The European Conference on Education 2021: Official Conference Proceedings最新文献_第2页

From Compassion Fatigue to Compassion Satisfaction: A Research Among Physicians Specialising in Oncology at the University of Padua 从同情疲劳到同情满足:帕多瓦大学肿瘤科医生的研究

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-04-30 DOI: 10.22492/issn.2188-1162.2021.34

Paola Rigoni, N. Bobbo

引用次数: 0

Inclusive Foreign Language Assessment in Trying Times: Pre-service Teachers’ Attribution Mechanisms and Their Implications for Inclusive Emergency Remote Teaching 尝试时期的包容性外语评估:职前教师归因机制及其对包容性应急远程教学的启示

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-04-28 DOI: 10.22492/issn.2188-1162.2021.31

Julia Weltgen, Joanna Pfingsthorn

{"title":"Inclusive Foreign Language Assessment in Trying Times: Pre-service Teachers’ Attribution Mechanisms and Their Implications for Inclusive Emergency Remote Teaching","authors":"Julia Weltgen, Joanna Pfingsthorn","doi":"10.22492/issn.2188-1162.2021.31","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.31","url":null,"abstract":"The main goal of foreign language education (FLE) to foster intercultural communicative competence implies the need to include and connect diverse learners (e.g. Council of Europe, 2001) and thereby aligns itself with key principles of inclusive education. Yet, the pursuit of communicative competence (CC) is a task that often divides rather than includes. In the German context FLE was long regarded not worth pursuing among students with special educational needs (cf. Kleinert et al. 2007; Morse 2008; Dose 2019). As a construct, CC is also multifaceted enough to display considerable individual differences between learners. In research, “good learners” have been linked with higher levels of FL success compared than to “low-achieving” or “poor” learners (e.g. Ganschow & Sparks 1995; Nunan, 1995). Such categorizations can hardly be considered inclusive (Clough & Corbett 2000). In fact, attributing “poor” observable behavior (e.g. “does not keep a conversation going”) to dispositional traits (e.g. “is a poor leaner”), rather than to external factors (e.g. “does not like the task”) is one of the most commonly documented biases in social perception research, called the fundamental attribution error (Ross, 1977). Errors of this sort are likely to happen when assessment takes place under uncertainty or is based on limited contact with learners, e.g. in emergency remote teaching settings. This contribution presents the results of a quantitative questionnaire study which confirms that (pre-service) FL teachers are indeed prone to the fundamental attribution error in their evaluation of FL learners and discusses implications for remote emergency assessment.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127178395","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

The Processes of Educational Communication in Primary Schools Determined by the State of Emergency in the Czech Republic 捷克共和国紧急状态所决定的小学教育传播过程

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-04-28 DOI: 10.22492/issn.2188-1162.2021.30

D. Stolinská, Iveta Filípková

引用次数: 1

EasyTalk: A Digital Writer’s Workshop for Leichte Sprache (Easy-to-read German) EasyTalk:数字写作者工作坊(易读德语)

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-04-28 DOI: 10.22492/issn.2188-1162.2021.32

Ina Steinmetz, Karin Harbusch

引用次数: 1

Teenpods: Production of Educational Videos as First Step in a Transmedia Educational Project About Positive Youth Development Teenpods:制作教育录影带作为跨媒体教育计划的第一步，以促进青少年的积极发展

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-04-26 DOI: 10.22492/issn.2188-1162.2021.29

Laura Fernández-Rodrigo, Arnau Erta Majó, E. V. Tió

引用次数: 1

A Study of Students’ Engagement on the Zoom-based Synchronous Online Teaching 基于缩放的同步在线教学中学生参与度研究

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-04-26 DOI: 10.22492/issn.2188-1162.2021.28

K. Pang

{"title":"A Study of Students’ Engagement on the Zoom-based Synchronous Online Teaching","authors":"K. Pang","doi":"10.22492/issn.2188-1162.2021.28","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.28","url":null,"abstract":"The outbreak of the COVID-19 created a chaos of global health crisis and campus health. To avoid class suspended, the Wollongong College Hong Kong (UOWCHK) has shifted most classes to a Zoom-based synchronous online learning environment. It includes one of my taught modules named ‘Introduction to Programming’. However, there is a lot of problems specific to online learning having been discussed in diverse studies. It includes that learning comes to be ‘passive’, ‘isolated’ and ‘unengaged’. Along with these problems, a study was organized concerning whether students can mentally engage with the Zoom created new learning environment stably across all the learning topics of this module. This study used a rating scale and anchoring survey method to collect quantized qualitative data on students’ feelings with five bipolar mental specifications, ‘Boring–Stimulating’; ‘Did Not Learn Much-Learned Much’; ‘Not Engaged in Learning Process-Engaged in Learning Process’; ‘Not Much Work Done-Much Work Done’, and ‘Could not Experience Good Learning- Experienced Good Learning’. Students were asked to rank against these mental specifications in 1-7 bipolar points upon completion the teaching weeks of week-2, week-5, week-9, and week-12. The responses on this study were analysed with the one-way repeated measure ANVOA and mean analysis descriptive methods. The outcome of this research is inspiring. It shows that students could stable engage to all major learning topics with a positive engagement. This result significantly provide evidences that students in this module were not restricted by using the Zoom to learn, and also the use of synchronous online teaching could be a supplementary learning approach and provide a flexible approach for instructional design.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"319 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133313776","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

Financial Autonomy of Schools in Kazakhstan: International Comparison and a National Perspective 哈萨克斯坦学校财政自治:国际比较与国家视角

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-04-16 DOI: 10.22492/issn.2188-1162.2021.26

L. Winter, R. Kasa

{"title":"Financial Autonomy of Schools in Kazakhstan: International Comparison and a National Perspective","authors":"L. Winter, R. Kasa","doi":"10.22492/issn.2188-1162.2021.26","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.26","url":null,"abstract":"This paper has relevance for any nation seeking to reform its model of funding through decentralization and a neoliberal agenda that permits marketization of public services such as education. It adopts a case-study approach to locate and discuss where Kazakhstan, a country undergoing considerable educational reform, is currently positioned regarding one specific aspect of school autonomy; that of school-level decision-making in terms of budget allocations. The first part of the paper compares Kazakhstan’s school principals’ fiscal responsibilities to global counterparts. This establishes a starting point to reflect the national situation in 2018. The method of comparison is by secondary data analysis of publicly available data from TALIS 2018 (Teaching and Learning International Survey). The second part of the paper analyses primary data captured through a small online survey to school principals in March 2020. Significantly, this research took place during transition from a norms-based distribution of funds by regional authorities to a direct government-to-school per-capita model of finance. Learning from school principals’ in-vivo experiences to capture the successes and barriers to implementation of per-capita funding is not only timely but highly useful as wider roll-out proceeds. Furthermore, exploring the national position in 2018 and the local situation in 2020 will be of use to revisit the national situation in 2024 when implementation of per-capita funding should be complete. Findings show that decentralization has significantly altered school principals’ roles and responsibilities revealing an important need for professional development to confidently manage budgets efficiently in order to target and achieve school improvement.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114413248","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

Fude Master: Japanese Writing Practice M-learning Application Based on Gamification Theory and Its Evaluation With ARCS Model 富德大师:基于游戏化理论的日语写作实践移动学习应用及其ARCS模型评价

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-04-14 DOI: 10.22492/issn.2188-1162.2021.25

Astrid Tamara, M. Shishido

{"title":"Fude Master: Japanese Writing Practice M-learning Application Based on Gamification Theory and Its Evaluation With ARCS Model","authors":"Astrid Tamara, M. Shishido","doi":"10.22492/issn.2188-1162.2021.25","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2021.25","url":null,"abstract":"Foreign students have difficulty in learning Japanese, especially in kanji acquisition. This is caused by the difference in the writing system between the students’ native language and Japanese. It is especially difficult to differentiate similar-looking Japanese characters for these foreign students. Fude Master, an m-learning app for learning Japanese with pattern recognition to judge user’s handwritten input is developed to help writing practice. Gamification theory is implemented to increase user’s motivation and participation. The m-learning app features game elements from gamification theory such as points, milestones, leaderboards, and more. The learning menus consist of Kanji, Vocabulary, and Sentence menus. The Kanji menu’s materials are individual kanji characters. The Vocabulary menu’s materials are words composed of the kanji. The Sentence menu’s materials are how to use the words in a sentence. In accordance with gamification social elements, a Player Vs Player (PvP) menu is included. This PvP menu enables the user to play against another user in a timed quiz writing battle where the one who attains the highest point will win. The application is developed for smartphones with operating systems Android and iOS by using Ionic Framework. The backend system is developed with nodejs and socket.io. The application is tested on 10-20 foreigners whose native languages do not use kanji characters. Before using the application, a pre-test is held. Then after using the application, a post-test is held to measure the difference with the pre-test, and the respondents are asked to answer a questionnaire based on ARCS Model of motivation.","PeriodicalId":295926,"journal":{"name":"The European Conference on Education 2021: Official Conference Proceedings","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131803698","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

Research on the Learning Experience and Effectiveness of Digital Action Learning on Design Education 数字化行动学习在设计教育中的学习体验与效果研究

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-04-07 DOI: 10.22492/issn.2188-1162.2021.24

ShuMey Yu

引用次数: 0

Using a Collaborative Modern Board Game to Characterise Problem-solving Experiences in Physiotherapy Students 使用协作式现代桌游来描述物理治疗学生解决问题的经验

The European Conference on Education 2021: Official Conference Proceedings Pub Date : 2021-04-01 DOI: 10.22492/issn.2188-1162.2021.23

Marlene Rosa, Micael Sousa

引用次数: 0