings. The aim of the paper is to analyse perception of the frequency and importance of peer social support by students with special educational needs in inclusive education. The data collection tool used was the Child and Adolescent Social Support Scale (CASSS). The research sample consisted of 953 fourth grade students – 141 students with special educational needs educated in an inclusive setting and 812 students of the standard population. No significant differences were found between the students with special educational needs and the students without special educational needs in an inclusive setting when it comes to the perception of frequency and importance of social support of schoolmates and friends. However, the perception of frequency and importance of a friend’s social support was higher than the perception of frequency and importance of a classmate’s social support in both groups of students.
Abstract: 21st century has transformed the labor market
landscape in a way of posing new and different demands on
university graduates as well as university lecturers, which means that
the knowledge and academic skills students acquire in the course of
their studies should be applicable and transferable from the higher
education context to their future professional careers. Given the
context of the Languages for Specific Purposes (LSP) classroom, the
teachers’ objective is not only to teach the language itself, but also to
prepare students to use that language as a medium to develop generic
skills and competences. These include media and information
literacy, critical and creative thinking, problem-solving and analytical
skills, effective written and oral communication, as well as
collaborative work and social skills, all of which are necessary to
make university graduates more competitive in everyday professional
environments. On the other hand, due to limitations of time and large
numbers of students in classes, the frequently topic-centered syllabus
of LSP courses places considerable focus on acquiring the subject
matter and specialist vocabulary instead of sufficient development of
skills and competences required by students’ prospective employers.
This paper intends to explore some of those issues as viewed both by
LSP lecturers and by business professionals in their respective
surveys. The surveys were conducted among more than 50 LSP
lecturers at higher education institutions in Croatia, more than 40 HR
professionals and more than 60 university graduates with degrees in
economics and/or business working in management positions in
mainly large and medium-sized companies in Croatia. Various elements of LSP course content have been taken into
consideration in this research, including reading and listening
comprehension of specialist texts, acquisition of specialist vocabulary
and grammatical structures, as well as presentation and negotiation
skills. The ability to hold meetings, conduct business correspondence,
write reports, academic texts, case studies and take part in debates
were also taken into consideration, as well as informal business
communication, business etiquette and core courses delivered in a
foreign language. The results of the surveys conducted among LSP
lecturers will be analyzed with reference to what extent those
elements are included in their courses and how consistently and
thoroughly they are evaluated according to their course requirements.
Their opinions will be compared to the results of the surveys
conducted among professionals from a range of industries in Croatia
so as to examine how useful and important they perceive the same
elements of the LSP course content in their working environments.
Such comparative analysis will thus show to what extent the syllabi
of LSP courses meet the demands of the employment market when it
comes to the students’ language skills and competences, as well as
transferable skills. Finally, the findings will also be compared to the
observations based on practical teaching experience and the relevant
sources that have been used in this research. In conclusion, the ideas and observations in this paper are merely
open-ended questions that do not have conclusive answers, but might
prompt LSP lecturers to re-evaluate the content and objectives of
their course syllabi.
Abstract: Background: Breast milk may impact early brain
development, with potentially important biological, medical and
social implications. There is an important discussion on which is the
adequate breastfeeding extension to the development consolidation
and how the children breastfeeding affects their psychomotor
development, in the first year of life, and in following periods as
well. Some special fats (LC PUFA) contained in breast milk play a
key role in the brain’s maturation and cognitive development or
social skills. These capacities created during breastfeeding time
would be unfolded throughout all lifespan. Aim of the study: In our research, we have studied the effect of
breastfeeding in preschooler's psychomotor assessment.
Method: This study was conducted in a sample of 158 preschool
children in Vlorë, Albania. We have measured the psychometric
parameters of preschoolers with ASQ-3 (Age&Stage Questionnaires-
3). The studied sample was divided in three groups according to their
breastfeeding duration (3, 6 and 12 months). Results: Children breastfed for only 3 months have definitely
lower psychometric scores compared to the ones with 6 or more
months of breastfeeding (respectively 217 to 239 ASQ-3 scores). Six
and twelvemonth breastfed children have progressively more odds to
have high levels of psychomotor development comparing to those
with only 3 months of breastfeeding. The most affected psychometric
domains by shortness of breastfeeding are Communication and
Global motor. Conclusion: This leads to conclusion that to ensure high
psychomotor parameters during childhood is necessary breastfeeding
for at least 6 months.
Abstract: Cooperative groups through much research have been
recognized to churn remarkable achievements instead of solitary or
individualistic efforts. Based on Johnson and Johnson’s model of
cooperative learning, the five key components of cooperation are
positive interdependence, face-to-face promotive interaction,
individual accountability, social skills, and group processing. In
2011, the Malaysian Ministry of Higher Education (MOHE)
introduced the Holistic Student Development policy with the aim to
develop morally sound individuals equipped with lifelong learning
skills. The Community Service project was included in the
improvement initiative. The purpose of this study is to assess the
relationship of team-based learning in facilitating particularly
students’ positive interdependence and face-to-face promotive
interaction. The research methods involve in-depth interviews with
the team leaders and selected team members, and a content analysis
of the undergraduate students’ reflective journals. A significant
positive relationship was found between students’ progressive
outlook towards teamwork and the highlighted two components. The
key findings show that students have gained in their individual
learning and work results through teamwork and interaction with
other students. The inclusion of Community Service as a MOHE
subject resonates with cooperative learning methods that enhances
supportive relationships and develops students’ social skills together
with their professional skills.
Abstract: Many interventions for social skills acquisition aim to decrease the gap between social skills deficits in the individual and normative social skills; nevertheless little is known of typical social skills according to age difference in students. In this study, we developed new quintet of Hokkaido Social Skills Inventory (HSSI) to identify age-appropriate social skills for school adaptation. First, we selected 13 categories of social skills for school adaptation from previous studies, and created questionnaire items through discussion by 25 teachers in all three levels from elementary schools to senior high schools. Second, the factor structures of five versions of the social skills scale were investigated on 2nd grade (n = 1,864), 4th grade (n = 1,936), 6th grade (n = 2,085), 7th grade (n = 2,007), and 10th grade (n = 912) students, respectively. The exploratory factor analysis showed that a number of constructing factors of social skills increased as one’s grade in school advanced. The results in the present study can be useful to characterize the age-appropriate social skills for school adaptation.
Abstract: The present study was aimed to examine the structure
of children’s adaptation during school transition and to identify a
commonality and dissimilarity at the elementary and junior high
school. 1,983 students in the 6th grade and 2,051 students in the 7th
grade were extracted by stratified two-stage random sampling and
completed the ASSESS that evaluated the school adaptation from the
view point of ‘general satisfaction’, ‘teachers’ support’, ‘friends’
support’, ‘anti-bullying relationship’, ‘prosocial skills’, and ‘academic
adaptation’. The 7th graders tend to be worse adaptation than the 6th
graders. A structural equation modeling showed the goodness of fit for
each grades. Both models were very similar but the 7th graders’ model
showed a lower coefficient at the pass from ‘teachers’ support’ to
‘friends’ support’. The role of ‘teachers’ support’ was decreased to
keep a good relation in junior high school. We also discussed how we
provide a continuous assistance for prevention of the 7th graders’ gap.
Abstract: Systems Engineering plays a key role during industrial
product development of complex technical systems. The need for
systems engineers in industry is growing. But there is a gap between
the industrial need and the academic education. Normally the
academic education is focused on the domain specific design,
implementation and testing of technical systems. Necessary systems
engineering expertise like knowledge about requirements analysis,
product cost estimation, management or social skills are poorly
taught. Thus there is the need of new academic concepts for teaching
systems engineering skills. This paper presents a project-orientated
training concept to prepare students from different technical degree
programs for systems engineering activities. The training concept has
been initially implemented and applied in the industrial engineering
master program of the University of Applied Sciences Offenburg.
Abstract: In this study, too, an attempt was made to reveal the
place and effects of information technologies on the lives and
education of gifted children based on the views of gifted. To this end,
the effects of information technologies on gifted are general skills,
technology use, academic and social skills, and cooperative and
personal skills were investigated. These skills were explored
depending on whether or not gifted had their own computers, had
internet connection at home, or how often they use the internet,
average time period they spent at the computer, how often they
played computer games and their use of social media.
The study was conducted using the screening model with a
quantitative approach. The sample of the study consisted of 129
gifted attending 5-12th classes in 12 provinces in different regions of
Turkey. 64 of the participants were female while 65 were male. The
research data were collected using the using computer of gifted and
information technologies (UCIT) questionnaire which was developed
by the researchers and given its final form after receiving expert
view.
As a result of the study, it was found that UCIT use improved
foreign language speaking skills of gifted, enabled them to get to
know and understand different cultures, and made use of computer
and information technologies while they study. At the end of the
study these result were obtained: Gifted have positive idea using
computer and communication technology. There are differences
whether using the internet about the ideas UCIT. But there are not
differences whether having computer, inhabited city, grade level,
having internet at home, daily and weekly internet usage durations,
playing the computer and internet game, having Facebook and
Twitter account about the UCIT.
UCIT contribute to the development of gifted vocabulary, allows
knowing and understand different cultures, developing foreign
language speaking skills, gifted do not give up computer when they
do their homework, improve their reading, listening, understanding
and writing skills in a foreign language.
Gifted children want to have transition to the use of tablets in
education. They think UCIT facilitates doing their homework,
contributes learning more information in a shorter time. They'd like
to use computer-assisted instruction programs at courses. They think
they will be more successful in the future if their computer skills are
good. But gifted students prefer teacher instead of teaching with
computers and they said that learning can be run from home without
going to school.
Abstract: For professions of high risk industries, simulation training has always been thought in terms of high degree of fidelity regarding the real operational situation. Due to the recent progress, this way of training is changing, modifying the human-computer and software interactions: the interactions between trainees during simulation training session tend to become virtual, transforming the social-based embodiness (the way subjects integrate social skills for interpersonal relationship with co-workers). On the basis of the analysis of eight different profession trainings, a categorization of interactions has help to produce an analytical tool, the social interactions table. This tool may be very valuable to point out the changes of social interactions when the training sessions are skipping from a high fidelity simulator to a virtual simulator. In this case, it helps the designers of professional training to analyze and to assess the consequences of the potential lack the social-based embodiness.
Abstract: This paper describes the Multilingual Virtual Simulated Patient framework. It has been created to train the social skills and testing the knowledge of primary health care medical students. The framework generates conversational agents which perform in serveral languages as virtual simulated patients that help to improve the communication and diagnosis skills of the students complementing their training process.