PCE Official Conference Proceedings最新文献_第7页

Exploring AI in Education: A Quantitative Study of a Service-Oriented University Chatbot 探索人工智能在教育中的应用——面向服务的大学聊天机器人的定量研究

PCE Official Conference Proceedings Pub Date : 2023-08-17 DOI: 10.22492/issn.2758-0962.2023.37

Mascha-Lea Fersch, Sigurd Schacht, Betiel Woldai

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Bridging the STEM Education Gap Among Secondary School Female Learners: Need for an Integrated Secondary School STEM Education Monitoring Tool 弥合中学女性学习者之间的STEM教育差距:需要一个综合的中学STEM教育监测工具

PCE Official Conference Proceedings Pub Date : 2023-08-17 DOI: 10.22492/issn.2758-0962.2023.32

David Mkwambisi, Patrick Chimseu, B. Chunga, J. Makuwira

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Rethinking Inclusive Education in Portugal 反思葡萄牙的全纳教育

PCE Official Conference Proceedings Pub Date : 2023-08-17 DOI: 10.22492/issn.2758-0962.2023.36

N. Fraga, Gorete Pereira, M. J. Camacho

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Support Technology for Nonverbal Communication of Students With Autism Spectrum Disorder –Systematic Review 自闭症谱系障碍学生非语言交流的支持技术——系统综述

PCE Official Conference Proceedings Pub Date : 2023-08-17 DOI: 10.22492/issn.2758-0962.2023.29

M. Gómez-León

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Diagnosing Misconceptions in First-Year Calculus 诊断一年级微积分中的错误观念

PCE Official Conference Proceedings Pub Date : 2023-08-17 DOI: 10.22492/issn.2758-0962.2023.60

Elsabe Weyer

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Disrupting the Grade Imperative Through Critical Pedagogies Embedded Into Human Rights Focused Literary Study 通过以人权为中心的文学研究中嵌入的批判教学法来打破等级命令式

PCE Official Conference Proceedings Pub Date : 2023-08-17 DOI: 10.22492/issn.2758-0962.2023.53

Jessica Terbrueggen

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Cultivating a Social Justice Pedagogy in an Introductory Japanese Language Course Through Pronunciation Instruction 通过语音教学在日语入门课程中培养社会公正教学法

PCE Official Conference Proceedings Pub Date : 2023-08-17 DOI: 10.22492/issn.2758-0962.2023.71

Ryuichi Suzuki

{"title":"Cultivating a Social Justice Pedagogy in an Introductory Japanese Language Course Through Pronunciation Instruction","authors":"Ryuichi Suzuki","doi":"10.22492/issn.2758-0962.2023.71","DOIUrl":"https://doi.org/10.22492/issn.2758-0962.2023.71","url":null,"abstract":"Foreign language programs in the US are increasingly urged to cultivate a social justice pedagogy in order to address social issues surrounding language use including gender, race, social class, and identity. One of the social issues in language learning and teaching is the ideology of native-speakerism. This ideology often leads to negative attitudes towards those who speak a language with a foreign accent, which perpetuates discrimination against such speakers. This study sought to examine whether pronunciation instruction (PI) in a foreign language, specifically Japanese, could transform the learners’ attitudes toward those who speak their L1/LX with foreign accents. The teacher-researcher prepared and provided a series of Japanese pronunciation lessons as part of an elementary-level Japanese language course and collected data through pre-and post-lesson surveys and comments. The surveys included questions regarding students’ attitudes towards their own accents and speakers with foreign accents. The data were analyzed quantitatively as well as qualitatively. The results showed that following PI, students’ awareness of the difficulty of pronunciation acquisition increased, resulting in enhanced tolerance and empathy towards speakers with accents. These preliminary results indicate that PI has the potential to positively transform students’ attitudes towards foreign accents, dismantling the ideology of native-speakerism. This study explores an approach to foster social justice in foreign language instruction through teaching pronunciation of the target language and provides recommendations for implementation in foreign language programs.","PeriodicalId":168563,"journal":{"name":"PCE Official Conference Proceedings","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133945511","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

All Work and No Play Makes Jack a Dull Boy Is No Longer True “只工作不玩耍，聪明孩子也变傻”这句话不再正确了

PCE Official Conference Proceedings Pub Date : 2023-08-17 DOI: 10.22492/issn.2758-0962.2023.30

M. Bosco

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Towards the Design and Implementation of a Blended Learning Framework for Student-Centredness 以学生为中心的混合式学习框架的设计与实施

PCE Official Conference Proceedings Pub Date : 2023-08-17 DOI: 10.22492/issn.2758-0962.2023.23

M. Mbodila

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The Implementation of an Asynchronous E-learning Course in Higher Education – Lessons Learned 高等教育中异步电子学习课程的实现——经验教训

PCE Official Conference Proceedings Pub Date : 2023-08-17 DOI: 10.22492/issn.2758-0962.2023.61

Brido Schuler, Michael Pülz, Fabia Berger

{"title":"The Implementation of an Asynchronous E-learning Course in Higher Education – Lessons Learned","authors":"Brido Schuler, Michael Pülz, Fabia Berger","doi":"10.22492/issn.2758-0962.2023.61","DOIUrl":"https://doi.org/10.22492/issn.2758-0962.2023.61","url":null,"abstract":"The pandemic boosted the use and impact of electronic learning (e-learning) in many life areas including education (Monira et al., 2022). Based on that externally forced experience, the Business Information Technology Bachelor degree program (BIT) at the University of Applied Sciences and Arts, Northwestern Switzerland (FHNW) radically changed the learning-teaching set-up from traditional face-to-face (F2F) instruction to asynchronous e-learning in the mandatory course \"Corporate Finance (CF).\" Against initial expectations, the success of the students participating in the asynchronous e-learning course, measured by the mark achieved, was notably higher than compared to traditional F2F instruction. This outcome is even more surprising in light of the current research results. Varkey et al. (2022) addressed the problem with the current literature in their research on asynchronous learning with the lack of guidance in the creation of a high quality and high-fidelity asynchronous courses. The goal of this conference paper is to give insight into the learning design, setting, methods, instruments, concepts, etc. in the newly implemented asynchronous e-learning course CF and highlight lessons learned. The lessons learned might contribute to best practices for other asynchronous e-learning courses and can help to improve such learning settings.","PeriodicalId":168563,"journal":{"name":"PCE Official Conference Proceedings","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120843064","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