Proceedings of The International Conference on Advanced Research in Teaching and Education最新文献

{"title":"Integrating Technology in the Teaching Process For Better Learning Outcomes","authors":"A. Hadawey, Robin L. Jones, Raveendran Sundararajan, S. Haddowe","doi":"10.33422/icate.2019.04.262","DOIUrl":"https://doi.org/10.33422/icate.2019.04.262","url":null,"abstract":"-Considerable study has been conducted on the teaching and learning of mathematics for engineering undergraduates. This paper describes preliminary research results of technology integrated teaching processes to enhance the teaching and learning process. The theory under investigation is that by taking advantage of developments in technology combined with appropriate learning theory, students should be exposed to the topic through different delivery methods in order for them to ‘digest’ the subject matter. This approach is generally referred to as Technology Enhanced Learning (TEL) and is increasingly becoming an expectation from higher education students. The aim of this investigation was to implement a technology in the teaching process, to facilitate the learning and understanding development of the students and encourage the students to participate with module contents outside the classroom. Also to determine the apparent effectiveness of the application of the technology to assist with the learning process. The application of the suggested TEL investigation involved filming the solutions of the weekly tutorial questions of Advanced Engineering Mathematics and Modelling (level 5), uploading them on-line to Moodle VLE. Students were given access to these video files as an extra teaching tool thereby allowing students to review the content at their own pace, as the videos became available. The video tutorials included recordings of problem solving by hand writing the solutions with complimentary voice instruction. The study used qualitative methods and worked in partnership with 90 undergraduate students to explore their experiences of using the video tutorials The collected data revealed that around 85% of students felt that using the video tutorials (VT) in the tutorial sessions helped them learn the course materials, feel more engaged, confident with how to deal with the topic, support the independent learning, assessing their learning and prepare them for the exam.","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":"15 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127635928","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}

{"title":"How grit is related to objectively measured moderate to vigorous physical activity in school students","authors":"V. Hein, Hanna Kalajas-Tilga, A. Koka, L. Raudsepp, Henri Tilga","doi":"10.33422/icate.2019.04.267","DOIUrl":"https://doi.org/10.33422/icate.2019.04.267","url":null,"abstract":"Grit entails the capacity to sustain effort and interest in the activity over years. One of the goals of the contemporary physical education is also to educate students for long lasting physical activity. This study aimed to estimate parameters of the model in which perseverance of effort and consistency of interest of grit scale are related directly to objectively measured PA and indirectly via physical activity intention in school students (N = 209) aged 12 to 14 years. The Grit Scale developed by Duckworth and Quinn (2009) was used to estimate learner' consistency of interests and perseverance of efforts. The measure intention consisted of two items from Theory of Planned Behaviour Questionnaire (Ajzen, I. (1985). Actigraph GT3X was used to measure moderate to vigorous physical activity (MVPA) during the seven consecutive days. A well-fitting structural equation model (χ = 46.169, df = 31; CFI = .958; RMSEA = .053) demonstrated the significant direct effect (β = .286, p< .001) from perseverance of efforts on intention to be physical active. Intention to be physical active mediated the effect of perseverance of efforts on MPVA, but not the effect of consistency of interest. The total effect from consistency of interest on MVPA was significant but perseverance of efforts was not. The dimension of perseverance of efforts between groups with high and low MVPA activity was not statistically significant, whereas the intention was. The consistent of interest dimension in high MVPA group was significantly higher than in low group only at p < .1 level. The study found initial evidence about the relationships between the grit and MVPA, and may be used by physical education teachers for promotion physical activity highlighting the role of consistency of interest on MVPA.","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132258688","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}

{"title":"Learning Walks and Universal Design: Assessing Accessibility at a Community College","authors":"Patrick J Flink, Tim Leonard","doi":"10.33422/icate.2019.04.264","DOIUrl":"https://doi.org/10.33422/icate.2019.04.264","url":null,"abstract":"The learning needs of college students are becoming more diverse than ever before. This diversity brings with it a multitude of unique learning needs; as such, colleges and universities have the responsibility to adapt to the changing needs of their students. Ensuring physical accessibility provides students, regardless of ability or disability, with access to learning as part of an inclusive college campus. This study utilized learning walk protocol in order assess physical accessibility under the framework of Universal Design (UD) at a two-year community college. Using learning walks to investigate physical artifacts representative of accessibility, the results demonstrated an environment committed to inclusivity and continued process improvement for all students. These results indicate the potential for replication using the same process at other colleges and universities.","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129499447","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}

{"title":"The Impact of an Authentic Intervention on Students’Proportional Reasoning Skills","authors":"Mine Işıksal-Bostan, Rukiye Ayan, Seçil Yemen-Karpuzcu, Gamze Baktemur","doi":"10.33422/icate.2019.04.263","DOIUrl":"https://doi.org/10.33422/icate.2019.04.263","url":null,"abstract":"Abstract—As a part of a long-term design-based research project, this study aimed to investigate the mean differences among the pre-, postand retention tests of seventh grade students regarding their proportional reasoning skills. The data of this paper were collected from 30 seventh-grade students enrolled in a public school in Ankara, Turkey in the first and second semester of 2017-2018 academic year. Participants of the study were engaged in a teaching experiment aimed to develop their meaningful understanding of ratio and proportion unit through authentic activities. The intervention prolonged 30 lesson hours and Proportional Reasoning Test was applied to the students at the beginning of the instruction as pre-test, at the end of the instruction as post-test, and 5 months later as retention test. A one-way repeated measures of ANOVA was conducted to compare scores on the Proportional Reasoning Achievement Test at Time 1 (pretest), Time 2 (posttest) and Time 3 (retention test). Findings revealed that there was a significant difference among proportional reasoning skills. More specifically, there was a statistically significant increase in Proportional Reasoning Achievement Test scores from Time 1 to Time 2 but the difference between Time 2 and Time 3 was not statistically significant. Findings revealed the significant effect of intervention on students’ proportional reasoning skills and retention of those skills. Based on the findings it could be deduced that designing authentic interventions could have an impact on enhancing and enduring students’ proportional reasoning skills.","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131770965","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}