2019 IEEE Tenth International Conference on Technology for Education (T4E)最新文献_第3页

A Correlational Study between the Parent and the Teacher's Self-Reported Assessments on the Child's Performance 家长与教师自评儿童学业表现的相关研究

2019 IEEE Tenth International Conference on Technology for Education (T4E) Pub Date : 2019-12-01 DOI: 10.1109/T4E.2019.00074

D. Padhi, Anirudha N. Joshi

{"title":"A Correlational Study between the Parent and the Teacher's Self-Reported Assessments on the Child's Performance","authors":"D. Padhi, Anirudha N. Joshi","doi":"10.1109/T4E.2019.00074","DOIUrl":"https://doi.org/10.1109/T4E.2019.00074","url":null,"abstract":"Parents, along with teachers, play crucial roles in the academic development of children. Studies in the developed countries have found that parental engagement in the children's education is an important predictor for children's academic success. However, less is studied about how parents in a developing country context could engage in their children's education. The recent ASER report 2018 states that the quality of school education has gone down although there is a significant improvement in the enrollment in the last 5 years. In such a case, what supplementary support can the parents provide for better academic outcomes of the children? It is also interesting to investigate how much do the parent and the teacher know about the child's subject knowledge. Are they on the same tangent? Secondly, do the parents who are better engaged make a better academic assessment of the child? We did a baseline study with 6 teachers and 22 parents whose children study in 6th standard in a Odia medium school in Khordha, Odisha. We compared the self-reported assessments by the parents and the teachers about the child's understanding of a particular subject through Likert-scale questionnaires. We also compared them with the actual test scores of the children obtained from the school. We found that there is a medium correlation between the assessment by the parents and that by the teachers. The correlation between the parent's subjective assessment and the child's actual test score was found to be poor. Surprisingly, we also found the same for teacher's subjective assessment and the child's actual test score. We discuss several qualitative insights for these results. Also, we provide potential design implications for better parental engagement in the developing country context.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128949371","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: 1

Exploring in-Service Teachers' Acceptance of Augmented Reality 探索在职教师对增强现实的接受程度

2019 IEEE Tenth International Conference on Technology for Education (T4E) Pub Date : 2019-12-01 DOI: 10.1109/T4E.2019.00043

Gargi Banerjee, Siddhesh Walunj

引用次数: 0

Blended Learning Approach using Virtual Laboratory Applications in Engineering Chemistry 混合学习方法在工程化学中的虚拟实验室应用

2019 IEEE Tenth International Conference on Technology for Education (T4E) Pub Date : 2019-12-01 DOI: 10.1109/T4E.2019.00045

Jitendra R. Satam, Pushpendra Rai, Bharati Choudhari, Druman Utekar

{"title":"Blended Learning Approach using Virtual Laboratory Applications in Engineering Chemistry","authors":"Jitendra R. Satam, Pushpendra Rai, Bharati Choudhari, Druman Utekar","doi":"10.1109/T4E.2019.00045","DOIUrl":"https://doi.org/10.1109/T4E.2019.00045","url":null,"abstract":"Traditional classroom teaching practices often lacks the active engagement of students in the class. Performing experiment in the laboratory is one of the most effective methods for getting deep knowledge in chemistry. But sometimes listening theory lectures and performing related experiments in the laboratory does not helps the students to understand the concepts clearly, as this lacks repeatability and visualization of concepts. Induction of virtual laboratory in combination with theory lectures and physical laboratory could solve this problem. Virtual laboratory have multi-faceted advantages such as repetitive performance, easy to handle simulations and remote triggered experimentations. Such remote triggered laboratories found to enhance students' academic performance as it enables them to perform anytime-anywhere. In this paper, we report our observations regarding the use of virtual laboratory experiments in chemistry subject and their role in enhancing First Year B. Tech. engineering students' performance when induced as a blended classroom. UV-Visible spectrophotometry experiment was performed to verify the usefulness of virtual laboratory from student's knowledge perspective. The effect of a blended learning approach was carefully studied and evaluated in comparison with traditional classroom teaching and virtual laboratory. Our study reveals the enhancement of student's performance in a blended learning environment compared to just physical performance in the laboratory and performing individually with the virtual laboratory.","PeriodicalId":347086,"journal":{"name":"2019 IEEE Tenth International Conference on Technology for Education (T4E)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124435899","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

Analysis of Enhancement in Teacher-Learner's Academic Behavior by using TEEL Platform of LET Media Kyoto Universty, Japan. 利用LET Media的TEEL平台分析师生学习行为的提升

2019 IEEE Tenth International Conference on Technology for Education (T4E) Pub Date : 2019-12-01 DOI: 10.1109/T4E.2019.00031

Atul Kulkarni

引用次数: 0

Implementing Inquiry Based Collaborative Learning in Solid State Physics Course 基于探究的协同学习在固态物理课程中的实施

2019 IEEE Tenth International Conference on Technology for Education (T4E) Pub Date : 2019-12-01 DOI: 10.1109/T4E.2019.00059

Sai Preeti Gouripeddi, Vijayanandhini Kannan

引用次数: 0

Evaluating Effectiveness of a Teacher Training MOOC: Industry Perspective 教师培训MOOC的有效性评估:行业视角

2019 IEEE Tenth International Conference on Technology for Education (T4E) Pub Date : 2019-12-01 DOI: 10.1109/T4E.2019.00-42

S. Menon, Gargi Banerjee

引用次数: 2

"Was It Real?" - The Effects of Virtual Reality Communication Skills Training Among University Students in India “这是真的吗?”——印度大学生虚拟现实沟通技巧培训的效果

2019 IEEE Tenth International Conference on Technology for Education (T4E) Pub Date : 2019-12-01 DOI: 10.1109/T4E.2019.00073

Meltem Alkoyak-Yildiz, Sooraj K. Babu, P. Anitha, MV Mukil

引用次数: 1

Impact of NPTEL on Faculty and Students in Non-technical Colleges NPTEL对非技术学院师生的影响

2019 IEEE Tenth International Conference on Technology for Education (T4E) Pub Date : 2019-12-01 DOI: 10.1109/T4E.2019.000-4

Rohidas Nitonde

引用次数: 0

Duplicate Question Management and Answer Verification System 重复问题管理和答案验证系统

2019 IEEE Tenth International Conference on Technology for Education (T4E) Pub Date : 2019-12-01 DOI: 10.1109/T4E.2019.00067

Somak Mukherjee, N. S. Kumar

引用次数: 2

Enhancing Virtual Labs Usage in Colleges 加强高校虚拟实验室的利用

2019 IEEE Tenth International Conference on Technology for Education (T4E) Pub Date : 2019-12-01 DOI: 10.1109/T4E.2019.00-31

R. Pillutla, Venkatesh Choppella, Lalit Mohan S, Mrudhvika Dammaraju, P. Raman

引用次数: 0