Proceedings of the 2021 5th International Conference on Education and E-Learning最新文献

Implementing 21st Century Pedagogical Requirements in a Lesson Plan 在教案中贯彻21世纪教学要求

Proceedings of the 2021 5th International Conference on Education and E-Learning Pub Date : 2021-11-05 DOI: 10.1145/3502434.3502457

Upasna Bhandari, D. Mathew

引用次数: 0

Cultivating The Cognitive-Toolkit Online: Emerging Digital Technologies for Interdisciplinary Studies 培养在线认知工具包:跨学科研究的新兴数字技术

Proceedings of the 2021 5th International Conference on Education and E-Learning Pub Date : 2021-11-05 DOI: 10.1145/3502434.3502447

Sharon Woodill, Yasushi Akiyama

引用次数: 0

The Significance of Technology for Augmenting Interaction in Online Learning during Pandemic Era 大流行时代在线学习中增强互动的技术意义

Proceedings of the 2021 5th International Conference on Education and E-Learning Pub Date : 2021-11-05 DOI: 10.1145/3502434.3502450

V. A. A. Pedo, N. Pawestri, M. Putri

引用次数: 0

Assessing EFL Teachers’ Self-Efficacy Regarding Technological Pedagogical Content Knowledge at Chinese Universities 中国高校英语教师技术教学内容知识自我效能感测评

Proceedings of the 2021 5th International Conference on Education and E-Learning Pub Date : 2021-11-05 DOI: 10.1145/3502434.3502467

Lanxi Wang

{"title":"Assessing EFL Teachers’ Self-Efficacy Regarding Technological Pedagogical Content Knowledge at Chinese Universities","authors":"Lanxi Wang","doi":"10.1145/3502434.3502467","DOIUrl":"https://doi.org/10.1145/3502434.3502467","url":null,"abstract":"The in-depth integration of information technology and education implies the fundamental pursuit of education informatization. To this end, assessing teachers’ self-efficacy regarding technological pedagogical content knowledge (TPACK) assists in unlocking the complexity and tacit nature of TPACK. Relevant studies are relatively rare in the English as a Foreign Language (EFL) field compared with studies in other areas. The assessment of 264 EFL teachers at Chinese universities and the exploration of their TPACK revealed significant differences in these teachers’ self-efficacy in terms of their teaching experience and educational background. Additionally, they did not rate highly in the specific constructs of TPACK. It is suggested that in-service EFL teachers broaden their horizons and perceive technological breakthroughs more scientifically and holistically. More opportunities need to be created to support EFL teachers’ application of technology to actualize the integration of information technology and teaching practices. EFL teachers’ demographic characteristics need to be considered to design appropriate teacher training programs. Peer support and teaching communities can also be enhanced to improve teachers’ self-efficacy concerning TPACK.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131795424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploration on Factors Affecting Students’ Persistence Intention in Completing MOOCs—Taking Psychomotor Domain Course as an Example 影响学生完成慕课坚持意愿的因素探析——以精神运动领域课程为例

Proceedings of the 2021 5th International Conference on Education and E-Learning Pub Date : 2021-11-05 DOI: 10.1145/3502434.3502458

Hsi-Hsun Yang, Jia-Yu Lin

{"title":"Exploration on Factors Affecting Students’ Persistence Intention in Completing MOOCs—Taking Psychomotor Domain Course as an Example","authors":"Hsi-Hsun Yang, Jia-Yu Lin","doi":"10.1145/3502434.3502458","DOIUrl":"https://doi.org/10.1145/3502434.3502458","url":null,"abstract":"This study mainly explored the completion status of MOOC students’ psychomotor domain courses. This study probed into the effects of basic psychological needs and engagement factors on persistence intention in completing MOOCs in the psychomotor domain from the students’ perspective. Partial least squares structural equation modeling (PLS-SEM) was employed to analyze the valid survey data from 214 subjects for direct influences of these factors. The results of the study show among the 12 hypotheses that the basic psychological needs factors directly affect the participation factors, eight were partially supported. This finding means that meeting students’ basic psychological needs can be used as a motivational approach in promoting their participation in learning activities. Secondly, among the four hypotheses that the engagement factors influence students’ persistence intention in completing MOOCs, three were partially supported. This result shows that students who participate in learning activities in behavioural, emotional, and cognitive aspects have the intention to complete the MOOCs they are studying. In general, basic psychological needs and engagement factors positively affect students’ persistence intention in completing MOOCs in the psychomotor domain. CCS CONCEPTS • Applied computing • Education • Distance learning Additional Keywords and Phrases: MOOCs, psychomotor domain, basic psychological needs satisfaction, student engagement, persistence intention in completing","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"183 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115065844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Exploration of the Influence of 2D Image-Based Augmented Reality, Virtual Reality, and on-site experiment on Learning Achievement and Technology Acceptance: Based on a Secondary School Chemical Experiment Class 二维图像增强现实、虚拟现实和现场实验对学习成果和技术接受度的影响探讨——以某中学化学实验课为例

Proceedings of the 2021 5th International Conference on Education and E-Learning Pub Date : 2021-11-05 DOI: 10.1145/3502434.3502452

Tiantian Li, A. Tse

{"title":"An Exploration of the Influence of 2D Image-Based Augmented Reality, Virtual Reality, and on-site experiment on Learning Achievement and Technology Acceptance: Based on a Secondary School Chemical Experiment Class","authors":"Tiantian Li, A. Tse","doi":"10.1145/3502434.3502452","DOIUrl":"https://doi.org/10.1145/3502434.3502452","url":null,"abstract":"In recent years, due to the rapid development of information technology, virtual reality (VR) and augmented reality (AR) began appearing as teaching assistance in classroom. While before the technology-assisted classroom, laboratory classes tended to use physical teaching aids and accurate experimental procedures to help students understand the content. In order to explore the differences in learning achievement between on-site chemistry experiments and experiments conducted in AR and VR. Also, to understand the technological acceptance of AR and VR. A pre-test, post-test, and technology acceptance questionnaire is designed. The experiment also use snowball sampling and invited 38 students from Hanzhong City, Shaanxi Province, to participate. A total of 30 available data were collected. A quantitative approach was used to draw relevant conclusions. It was found that the learning achievement of on-site chemistry experiment was the best, the AR group was the second, and the VR group came to the last. In terms of technology acceptance, the AR group showed more positive performance than the VR group. This attitude also positively fed back to the learning achievement of the AR group, and the students in the AR group also had the less psychological burden.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129653619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing EFL Learner's Reading Comprehension through a Smartphone-Assisted Reading Program 通过智能手机辅助阅读程序培养英语学习者的阅读理解能力

Proceedings of the 2021 5th International Conference on Education and E-Learning Pub Date : 2021-11-05 DOI: 10.1145/3502434.3502440

Fei Wang, T. Yuizono

{"title":"Developing EFL Learner's Reading Comprehension through a Smartphone-Assisted Reading Program","authors":"Fei Wang, T. Yuizono","doi":"10.1145/3502434.3502440","DOIUrl":"https://doi.org/10.1145/3502434.3502440","url":null,"abstract":"This study integrated a smartphone-assisted reading program into a college English class to develop English as a foreign language (EFL) learners’ reading comprehension. A class of 32 students in a Chinese college participated in the program. Reading exercises via smartphone applications were used as a complement to the intensive reading course. The study lasted approximately 14 weeks. Upon completion, all students completed an anonymous questionnaire about their perception of their learning experience, and five students were chosen at random for a semi-structured interview for detailed analysis. Results showed students generally accepted a mobile-assisted learning approach, but they did not form the habit of regular reading via smartphones. In addition, most students favored language learning applications over other platforms, and video was their preferred learning resource. Furthermore, the advantages and disadvantages of this learning approach were identified. With regard to the learning effect, most students agreed that this approach is was effective in improving increasing their learning interest, promoting their autonomous learning ability, and enhancing their reading proficiency.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132378961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Problems and Strategies for Improving College Students' Learning Autonomy in the Background of MOOC MOOC背景下提高大学生自主学习的问题与策略

Proceedings of the 2021 5th International Conference on Education and E-Learning Pub Date : 2021-11-05 DOI: 10.1145/3502434.3502481

W. Du

引用次数: 0

Withdrawal Phenomenon of Students with Learning Difficulties in Distance Learning in the Context of Covid-19 新型冠状病毒肺炎背景下远程学习困难学生的退缩现象

Proceedings of the 2021 5th International Conference on Education and E-Learning Pub Date : 2021-11-05 DOI: 10.1145/3502434.3502480

Ona Monkevičienė, Alvyra Galkienė, L. Milteniene, Rita Meliene, Lina Kaminskienė, Ausra Rutkiene

{"title":"Withdrawal Phenomenon of Students with Learning Difficulties in Distance Learning in the Context of Covid-19","authors":"Ona Monkevičienė, Alvyra Galkienė, L. Milteniene, Rita Meliene, Lina Kaminskienė, Ausra Rutkiene","doi":"10.1145/3502434.3502480","DOIUrl":"https://doi.org/10.1145/3502434.3502480","url":null,"abstract":"The withdrawal phenomenon of students with special educational needs (SEN) and other learning difficulties in distance learning in the context of Covid-19. The withdrawal phenomenon was revealed by a qualitative study involving mixed groups of teachers, support specialists, and managers in 23 schools (236 participants in total). The focus group discussion method was used for data collection, and inductive content analysis was applied for data analysis. The results revealed the following stages of the deepening of withdrawal phenomenon: partial or occasional withdrawal; silencing, invisibility, confusion; demotivation and apathy; imitation of participation; loss of social connections; exhaustion, helplessness, and complete withdrawal. The withdrawal phenomenon has been triggered by the sudden shift from eye-to-eye to distance learning without prior preparation, as well as by the digital divide of students with learning difficulties due to a lack of digital skills or the slow development of digital skills in the absence of contact support.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124047731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Qualitative Research on the Online Learning Experiences of College Students in Macao during the Pandemic 疫情期间澳门大学生在线学习体验的质性研究

Proceedings of the 2021 5th International Conference on Education and E-Learning Pub Date : 2021-11-05 DOI: 10.1145/3502434.3502470

Hongfeng Zhang, J. Lam, Shao-Wen Su

{"title":"A Qualitative Research on the Online Learning Experiences of College Students in Macao during the Pandemic","authors":"Hongfeng Zhang, J. Lam, Shao-Wen Su","doi":"10.1145/3502434.3502470","DOIUrl":"https://doi.org/10.1145/3502434.3502470","url":null,"abstract":"Studies have been conducted on college students’ experiences to learn online from the perspectives of learning motivation, environment, engagement and effectiveness. However, few have examined how the above factors are relate to each other and the nature of online learning for students across cultural regions. This study used the \"categorical-content\" analysis method of qualitative research through in-depth interviews with 37 college students. Based on this, it explored the online learning experiences of college students in Macao and constructed a theoretical model. When the mode of learning changed, students faced new challenges and underwent a process of adaptation and transformation. The main research findings include: (a) Whether students have continuous intention to learn online mainly depends on whether students can make reflection-in-action plan in self-regulated learning. (b) The technical environment brings students intuitive experiences, while the potential environment brings students stress-free learning and external interference; (c) Based on the attention on technology and emotion, students have different views on the effectiveness of interaction. (d) Due to cultural differences, local students pay more attention to the emotional experiences, while Chinese mainland students have rational understandings of learning effectiveness. In the interweaving experiences of emotion and rationality, the effectiveness of learning is improved. The recommendations for future online instructional design with a view of improving students’ learning experiences are discussed in this paper.","PeriodicalId":114543,"journal":{"name":"Proceedings of the 2021 5th International Conference on Education and E-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128471784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8