EDConference Proceedings 2021最新文献

Remote Learning Responses to the COVID-19 Situation in Creating Collaborative Learning Environment: Cases from Nagasaki’s Public Schools 创建协作学习环境，远程学习应对COVID-19形势:来自长崎公立学校的案例

EDConference Proceedings 2021 Pub Date : 2021-04-01 DOI: 10.52987/edc.2021.009

S. Ishida

{"title":"Remote Learning Responses to the COVID-19 Situation in Creating Collaborative Learning Environment: Cases from Nagasaki’s Public Schools","authors":"S. Ishida","doi":"10.52987/edc.2021.009","DOIUrl":"https://doi.org/10.52987/edc.2021.009","url":null,"abstract":"Abstract This paper examines collaborative learning environment through remote learning in local government. While COVID-19 brought pedagogical and financial challenges to public schools that were already experiencing crises in the management of their educational programs, it also created new opportunities to strengthen relationships and create institutions that will bring out the resilience needed to bounce back stronger and better than before. Government-led approaches to introduce ICT into the educational environment have become even more important in the during the COVID-19 disaster, and in this crisis, public school education in remote areas, including remote island regions, is about to undergo a major transformation. In recent years, ICT environments have begun to be established in educational settings throughout the country. However, it is a fact that there is a large difference in the response to remote learning among local governments. On the other hand, some local governments in Nagasaki Prefecture have begun initiatives to collaborate with private companies and universities to enhance remote learning. In particular, in remote island areas, cross-border collaborative remote learning is being developed in a way that makes use of past experiences. These efforts are expected to meet the needs of the \"new normal\" under the COVID-19 situation and to be effectively used as \"hubs for collaborative learning\" that will become the standard in the future. This paper briefly explores the challenges and possibilities of how the promotion of remote learning can bring a ray of hope to the educational field of public schools, using the case of Nagasaki Prefecture, which includes remote island area. KEYWORDS: Remote Learning, Online Education, COVID-19, Collaborative Learning, Nagasaki","PeriodicalId":325604,"journal":{"name":"EDConference Proceedings 2021","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121536314","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

What Makes Sex Education Interventions Effective: Needs and Expectations? 什么使性教育干预有效:需求和期望?

EDConference Proceedings 2021 Pub Date : 2021-04-01 DOI: 10.52987/edc.2021.013

Anastasia Eleftheriou, Kalli Koulloufidou, A. Avraam, Kostas Kouvaris

{"title":"What Makes Sex Education Interventions Effective: Needs and Expectations?","authors":"Anastasia Eleftheriou, Kalli Koulloufidou, A. Avraam, Kostas Kouvaris","doi":"10.52987/edc.2021.013","DOIUrl":"https://doi.org/10.52987/edc.2021.013","url":null,"abstract":"Abstract. Evidence indicates that people not only mistakenly believe they are able to recognise risky situations in their everyday lives and avoid Sexually Transmitted Infections (STIs), but also that they hold stereotypical beliefs about who is most likely to contract an STI. In particular, if the image of a sexual partner is not consistent with the stereotypical image of someone who is infected with an STI, the possibility that the partner could be infected may be underestimated. Digital interventions offer enormous potential for young people’s sex education. This paper focuses on designing and developing interventions that could give people the potential to engage with the world and their sexual interactions on a different layer within which they can come to better understand the ramifications of the risk taking involved in their sexual behavior, via a safer setting. But what makes an effective sex education program? As early literature evidence suggests, a two-way, interactive, secure and tailored form of education is more promising than a traditional one-way passive from of education. A survey was conducted and the collected data was analysed to further elicit the user requirements of innovative digital sex education interventions. Keywords: sex education, digital interventions, sexual health, innovation.","PeriodicalId":325604,"journal":{"name":"EDConference Proceedings 2021","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134599918","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

Undergraduate Students as Partners in a Writing Course: A Case Study 大学生作为写作课程的伙伴:个案研究

EDConference Proceedings 2021 Pub Date : 2021-04-01 DOI: 10.52987/edc.2021.012

Maria Assif, S. Ho, Shalizeh Minaee, Farah Rahim

{"title":"Undergraduate Students as Partners in a Writing Course: A Case Study","authors":"Maria Assif, S. Ho, Shalizeh Minaee, Farah Rahim","doi":"10.52987/edc.2021.012","DOIUrl":"https://doi.org/10.52987/edc.2021.012","url":null,"abstract":"Abstract Engaging undergraduate students and faculty as partners in learning and teaching is arguably one of the most important and flourishing trends higher education in the 21st century, particularly in the UK, North America, Australia, and New Zealand. Students as partners is a concept that intersects with other major teaching and learning topics, such as student engagement, equity, decolonization of higher education, assessment, and career preparation. In this context, the aim of this presentation is to report on a case study, where four undergraduate students (hired as undergraduate research students) and a faculty/program coordinator collaborated in the fall of 2020 to review and re-design the curriculum of English A02 (Critical Writing about Literature), a foundational course in the English program at the University of Toronto Scarborough. This presentation will serve as a platform for these students and faculty to share the logistics of this partnership, its successes, challenges, future prospects, and possible recommendations for faculty and students who may partake similar projects in the future. Keywords: Students as Partners (SaP), writing, curriculum, decolonization","PeriodicalId":325604,"journal":{"name":"EDConference Proceedings 2021","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114820926","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

How Teacher Questions Facilitate Student Learning in EFL Class 英语课堂中教师提问如何促进学生学习

EDConference Proceedings 2021 Pub Date : 2021-04-01 DOI: 10.52987/edc.2021.007

Nguyen Anh Hao

{"title":"How Teacher Questions Facilitate Student Learning in EFL Class","authors":"Nguyen Anh Hao","doi":"10.52987/edc.2021.007","DOIUrl":"https://doi.org/10.52987/edc.2021.007","url":null,"abstract":"Abstract Questioning is considered as one of the most dominant features in virtually every classroom discourse. This study aims at examining the types and functions of teacher questions that facilitate student learning in an EFL class in Vietnam. The classification of questions employed in the study follows the work proposed by Richards and Lockhart in 2007. Participants in the research were one teacher and 25 students in an English university class in Vietnam. The data was collected through classroom observation and audio recording. Both qualitative and quantitative content analysis were utilized to analyze the data. The findings of the study indicate that the most frequently used question types were convergent and divergent questions, and procedural questions only accounted for a small proportion. Furthermore, it was found that convergent questions were employed to check and guide students’ understanding of the lesson’s target lexical items, while divergent ones were used to promote students’ further analysis and their own evaluation of the knowledge provided in the study material. Finally, procedural questions were chiefly posed when the teacher monitored students in class activities. Keywords: classroom discourse, classroom interaction, teacher questions","PeriodicalId":325604,"journal":{"name":"EDConference Proceedings 2021","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127361166","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

Strategies in Learning English Vocabulary Among Twelfth Graders in Xuan Dinh High School 宣定高中12年级学生英语词汇学习策略研究

EDConference Proceedings 2021 Pub Date : 2021-04-01 DOI: 10.52987/edc.2021.010

Hoang Anh Phong

{"title":"Strategies in Learning English Vocabulary Among Twelfth Graders in Xuan Dinh High School","authors":"Hoang Anh Phong","doi":"10.52987/edc.2021.010","DOIUrl":"https://doi.org/10.52987/edc.2021.010","url":null,"abstract":"ABSTRACT Vocabulary learning is an immense journey which leaves its trademarks in all of the four skills. It places an upheaval importance in every EFL learner’s process of acquiring it. The aim of this study was to identify the vocabulary learning strategies in terms of frequency patterns and the differences between Social Science and Natural Science students. 151 Xuan Dinh non-majoring in English students participated in the research. The study utilized quantitative method with questionnaires as the representative. Descriptive statistics, including means and standard deviations and response percentages were analyzed to compile the responses to the discovery and consolidation strategies. The findings reveal that consolidation sub-group’s cognitive and discovery sub-group’s determination were more widely used among students than other strategies and Social Science students tended to use discovery group more than Natural Science pupils. Based on the findings of the study, understanding students’ strategy use may enable EFL teachers to incorporate vocabulary learning strategy training in English lessons in Xuan Dinh high school and improve students’ vocabulary learning strategies in accordance to their majors. Keywords: Vocabulary learning strategies; EFL learners; frequency; Xuan Dinh high school","PeriodicalId":325604,"journal":{"name":"EDConference Proceedings 2021","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123400487","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

Factors Influencing Academic Performance Of Children With Autism Included In The General Education Classroom: A Case Study 影响通识教育课堂自闭症儿童学习成绩的因素:个案研究

EDConference Proceedings 2021 Pub Date : 2021-04-01 DOI: 10.52987/edc.2021.006

Charizze Mae A. Andoy, Saturnina P. Aberin

{"title":"Factors Influencing Academic Performance Of Children With Autism Included In The General Education Classroom: A Case Study","authors":"Charizze Mae A. Andoy, Saturnina P. Aberin","doi":"10.52987/edc.2021.006","DOIUrl":"https://doi.org/10.52987/edc.2021.006","url":null,"abstract":"ABSTRACT Students with autism face diverse challenges in general education classroom and this greatly affect their access and full participation in academic programs. The purpose this case study is to find out the factors influencing the academic performance of children with autism included in general education classroom. The study was guided in establishing the factors influencing the academic performance of children with autism; the instructional strategies; the family involvement; the attitude and their overall academic performance. The study adopted theories of Bandura Social Cognition and Weiner Attribution. The questionnaires were administered to parents, autism graduates and to their previous teachers in 4 levels. Data were analysed and summarized. Findings indicated that classroom factors, step-by-step method of instructional strategies, the positive feedback; family involvement, character of obedience and persistence of the students that range from average to excellent level influence the academic performance of autism students included in general education classroom. The study recommended that autism students should work hard despite of their condition. Parents should find ways on how to handle their children. Teachers must not only monitor the academic performance and behaviour of students. Community should embrace understanding and acceptance of autism students who have done right and wrong. KEYWORDS: Academic Performance, Autism, General Education Classroom","PeriodicalId":325604,"journal":{"name":"EDConference Proceedings 2021","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127602645","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

Attitudes of Thai English Learners towards Online Learning of Speaking 泰国英语学习者对在线口语学习的态度

EDConference Proceedings 2021 Pub Date : 2021-04-01 DOI: 10.52987/edc.2021.003

I. C. Sioson

{"title":"Attitudes of Thai English Learners towards Online Learning of Speaking","authors":"I. C. Sioson","doi":"10.52987/edc.2021.003","DOIUrl":"https://doi.org/10.52987/edc.2021.003","url":null,"abstract":"ABSTRACT A recent challenge in the field of education has been met as a shift to online classes from traditional face-to-face classes has been attributed to the COVID-19 pandemic. Hence, certain issues arise from such a sudden shift to an online learning environment, especially for those who have been mainly (or for others, solely) taught in a face-to-face setting. This paper aimed to determine the attitudes of Thai English learners towards online learning of speaking. The study involved fifty-four fourth year English majors in a university in southern Thailand. A survey questionnaire was developed to collect data. It consisted of a 5- point Likert scale asking for the students' level of agreement with statements and open-ended questions. The results show that the teacher being perceived as supportive and the students having a positive feeling when they had a stable Internet connection were the two areas that had the highest mean scores. On the other hand, being given enough opportunities to interact with classmates and preferring to participate in discussions using video (with microphone and video on) had the lowest mean scores. Moreover, the learners’ comments provided insights into their attitudes toward online learning in terms of preferences and challenges. Implications for teaching are then drawn from the results. KEYWORDS: attitudes, online learning, speaking","PeriodicalId":325604,"journal":{"name":"EDConference Proceedings 2021","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114960319","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

Public Archaeology and Museum: A Humanistic Education 公共考古与博物馆:人文教育

EDConference Proceedings 2021 Pub Date : 2021-04-01 DOI: 10.52987/edc.2021.008

Peirui Yang

引用次数: 0

A Qualitative Assessment About Emergency Remote Teaching (ERT): A Case Study in Higher Education 高等教育应急远程教学的定性评价

EDConference Proceedings 2021 Pub Date : 2021-04-01 DOI: 10.52987/edc.2021.002

K. Fuchs

{"title":"A Qualitative Assessment About Emergency Remote Teaching (ERT): A Case Study in Higher Education","authors":"K. Fuchs","doi":"10.52987/edc.2021.002","DOIUrl":"https://doi.org/10.52987/edc.2021.002","url":null,"abstract":"ABSTRACT Online education, in its various modes, has been growing steadily worldwide due to the influence of new technologies, global adoption of the Internet, and intensifying demand for a workforce trained periodically for the ever-evolving digital economy. Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Higher education institutions working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating emergency remote teaching (ERT). Online distance education involves more than just uploading educational content; instead, it is a learning process that provides learners with support, responsibility, flexibility, and choice. Henceforth, the research aimed to examine undergraduate students’ (n=238) perceptions about their preferred mode of learning during COVID-19. The paper identified a significant reluctance towards emergency remote teaching from first-year students. The paper also qualitatively investigated the underlying reasons through thematic analysis. The themed findings were (1) lack of social interactions, (2) difficulties staying engaged while studying from home, and (3) technological boundaries related to the students’ Internet connections in rural areas. The paper concludes with recommendations that aim to provide institutions and educations with practical guidance on how to tackle the outlined issues. KEYWORDS: Online Education, Emergency Remote Teaching, COVID-19, Higher Education","PeriodicalId":325604,"journal":{"name":"EDConference Proceedings 2021","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124327404","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

English Language Learning Anxiety among Korean College Students in the Philippines 菲律宾韩国大学生的英语学习焦虑

EDConference Proceedings 2021 Pub Date : 2021-04-01 DOI: 10.52987/edc.2021.005

H. Kim, Elaine Vernadine A. Liongson

引用次数: 0