ECE Official Conference Proceedings最新文献

{"title":"Teacher-Targeted Bullying by Secondary School Students","authors":"D. Dobrovská, D. Vaněček","doi":"10.22492/issn.2188-1162.2022.8","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.8","url":null,"abstract":"The aim of our study was to gain insights into the teachers´ targeted bullying from the perspective of teacher victims. We conducted a descriptive qualitative research design stemming from semi-structured interviews with the victims of teacher-targeted bullying. A thematic content analysis of the data was generated from interviews with 17 victimized teachers as a snowball sampling. The sample consisted of male (n=5) and female (n=12) participants from school locations in Prague, Czech Republic. The focus of our study was to determine how the teachers who had been experiencing bullying by their students described and perceived the nature and consequences of bullying. The findings indicate that the victims of teacher-targeted bullying were exposed repeatedly over long time to verbal and nonverbal attacks, ignoring and other threats directed against teachers. Our results prove bullying had a negative influence on the victims’ private lives (family, colleagues), physical and mental health and self-esteem.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129054268","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":"Exploring the Challenges of Academic Fatigue and Strategies to Enhance Retention for the Determined Ones (TDOs) in Online Learning","authors":"Jacqui Lottin","doi":"10.22492/issn.2188-1162.2022.36","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.36","url":null,"abstract":"The daily activities of educational institutions globally were affected by the Covid-19 Pandemic in 2020. The abrupt transition from on-campus to distance learning gave students and educators limited time to prepare for such a massive shift in teaching and learning. Students with disabilities (dubbed TDO students in the UAE), were negatively impact because their normal routines had been abandoned, leading to anxiety and stress. This study adopted a qualitative approach to explore effective strategies for online learning, to engage TDO students, implement a support program to meet their needs and enhance online learning experiences whilst reducing fatigue and improving retention. Research tools included semi-structured interviews, observations and document analysis. Five themes were derived from the findings, including a lack of training for students and staff, standardization of TDO identification procedures, limited use of online tools and time factor. Data collected revealed challenges of academic fatigue and retention for TDO students. Strategies for positive impact was an increase in the use of technology tools that facilitated high student engagement, e.g. Nearpod, Padlet, Kahoot, Quizzies, in online settings. A reduction in the length of classes led to improved retention figures. Recommendations from the study included the creation of a TDO Support Hub, increase the use of assistive learning technology tools, such as, audio books, desktop magnifying screen, supernova software as critical factors. Also, offering a more personalized curriculum to TDO students, in conjunction with providing continuous opportunities for staff to be trained in online teaching approaches made a difference. an academic support program that will implement inclusive strategies to support the needs of TDO students, during online learning. the of the students are, their experience of online learning and the available resources to support learning using multimedia content, asynchronous learning opportunities, assessments that improve student engagement and gamification; it will make on strategies to improve online learning will reduce academic fatigue enhance the learning retention of targeted students across all HCT Campuses. rationale to develop best practices and pedagogy to support HCT transition to an platform. effectiveness","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127951706","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":"Using Peer-Assisted Problem-Based Learning to Develop Business Systems Analysis Skills: An Experience Report","authors":"M. Lang","doi":"10.22492/issn.2188-1162.2022.11","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.11","url":null,"abstract":"This paper reports on the experiences of using peer-assisted problem-based learning (PAPBL) in a very large class of postgraduate students for an assignment spanning two complementary modules (Database Technologies and Systems Analysis). Students worked in teams of three. They were provided with a realistic business case study and required to generate data flow diagrams, UML diagrams, a fully normalised entity-relationship model, and SQL code to build the database. All teams were required to provide peer feedback on the draft solutions of two other teams, and in their final submission to explain how (or why not) they modified their work in response to peer suggestions. Each individual student was also required to write a reflection piece about their experience of working in a team and of receiving peer feedback. Additionally, they were asked to complete a survey seeking opinions on how PAPBL helped them to develop study skills, build confidence, make learning more enjoyable, clarify understanding of fundamental and complex concepts, consider and value the perspectives of others, and gain practical skills. Student feedback on the effectiveness of the lecturers in guiding the process was also sought. Quantitative and qualitative findings based on analysis of students’ experiences are presented, further backed up by the lecturers’ reflections on what worked well and what did not.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126429426","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":"Implementation of an Efficient Strategy to Analyse the Mathematical Training Required in Undergraduate Degrees in Engineering and Architecture","authors":"E. Mainar, P. Brufau, Almudena Fernández, C. Galé, S. Serrano","doi":"10.22492/issn.2188-1162.2022.58","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.58","url":null,"abstract":"Engineering and Architecture studies aim to develop professionals capable of facing and solving complex multidisciplinary problems. This requires abilities that cannot be acquired without a comprehensive training model, addressing real-world problems to provide technical solutions. Furthermore, it is necessary to ensure the acquisition of skills to generalise and think abstractly about reality. For this purpose, fundamental disciplines training, such as mathematics, play a relevant role in technical undergraduate studies and their corresponding contents and temporal order traineeship should be properly analysed when designing their curricula. This work describes an active and collaborative methodology used to analyse the mathematical concepts and tools that should be introduced in the undergraduate degrees in the School of Engineering and Architecture at the University of Zaragoza. The methodology applied is based on the activation of communication mechanisms between the teaching staff of mathematical subjects and those of higher courses, in which the students acquire the specific skills of each degree. Moreover, it has motivated interesting discussions between mathematics teaching staff. As a result, a great deal of information has been gathered about the mathematical knowledge required, and its appropriate scheduling, in all degree programs. Also, some deficiencies that should be addressed in the initial training have been identified. Finally, a strategy has been planned for contextualising the mathematical training in different disciplines to help students to understand the relevance of mathematics formation and motivate them in their study.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114731178","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":"Higher Education and Graduates’ Unemployability in Nigeria: The Policy Implication","authors":"Kamorudeen Aselebe","doi":"10.22492/issn.2188-1162.2022.7","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.7","url":null,"abstract":"The deficient possession of relevant employability skills that have rendered many graduates unemployable in Nigeria has been a subject of national discourse among the policy makers in education in Nigeria in recent times. psychologically imbalance on the concerned persons while economic growth of the country is adversely affected. This paper focused on higher education and graduates’ unemployability in Nigeria: The policy implication. Apparently, what employers of labour are looking for in the graduates to fill job vacancies include academic qualifications, required skills, and personal characteristics. Nevertheless, employers of labour reiterated that some of Nigerian graduates though possess required qualification but do not have essential skills that will qualify them to be employed. From the available literatures, these skills include: communication, critical thinking, decision making, information technology, interpersonal, problem-solving mechanism, self directed learning, technical, numeracy and analytical and problem solving skills, entrepreneurial skills among others. This study considered Harry Jerome’s structural unemployment theory. It was suggested for the policy makers the need for the adoption of internship intervention programme into the one year mandatory National Youth Service Corps (NYSC) scheme, in order to furnish the teeming graduates coming out on yearly basis from various higher institutions in Nigeria with the required skills to make them to be employable, and this was represented with a model.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127138453","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":"Investigating Formative Assessment Strategies to Support Differentiation via Digital Technology in Elementary Math Classes","authors":"Hsuehi Lo, J. Hoover","doi":"10.22492/issn.2188-1162.2022.22","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.22","url":null,"abstract":"In this study we investigate how digital technologies can support educators’ differentiation and students’ learning through formative assessment (FA) strategies. A three-dimensional assessment framework is developed via a European project FaSMEd (2022) by eight experienced elementary teachers, familiar with digital technology, who received instructions (and support) for FA mathematics strategies. Five FA strategies were used to invest differentiation and assess how digital technology facilitated the following FaSMEd strategies: (1) clarify and sharing learning intentions; (2) enhancing effective classroom discussions and participating in learning tasks; (3) providing feedback to students; (4) activating students as instructional resources; (5) activating students as the owners of their own learning (Thompson & Wiliam, 2007). Eight in-service teachers observed student behavior in their math classes via three codings, (1) sending and sharing; (2) processing and analyzing; (3) providing an interactive environment, in the five FA strategies. We explored to what extent does digital technology supported teachers’ differentiation and students’ learning by using a qualitive observation checklist and interviewing teachers. We found that digital technology can function as a support for enhancing and increasing classroom discussions and participation in learning tasks. Through digital technology, teachers proved more effective as facilitators, provided more and better feedback to students and extended the use of learning resources. Students initiated more meaningful mathematics discussions and showed increased ownership of learning tasks.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131872351","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":"A Narrative Inquiry of Coping Responses of Selected Deaf College Students in the Philippines During the COVID-19 Pandemic","authors":"Jennifer B. Fabula, Karl O. Salvador","doi":"10.22492/issn.2188-1162.2022.40","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.40","url":null,"abstract":"COVID-19 made an immense impact on the educational system worldwide. The unexpected disruption of face-to-face instructions and the sudden change in the academic curriculum stressed the learning and well-being of Deaf students. However, during the pandemic, their voices were primarily unheard. Therefore, this study aimed to determine the coping responses of selected Deaf college students in the Philippines during the COVID-19 pandemic. This qualitative study employed a narrative inquiry method through in-depth interviews and conversations. Convenient purposive sampling was used to identify the participants. The instrument was a customized interview questionnaire, developed through the guidance of Special Education professors and pilot tested with students with similar interests as those who participated in the research. The transcript was examined, coded, and categorized. Four themes emerged: overwhelming feelings , managing time and responsibility , conveying the message , and nurturing faith in God, categorized into reaction, reality, request, and response, analyzed and interpreted using attribution and self-determination theories. The situation during COVID-19 brought overwhelming feelings to Deaf students. To convey their message, especially to their non-signing families, was challenging. However, this situation motivated them to manage their time and responsibilities at home and online schoolwork. Through family support, they accepted and understood the reality of the pandemic. It also opened an opportunity to nurture their faith in God. Further research exploring more profoundly deaf spirituality, resilience, well-being, and coping needs is recommended to give voices to the Deaf, especially during unexpected difficult circumstances.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130650762","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":"A Survey About the Use of Educational Robots and Physical Computing Devices in Computer Science Lessons at German Secondary Schools","authors":"K. Bungert, Lilli Bruckschen","doi":"10.22492/issn.2188-1162.2022.54","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.54","url":null,"abstract":"Educational robots and physical computing devices are steadily becoming a common sight in computer science classes, as they offer both motivating and illustrative access to a multitude of technical concepts. However, this versatility comes with the drawback that it is not a priori clear how such systems should be designed or how they are most effectively used during lessons. It’s also unclear how much additional workload their maintenance incorporates. To help answer these questions, we conducted a survey at 114 German secondary schools from 11 different federal states. First, we asked computer science teachers about the current state of their lessons and the additional workload regarding the maintenance of the technical devices at their school. Afterward, we questioned our participants about how educational robots and physical computing devices are used in their respective classes, what positive and negative aspects they see in such systems and how much additional workload they add. We found that in 49% of the cases computer science teachers were responsible for the maintenance of the schools’ technical devices, implicating that the use of additional digital devices would further increase their workload. Nevertheless, 65% of our participants used educational robots and/or physical computing devices during their lessons. The systems were also generally perceived in a positive light with the most stated use case being an introduction to programming and the most valued functionality being modular components. In this paper, we present the design and results of this survey.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131186031","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":"Resilience Embodied in Conversations and Creativity During a Covid Context","authors":"Beverley Hayward","doi":"10.22492/issn.2188-1162.2022.6","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.6","url":null,"abstract":"Many working-class, disabled, mature women face great adversity in the academy in their (in)ability to play the game. Lacking the necessary cultural capitals to feel at home in the spaces of higher education, the women returnees describe themselves as interlopers in the education machine. Yet this positioning was overcome in a collective community of creative resilience. It was one outcome of the author’s doctorial research at the institution in which the research was conducted, the University for the Creative Arts. Here the presentation of post-structural and postmodern lecture programmes encouraged new ways of knowledge production and meaning making. Again, this exploration of resilience was considered during the pandemic, as conversations between the researcher and the participants saw their resilient subjectivities changing. The physical containment in lockdown provoked new and innovative transformations in learning and development. Whilst a creative resilience prevailed, the confinements and constraints of freedoms were not without their challenges to their mental health and well-being. This paper explores the multiplicity of resiliencies as the women navigated their way in and now outside the academy in a covid context. Conversations continued as the artist-educator subjectivity triumphed during adversity in creative forms.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114314366","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 Prestigious of Nursery School Teachers in the Changes of Preschool Education During COVID-19 Pandemic in the Czechia and Slovakia","authors":"Nicole Gattnarová, Alena Srbená, Veronika Gajdová","doi":"10.22492/issn.2188-1162.2022.46","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.46","url":null,"abstract":"","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128731133","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}