IICE Official Conference Proceedings最新文献_第4页

The Development of Leaders: Being, Knowing, and Doing – Leading Through Self Mastery 领导者的发展:存在、认知和行动——通过自我控制来领导

IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.14

Rajani Lata

引用次数: 0

Awakened Schools: A Theoretical Framework for Engaging Students’ Interconnectedness 觉醒的学校:参与学生相互联系的理论框架

IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.13

Amy L. Chapman

引用次数: 1

Stakeholder Perceptions of Connecting ESP Courses With Graduation Seminar Topics 利益相关者对ESP课程与毕业研讨会主题联系的看法

IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.42

Darlene Yamauchi, Wendy M. Gough

{"title":"Stakeholder Perceptions of Connecting ESP Courses With Graduation Seminar Topics","authors":"Darlene Yamauchi, Wendy M. Gough","doi":"10.22492/issn.2189-1036.2022.42","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.42","url":null,"abstract":"English as a global language and recent attention to the merits of the integration of language learning with knowledge/content construction has led to the necessity for the inclusion courses reflecting these ideals in tertiary educational programs including liberal arts. With this in mind, in the 2020 academic year, the presenters’ university in Japan asked them to review the third-year content-based English classes and develop an ESP program that would enable students to study content related to their graduation seminar subjects in English. Fourteen content English courses divided into two categories were created: Comparative Cultural Studies and Intercultural Communication. Course topics include American Studies, British Studies, Japanese Studies, Children’s Studies, Political Science, SDGs for International Cooperation, Gender, Race, Tourism, Economics, Organization Behavior, Cross-Cultural Management, Information Science, and SDGs for Business. Instructors with expertise in these areas were also hired and the new courses commenced in the 2021 academic year. This presentation reported on the progress of implementing the new courses, and discuss data obtained from students and professors in regard to the new courses. The preliminary results demonstrated that while 77 percent of the students surveyed felt a strong connection between the content studied in their English classes and their Graduation Seminar, the results from the Seminar professors and CBE Instructors surveyed indicated less of a perceived connection between the classes and the seminars. The issues surrounding these findings and plans for the next stage of the ESP curriculum project was elaborated upon.","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129184645","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

Feedback Practices of School-Based Mentors in the Work Integrated Learning Programme in South Africa 南非工作综合学习计划中校本导师的反馈实践

IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.37

B. Ngulube, P. Mokgosi, Glory Chiloane

引用次数: 0

International Students’ Acceptance of Online Learning During Pandemic: Some Exploratory Findings 流行病期间国际学生对在线学习的接受程度:一些探索性发现

IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.9

Tran Hoang Nam

引用次数: 1

A Multifaceted Approach to Complex Needs: Targeted Interventions for Gifted Students With Autism 复杂需求的多面向方法:针对自闭症资优学生的针对性干预

IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.26

Sacha Brayley

引用次数: 0

The Effect of Praising and Mutual Trust on Student’s Learning 表扬与相互信任对学生学习的影响

IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.39

Yasmine S. G. Mostafa

引用次数: 0

Supporting Mastery Learning Through a Multiple-Submission Policy for Assignments in a Purely Online Programming Class 在纯在线编程课程中，通过多次提交作业的策略来支持精通学习

IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.22

Joseph Benjamin Ilagan, M. K. Amurao, Jose Ramon Ilagan

{"title":"Supporting Mastery Learning Through a Multiple-Submission Policy for Assignments in a Purely Online Programming Class","authors":"Joseph Benjamin Ilagan, M. K. Amurao, Jose Ramon Ilagan","doi":"10.22492/issn.2189-1036.2022.22","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.22","url":null,"abstract":"The Learning Edge Momentum (LEM) theory suggests that once students fall behind, it gets more difficult to catch up with the course material. It then becomes increasingly more difficult to connect new, higher-level concepts to those solid edges of knowledge with mastery of basic concepts. Learning for Mastery (LFM) acknowledges that students learn at different paces by allowing students unable to master tests the first time to catch up eventually. This paper describes how an online introductory Python programming course offered to business students followed a multiple-submission policy for assignments to support LFM. The multiple submission policy contributed to the students’ mastery by encouraging individual practice and experimentation while also increasing the students’ comfort level and confidence. The research attempts to find relationships between taking advantage of the multiple-submit policy and results of summative assessments. Qualitative data on students’ self-reported progress per week is cross-referenced with quantitative data from the results of a regression analysis performed on LMS logs related to students’ engagement with course material. Performance on summative assessments is used as the regression’s dependent variable, and engagement with formative assessments in terms of the number of attempts and performance per attempt is used as the explanatory variable.","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134453236","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

Recruiting and Managing Volunteers for Academic Libraries: Tips and Suggestions for Running Successful Programs 为高校图书馆招募和管理志愿者:成功运行项目的提示和建议

IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.5

M. Lorenzen

引用次数: 0

Teaching and Iterative Improvement: The Impact of Instructor Implementation of Courseware on Student Outcomes 教学与迭代改进:教师实施课件对学生成绩的影响

IICE Official Conference Proceedings Pub Date : 2022-03-08 DOI: 10.22492/issn.2189-1036.2022.19

Martha Hubertz, R. V. Campenhout

{"title":"Teaching and Iterative Improvement: The Impact of Instructor Implementation of Courseware on Student Outcomes","authors":"Martha Hubertz, R. V. Campenhout","doi":"10.22492/issn.2189-1036.2022.19","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2022.19","url":null,"abstract":"Students need digital learning resources that will benefit their learning process, and educators need tools that provide meaningful data insights and can be integrated into their teaching practice. Courseware as a learning resource is designed based on learning science principles to optimize the learning process for students. However, it is also well-known that digital resources do not get optimum engagement on their own. The instructor’s approach for implementation can have a sizable impact on student engagement—and ultimately—on outcomes. In this paper, we will compare two Psychology courses run in the Spring of 2020 and Spring of 2021 at the University of Central Florida. The courseware used was initially created by artificial intelligence and further enhanced by the instructor and instructional designer. The instructor taught both classes online using the same courseware, but made changes to how she implemented it. We will compare data from both sections to understand how these implementation changes impacted students—from platform engagement and learning data to student exam data. Results show that the instructor’s implementation changes increased student use of the courseware throughout the semester, and also increased exam scores. This direct comparison showcases the importance of instructor choices when incorporating digital resources into the classroom and provides a set of successful implementation practices for other educators to model in the future. In a time of significant change in education, it is more important than ever to better understand how technology and teaching practice can work together to help students be successful.","PeriodicalId":297862,"journal":{"name":"IICE Official Conference Proceedings","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125323284","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: 3