Template-Type: ReDIF-Paper 1.0 Author-Name: Chizuko Aiba Author-Name-First: Chizuko Author-Name-Last: Aiba Author-Email: aiba@mail.dendai.ac.jp Author-Workplace-Name: Tokyo Denki University Author-Name: Junji Izumi Author-Name-First: Junji Author-Name-Last: Izumi Author-Email: jizumi@gol.com Author-Workplace-Name: Shibaura Institute of Technology Title: Do Productive Skills of Language Enhance Learners? Cognitive Ability? : An Experimental Study of Soft CLIL to Technology Majors Abstract: STEM (Science, Technology, Engineering, and Mathematics) is one of the subject areas which are being taught in Japan by employing CLIL (Content and Language Integrated Learning). Within the framework of teaching methodology, output tasks are considered to be effective in helping learners' cognition with the target language. UBM (Usage-based model) supports this idea as learners can use the language more in the output tasks to explain and illustrate what they are paying attention to. In this study, the hypothesis is examined by teaching English in CLIL methodology to technology majors at a Japanese university. Throughout the semester, the output-focused group (N=54) is oriented to output tasks, while the input-focused group (N=24) is focused on reading material. Both groups are taught by the same English teacher in Soft CLIL. Their improvement of understanding of English involved with logical thinking can be measured by pre- and post-GJTs (Grammaticality Judgement Tests) which contain causal relationship with conjunctions. A t-test of the results shows that both groups shows significant differences between pre- and post-tests (input: t=1.7633, p=0.04181; output: t=1.9017, p=0.03491). However, no significant differences between the input group and output group are observed in both pre- and post-tests. Length: 6 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 1-6 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=001&rid=11640 File-Function: First version, 2019 Number: 9611640 Classification-JEL: I20, I23 Keywords: STEM, CLIL, UBM, GJT Handle: RePEc:sek:itepro:9611640 Template-Type: ReDIF-Paper 1.0 Author-Name: MUSTAPHA ALMASI Author-Name-First: MUSTAPHA Author-Name-Last: ALMASI Author-Email: mustapha.almasi@vub.be Author-Workplace-Name: Vrije Universiteit Brussel Author-Name: Chang Zhu Author-Name-First: Chang Author-Name-Last: Zhu Author-Email: chang.zhu@vub.be Author-Workplace-Name: Vrije Universiteit Brussel Title: STUDYING TEACHING PRESENCE IN RELATION TO LEARNER PERFORMANCE IN BLENDED LEARNING COURSES IN A TANZANIAN UNIVERSITY: A MIXED DESIGN APPROACH Abstract: Teaching presence influences student learning, motivation, satisfaction and performance in blended learning courses. Many studies have focused on understanding teaching presence using quantitative measures only. This study explores perceptions of teaching presence (TP) in relation to academic performance among instructors and students in blended learning (BL) courses in Tanzania. Six instructors and 651 students were involved in the study. We examined student perception of TP, the role of the instructor, and how TP relates to performance. Data were obtained using a TP scale, interviews and focus group discussion. The results of the qualitative data show that all instructors involved in the study regard content delivery as their main teaching presence. Instructors also viewed provision of notes, assignments, and questions (facilitation) as their second main role of TP. Students report a high teaching presence in all BL courses studied. Also, students regarded group discussion as the main teaching presence. They described their instructors as playing roles in facilitating the lessons, delivering content, directing and organizing courses they taught. The study finds no significant gender differences in students? performance. The student reported TP significantly predict their performance scores. While students? characteristics such as gender have shown no influence on students? performance, course type and teaching presence influence students? performance. Instructors favour traditional teaching roles in BL courses and exalt a high teaching presence as reported by students. The implications of the study are discussed. Length: 16 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 7-22 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=002&rid=11805 File-Function: First version, 2019 Number: 9611804 Classification-JEL: A00 Keywords: teaching presence, student performance, blended learning, mixed method, community of inquiry Handle: RePEc:sek:itepro:9611804 Template-Type: ReDIF-Paper 1.0 Author-Name: Ray Archee Author-Name-First: Ray Author-Name-Last: Archee Author-Email: r.archee@uws.edu.au Author-Workplace-Name: Western Sydney University Title: Evaluating a blended/online degree Abstract: The evaluation of entire degrees or programs of study is not a routine activity unlike the evaluation of individual units. However such evaluations can be useful and highlight issues and show both positive and negative student opinions on their learning. The paper shows the results of an evaluation of the Bachelor of Communication from 2015 to 2018. Length: 20 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 23-42 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=003&rid=12321 File-Function: First version, 2019 Number: 9612321 Classification-JEL: I29 Keywords: Blended learning, online education, evaluation Handle: RePEc:sek:itepro:9612321 Template-Type: ReDIF-Paper 1.0 Author-Name: ZEYNEP AYDEMIR Author-Name-First: ZEYNEP Author-Name-Last: AYDEMIR Author-Email: zeynep.aydemir@marmara.edu.tr Author-Workplace-Name: MARMARA UNIVERSITY Author-Name: NURAY BA?PINAR Author-Name-First: NURAY Author-Name-Last: BA?PINAR Author-Email: nuraybaspinar55@hotmail.com Author-Workplace-Name: Ministry Of National Education Title: The Effect of Pre-Text Questions on Preparing Students For The Text Abstract: In order to enable the students to reach the determined goals, while preparing questions based on the texts, the questions should be grouped into the questions to be asked before the text, the questions to be asked while the text is processed and the questions to be asked after the text is processed, and the levels of these questions should be organized according to the performance of the students. Akyol (1997) defines the limitations of the text preparation questions as ?pre-text questions can limit the understanding of the reader because the reader can only read to find the answers to the questions ?; while the advantages of these questions ? ?pre-text questions arouse curiosity about the material to be read by the student; It focuses its attention on specific information and makes it easier to make accurate interpretations of what might happen next stage?. Based on these approaches, this research was aimed to examine the effect of pre-text questions on preparing students for the text. 60 (29 male, 31 female) students of the second grade students in Sancaktepe district of Istanbul participated in the study. In the study, which was designed according to the case study of qualitative research patterns, as a data collection tool, student worksheets consisting of pre- and post-text questions prepared by the researchers, observation notes and semi-structured interview form were used. The practice was carried out with two narrative texts prepared with 5W-1H questions (the first text formed by giving 5W-1H questions before the text, the second text formed by giving 5W-1H questions after the text) and the form of ?I Choose Worksheet? after the course. Content analysis was used to analyze the collected data. As a result of the findings, it was observed that the students wanted to ask questions about the pre-text, the questions asked led them to understand the text better and they preferred the text consisting of pre-text questions. Length: 11 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 43-53 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=004&rid=12330 File-Function: First version, 2019 Number: 9612330 Classification-JEL: Keywords: Pre-text questions, post-text questions, 5W-1H questions, narrative text, preparation for the text. Handle: RePEc:sek:itepro:9612330 Template-Type: ReDIF-Paper 1.0 Author-Name: Joanna Bartnicka Author-Name-First: Joanna Author-Name-Last: Bartnicka Author-Email: Joanna.Bartnicka@polsl.pl Author-Workplace-Name: Silesian University of Technology Author-Name: Agnieszka Zietkiewicz Author-Name-First: Agnieszka Author-Name-Last: Zietkiewicz Author-Email: Agnieszka.Zietkiewicz@polsl.pl Author-Workplace-Name: Silesian University of Technology Author-Name: Joanna Roziak Author-Name-First: Joanna Author-Name-Last: Roziak Author-Email: jroziak@technomex.pl Author-Workplace-Name: PHU Technomex Author-Name: Alicja Kasprzak Author-Name-First: Alicja Author-Name-Last: Kasprzak Author-Email: akasprzak@technomex.pl Author-Workplace-Name: PHU Technomex Title: Brain4Train project as an educational response to the challenges of post-stroke rehabilitation Abstract: Considering the negative consequences of stroke disease that dramatically reduce the quality of life of post-stroke patients and their families, it is urgent to offer more effective methods and tools for recovering the survivors in a possible short time. They must be accomplished in a way that preserves dignity and motivates the patient to relearn basic skills that the stroke disease may have impaired like bathing, eating, dressing and walking, shopping, speaking, reading and eventually return to working life. Taking this as a background for consideration, the aim of this paper is to present the research outcomes on the usefulness of the new and innovative rehabilitation pathways basing on Virtual Reality (VR) technologies. Basically, the case studies performed in the rehabilitation centre Technomex from Poland, encompassing the whole stroke patients? rehabilitation procedures with the use of VR were described. Simultaneously, these examples were the base for creating a comprehensive and professional training tool intended mostly for rehabilitators and physiotherapists about using VR technologies in supporting stroke survivors? recovery that is the main objective of the international project titled ?Development of Innovative Training Contents Based on the Applicability of Virtual Reality in the Field of Stroke Rehabilitation?, Brain4Train (contract number 2017-1-PL01-KA202-038370). Length: 12 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 54-65 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=005&rid=12046 File-Function: First version, 2019 Number: 9612046 Classification-JEL: I00 Keywords: virtual reality, post-stroke rehabilitation, Erasmus plus project Handle: RePEc:sek:itepro:9612046 Template-Type: ReDIF-Paper 1.0 Author-Name: FERNANDO DE ROSA Author-Name-First: FERNANDO Author-Name-Last: DE ROSA Author-Email: fernando.rosa@uol.com.br Author-Workplace-Name: Independent Researcher Author-Name: BENTO ALVES DA COSTA FILHO Author-Name-First: BENTO ALVES DA Author-Name-Last: COSTA FILHO Author-Email: costaf@uol.com.br Author-Workplace-Name: UNIALFA Author-Name: JOSE GASPAR NAYME NOVELLI Author-Name-First: JOSE GASPAR NAYME Author-Name-Last: NOVELLI Author-Email: gnovelli@uol.com.br Author-Workplace-Name: IESB Mestrado Title: Student Globalization: how much internationalized are Brazilian MBA students? A measurement proposition Abstract: The supply and demand for MBA courses have grown over time worldwide. The most diversified programs are available at business schools. The opportunity for exchange experiences and establish international network has stood out among the students? priorities. This paper seeks to build a research model that would permit the assessment of Brazilian MBA students about the internationalization of their career and academic life as a consequence or due to an MBA Course. Global mindset driven to an internationalized behavior can be expressed by the conversion among experiences abroad and internationalization at home tied with global global skills. A model with multidimensional factors is proposed after a comprehensive examination of the literature. This model is composed by four constructs: internationalization at home, experience abroad, global skills and global mindset. Although literature presents the above constructs isolated or partially combined, none of them bring a model integrating all of them or considering higher education in a holistic approach. The study developed by McCormick & Stephen (2016) was used as a basis for the present model construction, which improves this lack of integration approach. This research model would permit the identification of the main factors that explain the likelihood to be an internationalized MBA student. Length: 19 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 66-84 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=006&rid=11725 File-Function: First version, 2019 Number: 9611725 Classification-JEL: I23 Keywords: MBA, internationalization, career, business school, global mindset, global skills Handle: RePEc:sek:itepro:9611725 Template-Type: ReDIF-Paper 1.0 Author-Name: Adri Du Toit Author-Name-First: Adri Author-Name-Last: Du Toit Author-Email: dutoit.adri@nwu.ac.za Author-Workplace-Name: North-West University Title: Smartphones to support learning and teaching: divergent perspectives Abstract: Learning-teaching support media for the subject Consumer Studies are scarce. This subject offers great entrepreneurship potential for learners, is growing in popularity and is being expanded to more school phases in the South African school system. In addition, Consumer Studies includes a broad variation of topics, which obliges these subject teachers to have a broad and deep knowledge of all the diverse topics. It is therefore imperative to provide teachers with media they can use to support them in the teaching, and learners in the learning, of Consumer Studies. After a recent survey indicated that digital technologies such as smartphones abound in South Africa, the potential of these devices to serve as learning-teaching support media for the subject Consumer Studies in particular, was explored. To gain deeper insight into how smartphones can contribute to learning and teaching ? particularly in Consumer Studies ? with the ultimate purpose of enhancing the preparation of Consumer Studies student teachers, qualitative exploratory desktop research was employed. The findings indicated that, despite numerous ways in which smartphones could serve as learning-teaching support media, particularly for Consumer Studies, using these devices for learning and teaching is not uncomplicated. Several pitfalls associated with the use of smartphones also emerged. The divergent perspectives that emerged from the findings were used to make recommendations that could be used in the preparation of student teachers to teach the subject and to which practising teachers could refer when utilising smartphones as learning-teaching support media. Length: 22 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 85-106 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=007&rid=12169 File-Function: First version, 2019 Number: 9612169 Classification-JEL: O33 Keywords: Consumer Studies, learning-teaching support media, smartphones, student teachers, teacher training, teaching technologies Handle: RePEc:sek:itepro:9612169 Template-Type: ReDIF-Paper 1.0 Author-Name: Gabriela Dubcová Author-Name-First: Gabriela Author-Name-Last: Dubcová Author-Email: gabriela.dubcova@euba.sk Author-Workplace-Name: University of Economics in Bratislava Author-Name: ?ubica Foltínová Author-Name-First: ?ubica Author-Name-Last: Foltínová Author-Email: lubica.foltinova@euba.sk Author-Workplace-Name: University of Economics in Bratislava Title: Model of the Education for Adults in Slovakia Abstract: Education of the adult population - very important permanent process for the development of each country and sustainable successful development of each population. Active Aging and Education of the Adult Population. Global Population Pyramid in 2002 and 2025. Global Population Pyramid in 2002 and 2025. Determinants of Active Ageing. Principles of Active Ageing. Challenges of Adult Learning. Characteristics of Adult Education. Scope of adult education. Principles of Adult Education. Reasons for Education of the Adult Population. Standards for Adult Education. Advantages and Barriers of Adult Education. Educational Policies for Education of the Adult Population. Principle of Functioning Model of Education for Adults. Real Results of Adult Education in Practice. Conclusions and Recommendations. Length: 15 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 107-121 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=008&rid=12153 File-Function: First version, 2019 Number: 9612153 Classification-JEL: I23, I25 Keywords: Adult Population, Education for Adults, Active Ageing, Adult Learning, Educational Policies, Lifelong Learning Handle: RePEc:sek:itepro:9612153 Template-Type: ReDIF-Paper 1.0 Author-Name: Yenny Hinostroza Paredes Author-Name-First: Yenny Author-Name-Last: Hinostroza Paredes Author-Email: yenny.hinostrozaparedes@helsinki.fi Author-Workplace-Name: University of Helsinki Title: Chilean teacher educators in initial teacher education policy: A qualitative content analysis Abstract: This article examines an under-researched area of education in Chile by exploring how contemporary initial teacher education policy addresses the professionalism of university-based teacher educators. While the content analysis is limited by the data available, its focus is on describing the notion of teacher educators? professionalism inherent in the current political discourse. First, findings show that policy pays scarce attention to the professionalism of teacher educators; most of these policies are part of general policies for university-based initial teacher education programs. Second, located within the academia, the prevalent view of teacher educators? professionalism is centered in a particular construction of the teacher-researcher that stresses greater the role of the researcher. Third, policy predominantly defines educators? professionalism in terms of market-oriented values (competences, knowledge-related resources). Finally, the article concludes by considering the implications for developing initial teacher education policy that puts greater emphasis on teacher educators, strengthens their professionalism, and positions them for an active role in policy-making. Length: 20 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 122-141 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=009&rid=10717 File-Function: First version, 2019 Number: 9610717 Classification-JEL: I21, I28, I29 Keywords: teacher educator; professionalism, initial teacher education, qualitative content analysis, policy-making Handle: RePEc:sek:itepro:9610717 Template-Type: ReDIF-Paper 1.0 Author-Name: Kamlesh kant Jain Author-Name-First: Kamlesh kant Author-Name-Last: Jain Author-Email: kkjain@nitttrbpl.ac.in Author-Workplace-Name: National Institute of Technical Teachers? Training & Research (NITTTR) Title: Correlation between theoretical pedagogical knowledge and teaching performance of newly recruited technical teachers of western region of India - A case study Abstract: The purpose of this research through a case study was to find the correlation between theoretical knowledge about pedagogy and teaching performance of newly recruited and less experienced faculty members of Engineering Colleges and Polytechnics. In India the basic qualification for recruitment of faculty for Engineering and Polytechnic Colleges is post graduation in their respective branch of engineering and mostly they don?t have any education or training in pedagogy related aspects of teaching and learning. Therefore, the recruited novice teachers are inducted in the teaching profession by providing them a rigorous training of two weeks induction training programme on pedagogy and educational technology aspects. At the end of two weeks training, each teacher was asked to teach in a simulated teaching setting having a session of 15 minutes duration to demonstrate these teaching skills. Performances of teachers were assessed on different aspects on a five- point rating scale. To ascertain the understanding of teaching-learning process and pedagogy, an assessment test based on 50 multiple-choice questions related to education technology and pedagogy aspects such as domains of learning, learning principles, methods of instruction, student assessment etc were asked. The study was carried out to ascertain the correlation of teacher?s performance in their teaching sessions with the response on multiple choice questions. We administered a test of 50 multiple-choice questions to about 80 newly recruited teachers of different engineering disciplines. This paper discusses the correlation between the two kinds of assessments, namely teachers? understanding of the concepts related to effective teaching and their actual teaching performance. Length: 12 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 142-153 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=010&rid=11270 File-Function: First version, 2019 Number: 9611270 Classification-JEL: I23 Keywords: pedagogy, educational technology, simulated teaching, rubric,student assessment Handle: RePEc:sek:itepro:9611270 Template-Type: ReDIF-Paper 1.0 Author-Name: Mark Kaahwa Author-Name-First: Mark Author-Name-Last: Kaahwa Author-Email: Mark.Kaahwa@vub.be Author-Workplace-Name: Vrije universiteit Brussels, Att: Mark Kaahwa Author-Name: Chang Zhu Author-Name-First: Chang Author-Name-Last: Zhu Author-Email: chang.zhu@vu.be Author-Workplace-Name: Vrije universiteit Brussels Author-Name: Moses Muhumuza Author-Name-First: Moses Author-Name-Last: Muhumuza Author-Email: musacot@gmail.com Author-Workplace-Name: Mountains of the Moon University Author-Name: Rodgers Mutyebere Author-Name-First: Rodgers Author-Name-Last: Mutyebere Author-Email: mutyrodgers@gmail.com Author-Workplace-Name: Mountains of the Moon University Author-Name: Robert Mawenu Author-Name-First: Robert Author-Name-Last: Mawenu Author-Email: robert.mawenu@mmu.ac.ug Author-Workplace-Name: Mountains of the Moon University Title: Assessing the efficacy of Audio Media Technology in enhancing Financial Literacy Knowledge of Radio Listening Club Members. A case of selected Rural Communities in Western Uganda Abstract: The principal aim of this study was to assess the efficacy of audio media technology (AMT) in the form of radio broadcasts and audio CDs in equipping Radio Listening Club Members (RLCMs) with financial literacy knowledge (FLK). Although audio media technology is acknowledged as the most important medium for communicating with rural populations, it is not known whether it can assist RLCMs to increase their FLK. A total of 939 participants from Rwenzori region in western Uganda participated in this study which involved a pre-test, an intervention, and a post-test experience. Pre-test analysis identified two cohorts, one cohort consisted of 157 members who were found with relevant knowledge of financial literacy and the other cohort consisted of 782 members who were found with low levels of knowledge even on the most basic aspects of financial literacy. The first cohort was excluded from the study as this research could not add much to their knowledge. Data was collected using a structured questionnaire before and after AMT intervention. We analysed the knowledge levels of respondents before and after in the following financial literacy themes; personal financial management, saving management, loan acquisition and management, investment management and financial service providers and making payments. Results showed that the use of AMT in financial literacy has a positive causal impact. For most of the items under these scales, they showed an increase in means after respondents received the AMT intervention. An indication that although they had poor initial knowledge on most financial literacy aspects, their knowledge significantly changed after attending the AMT training. Results further revealed that the listenership at the RLCs and listenership at individual level showed a statistically significant difference only in three areas; savings, investment, and personal financial management. Members who listened from the RLCs appeared to have more knowledge in financial literacy on savings, investment, and personal financial management, unlike their counterparts who listened individually. Moreover, apart from age other demographic characteristics such as gender and level of education did not correlate with knowledge uptake regarding financial literacy. Based on these findings thus, we conclude that well designed AMT in the form of radio broadcasts and audio CDs is an effective and cost-effective mechanism through which knowledge levels of community people regarding financial literacy can be enhanced. Length: 27 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 154-180 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=011&rid=12203 File-Function: First version, 2019 Number: 9612203 Classification-JEL: I29 Keywords: Financial literacy, Radio Listening clubs, audio media technology, information tool, rural communities. Handle: RePEc:sek:itepro:9612203 Template-Type: ReDIF-Paper 1.0 Author-Name: Dasharath Singh Karaulia Author-Name-First: Dasharath Singh Author-Name-Last: Karaulia Author-Email: prof.dsk@gmail.com Author-Workplace-Name: National Institute of Technical Teachers Training & Research, Title: Towards process maturity in accreditation of engineering programmes with special reference to the NBA accreditation Abstract: Adoption of systems and processes that focus on improvement in design and delivery of Outcome Based Education (OBE) is a concern of many engineering institutes who either go in for or intend to apply for accreditation of engineering and technology programmes. This need emerges out from the fact that in India the engineering programme accreditation agency, the National Board of Accreditation, Delhi, does not prescribe any specific approach to process improvement methodology, and that part of process design, implementation and improvement is left to individual institutes who apply for programme accreditation. As a result institutes who have robust and mature processes in use for implementation of accreditation system are still scarce. This paper proposes an extension of business process maturity model as used in software engineering and the eMM 2.3 which is used in e-learning to ensure quality in design and implementation of accreditation process. Length: 9 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 181-189 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=012&rid=10660 File-Function: First version, 2019 Number: 9610660 Classification-JEL: C18, I23, I29 Keywords: Engineering Accreditation, Process Maturity, eMM 2.3, Software Engineering Maturity Model in Engineering Education, NBA Accreditation Process maturity Handle: RePEc:sek:itepro:9610660 Template-Type: ReDIF-Paper 1.0 Author-Name: Sang Cheol Kim Author-Name-First: Sang Cheol Author-Name-Last: Kim Author-Email: tao1@kedi.re.kr Author-Workplace-Name: Korean Educational Development Institute Title: A Study on Shifts of Open Secondary Schools Policy in Korea through Historical New Institutionalism Abstract: The purpose of this study is to analyze policy shift process of the Open Secondary Schools in Korea based on the historical new institutional theory and to make policy proposals about it. Specifically, I will study the limitation factors and the facilitating factors of the policy shift by analyzing from ?the structural-institutional-actor level integrated view? and ?view of gradual shift? through the historical new institutionalism theory. The Open Secondary Schools provide new educational opportunities for anyone who needs secondary education and it implement U-learning based lifelong education and realize blended education through offline classes twice a month. Therefore, it is required to improve education policy suitable for the future environment by analyzing the policy shift process in the age of the fourth industrial revolution. As a theoretical background, I have examined the background, the purpose, the function, the organization of project operation, the development process of the Open Secondary Schools, and the historical new institutionalism theory. As the content of the analysis, five research questions were set up. It includes the structural contextual factors, institutional contextual factors, actor contextual factors, interaction between factors, and the path of policy shift. As a research method, literature review was carried out using research reports, project reports, historical records, media related to the Open Secondary Schools since 1974. The results of the analysis are as follows. First, 'structural change of industry' and 'development of cutting edge technology', which are structural factors influencing policy change, were factors that facilitated policy shift and 'implementation of local autonomy' was a constraint factor. Second, 'community culture focusing on social justice' and 'change in education paradigm' which were institutional context factors served as facilitators for policy shift. Third, the change in the 'official actor', which is the context factor of actor, acted as a constraint on policy shift. Fourth, interaction between 'the structural-institutional-actor context' constrained or facilitated policy shift. Finally, the policy of Open Secondary Schools was shifted to the process of 'path start' - 'path dependence' - 'path evolution'. Based on these findings, suggestions for future policies are as follows. First, it is necessary to prepare human resources and infrastructure that can respond sensitively to cutting-edge technology changes. Second, customized educational content development and educational environment should be improved for the education disadvantaged group and multicultural students. Length: 22 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 190-211 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=013&rid=12327 File-Function: First version, 2019 Number: 9612327 Classification-JEL: I28 Keywords: the Open Secondary Schools policy, policy shift, Historical New Institutionalism, 'the structural-institutional-actor context', the process of 'path start' - 'path dependence' - 'path evolution' Handle: RePEc:sek:itepro:9612327 Template-Type: ReDIF-Paper 1.0 Author-Name: Donnavan Kruger Author-Name-First: Donnavan Author-Name-Last: Kruger Author-Email: Donnavan.Kruger@nwu.ac.za Author-Workplace-Name: North-West University Author-Name: Josef De Beer Author-Name-First: Josef Author-Name-Last: De Beer Author-Email: Josef.DeBeer@nwu.ac.za Author-Workplace-Name: North-West University Title: Infusing indigenous knowledge in the life sciences classroom: Design principles for creating an Ethnobiological Matrix Abstract: A perennial problem facing South African science education is how to better contextualize curriculum content to a diverse student population. South Africa, who is often dubbed the ?rainbow nation? because of its racial and cultural diversity, also has to deal with a large spectrum of students in terms of socio-economic status. In especially rural parts of the country, where indigenous knowledge is thriving, the ?western? science curriculum is not always accessible to all learners. By infusing relevant indigenous knowledge into curriculum themes, students will be able to better understand and appreciate the value of science in everyday life. Despite fundamental differences between the natural sciences and Indigenous Knowledge (IK) (e.g. the holistic nature of IK versus the reductionist nature of science), similarities in the processes also exist, e.g. the empirical, tentative and inferential nature of both. The responsibility thus lies with teacher educators to train teachers on how to effectively infuse IK in the classroom. This paper describes a rigorous method to create science context by means of ethnobiological studies which will be implementable in teacher education and ultimately infused in science classrooms. The research draws on the Matrix Method that was developed by De Beer and Van Wyk in the field of ethnobotany, and in this paper, the authors show how ethnozoology could also be included. The Matrix Method affords students the opportunity to, as scientific sleuths, engage in project-based learning, while also developing more nuanced understandings of the role that science plays in everyday life. Although the context is South African, the heuristic developed has universal application and could be used in any country.*ACKNOWLEDGEMENTS: This work is based on a research project supported by the National Research Foundation (NRF) of South Africa (Grant Number 114333). The grant holder acknowledges that opinions, findings and conclusions or recommendations expressed in any publication generated by the NRF-supported research are those of the author(s), and that the NRF accepts no liability whatsoever in this regard. Length: 12 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 212-223 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=014&rid=12017 File-Function: First version, 2019 Number: 9612017 Classification-JEL: I24, I25, I29 Keywords: contextualized teaching and learning, curriculum policy, design principles, ethnobotany, ethnobiology, ethnozoology, indigenous knowledge, Matrix, problem-based learning, project-based learning Handle: RePEc:sek:itepro:9612017 Template-Type: ReDIF-Paper 1.0 Author-Name: Kittisak Laksana Author-Name-First: Kittisak Author-Name-Last: Laksana Author-Email: kong.laksana@gmail.com Author-Workplace-Name: Curriculum and Instruction Department, Faculty of Education, Ramkhamhaeng University Author-Name: Kanrawee Busayanon Author-Name-First: Kanrawee Author-Name-Last: Busayanon Author-Email: k.busayanon@gmail.com Author-Workplace-Name: Curriculum and Instruction Department, Faculty of Education, Ramkhamhaeng University Author-Name: Yasa Mahamarn Author-Name-First: Yasa Author-Name-Last: Mahamarn Author-Email: yasa39@hotmail.com Author-Workplace-Name: Curriculum and Instruction Department, Faculty of Education, Ramkhamhaeng University Title: CREATING PRE-SERVICE TEACHERS? ENGAGEMENT IN AN ACTIVE LEARNING JOURNEY WITH PROJECT-BASED LEARNING TO BECOME EFFECTIVE TEACHERS Abstract: A primary goal of teacher preparation programs is to develop pre-service teachers? ability in applying the teaching knowledge and skills they learn in real classrooms in varying community, school, and classroom contexts. Upon developing these abilities, pre-service teachers can help their students successfully acquire knowledge. The present study aims to investigate the extent to which project-based instruction can enhance the ability to develop teaching materials among pre-service Social Studies teachers currently studying at an open-admission university in Thailand. The same subjective test was administered to a sample of 30 participants before and after the study and was scored using an analytic rubric. The pre-test and post-test data were analyzed via a paired sample t-test, which revealed that participation in project-based instruction resulted in the pre-service Social Studies teachers? improved ability to develop teaching materials, both overall and for each specific criterion, at a statistical significance level of .01. Length: 8 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 224-231 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=015&rid=12122 File-Function: First version, 2019 Number: 9612122 Classification-JEL: I29 Keywords: Instructional media, pre-service teachers, project-based learning, social studies Handle: RePEc:sek:itepro:9612122 Template-Type: ReDIF-Paper 1.0 Author-Name: Yasa Mahamarn Author-Name-First: Yasa Author-Name-Last: Mahamarn Author-Email: yasa39@hotmail.com Author-Workplace-Name: Curriculum and Instruction Department, Faculty of Education, Ramkhamhaeng University Author-Name: Kittisak Laksana Author-Name-First: Kittisak Author-Name-Last: Laksana Author-Email: kong.laksana@gmail.com Author-Workplace-Name: Curriculum and Instruction Department, Faculty of Education, Ramkhamhaeng University Author-Name: Surattana Adipat Author-Name-First: Surattana Author-Name-Last: Adipat Author-Email: ajsurattana@gmail.com Author-Workplace-Name: Curriculum and Instruction Department, Faculty of Education, Ramkhamhaeng University Author-Name: Kanrawee Busayanon Author-Name-First: Kanrawee Author-Name-Last: Busayanon Author-Email: k.busayanon@gmail.com Author-Workplace-Name: Curriculum and Instruction Department, Faculty of Education, Ramkhamhaeng University Title: INSTRUCTIONAL INNOVATIONS: TEACHERS? INVALUABLE TOOLS FOR STUDENTS? ACADEMIC SUCCESS Abstract: This study aims to explore and compare pre-service teachers? use of instructional innovations. A sample of 250 pre-service teachers from different major fields was selected using stratified random sampling. Primary data were collected through a questionnaire consisting of two sections: 1) background information; and 2) the use of instructional innovations. The data were analyzed using the one-way ANOVA test and the post-hoc Scheffé?s test. The findings reveal that instructional innovations were mostly used in the ?implementation? stage ( = 4.04, SD = 0.42). In addition, user-friendliness towards technology was the most influential factor when determining the use of instructional innovations, followed by convenience of the innovations? application, conformity to learning management, the expense, and training, respectively. The use of instructional innovations between pre-service teachers from different major fields was significantly different, with a significance level of 0.05. Length: 10 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 232-241 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=016&rid=12127 File-Function: First version, 2019 Number: 9612127 Classification-JEL: I29 Keywords: Instructional innovations, pre-service teachers, teaching approaches, teaching practicum Handle: RePEc:sek:itepro:9612127 Template-Type: ReDIF-Paper 1.0 Author-Name: Natália Matkov?íková Author-Name-First: Natália Author-Name-Last: Matkov?íková Author-Email: natalia.matkovcikova@gmail.com Author-Workplace-Name: University of Economics in Bratislava, Faculty of Business Management, Department of Management Title: The importance of occupational safety and health education in the event of accidents at work due to non-compliance with occupational safety rules and standards Abstract: Non-compliance with occupational health and safety legislation leads to accidents at work which have consequences for employees, companies and the state. To prevent these consequences, an occupational accident prevention system, including education and training of employees in the field of occupational health and safety, is possible. The paper analyzes and presents the results of the research of the need to re-educate employees on the basis of three selected areas: compliance with working procedures, use of protective clothing and footwear and compliance with mental hygiene principles in which respondents do not comply with occupational health and safety rules, resulting in an accident at work in the transport sector. The contribution points out that formal education carried out by classical educational methods in the field of occupational health and safety does not have sufficient effect to change employees' behavior and does not replace the experiential form of education provided by modern educational methods. The paper is output solutions of grant tasks VEGA No.1/0447/19 ? Economic consequences of non-compliance with the principles of occupational safety and health for companies in the Slovak republic. Length: 10 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 242-251 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=017&rid=12141 File-Function: First version, 2019 Number: 9612141 Classification-JEL: I15, I25 Keywords: occupational safety and health, work injury, education, e-learning Handle: RePEc:sek:itepro:9612141 Template-Type: ReDIF-Paper 1.0 Author-Name: Elsa Mentz Author-Name-First: Elsa Author-Name-Last: Mentz Author-Email: Elsa.mentz@nwu.ac.za Author-Workplace-Name: Self-Directed Learning, North-West University Author-Name: Josef De Beer Author-Name-First: Josef Author-Name-Last: De Beer Author-Email: Josef.debeer@nwu.ac.za Author-Workplace-Name: Self-Directed Learning, North-West University Title: The affordances of Change Laboratories for improved sustainability and impact of in-service teacher professional development programmes Abstract: The leitmotif underpinning this paper is the affordances of third-generation and nascent fourth-generation Cultural-Historical Activity Theory (CHAT) as a research lens, when analyzing complex systems such as teacher professional development. The context is a design-based research study on short learning programmes (SLP?s) for science teachers. The SLP?s focus on teacher professional development to contextualize science curriculum themes through the infusion of indigenous knowledge. In the SLP?s inquiry learning, cooperative learning and self-directed learning are emphasized. The data showed that, although the teachers benefited from the SLP?s, and were both more capable and enthusiastic to engage in transformed teaching practices after the intervention, transfer of the newly acquired knowledge and skills to the classroom did not take place in many cases. This lead to the formulation of the research question underpinning this paper: how can the impact and sustainability of well-designed SLP?s be ensured? Third-generation CHAT provided insights into the tensions that negatively impacted on the realization of the activity system?s ?object?. The ?contradiction of control?- a phrase referring to the fact that different stakeholders had different views and impact on the object- prompted the authors to start planning the implementation of Change Laboratories, and the utilization of fourth-generation Cultural-Historical Activity Theory. For example, many teachers indicated that the expectations of principals and parents that they should ?teach to the test? incited them to fall back on transmission-mode approaches, at the expense of the more learner-centered approaches that they were introduced to during the SLP?s. Change Laboratories provide a space where all stakeholders engage in expansive learning, and attempt to come to a shared understanding of the object. By shifting the gaze to fourth generation CHAT, where all stakeholders are seen as different activity systems, researchers might gain insight in how tensions that corrode the realization of the object could be reduced. The paper concludes by providing a number of design principles for such Change Laboratories, such as that the elements of cooperative learning should be guiding the discourse. Length: 20 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 252-271 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=018&rid=11967 File-Function: First version, 2019 Number: 9611967 Classification-JEL: I23, I21, I29 Keywords: Cultural-Historical Activity Theory, teacher professional development, indigenous knowledge, self-directed learning, expansive learning, social interdependence theory, cooperative learning, Change Laboratories Handle: RePEc:sek:itepro:9611967 Template-Type: ReDIF-Paper 1.0 Author-Name: Lea Mustonen Author-Name-First: Lea Author-Name-Last: Mustonen Author-Email: lea.mustonen@hamk.fi Author-Workplace-Name: Häme University of Applied Sciences Author-Name: Susan Heikkilä Author-Name-First: Susan Author-Name-Last: Heikkilä Author-Email: susan.heikkila@hamk.fi Author-Workplace-Name: Häme University of Applied Sciences Title: From a student to a research assistant ? student's professional growth in research and development Abstract: Häme University of Applied Sciences´ (HAMK) projects are in line with the profiles of the research units and provide opportunities for students to participate in applied research. Integration of teaching and R&D operations develops skills needed in working life. The goal of this article is to describe using examples Häme University of Applied Sciences´ (later: HAMK) electrical and automation technology students´ possible road from a student to research assistant and to showcase the experiences of a few assistants in their professional growth.Students' views were found out using a survey. Based on the answers HAMK's electrical and automation studies´ current operations have created successful work experience and motivating path towards applied studies. In addition, it has helped them of their professional growth, professional profile and future career expectations.Electrical and automation studies´ students have a clear path towards becoming a member of the research community. As the activity stabilizes, this path can be brought to students as one of their career opportunities. It is a viable option for those seeking a career in R&D, but it is also suitable for those who consider research capabilities to promote their careers in other businesses. Length: 12 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 272-283 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=019&rid=12060 File-Function: First version, 2019 Number: 9612060 Classification-JEL: I21, I23, I29 Keywords: Promotion of studies, professional growth, pedagogy, team teaching, quality management. Handle: RePEc:sek:itepro:9612060 Template-Type: ReDIF-Paper 1.0 Author-Name: OYEWO NELSON ADEREMI Author-Name-First: OYEWO Author-Name-Last: NELSON ADEREMI Author-Email: nelson.oyewo@yahoo.com Author-Workplace-Name: Emmanuel Alayande College of Education, Oyo Title: SEX EDUCATION BY PARENTS AND PEERS AS CORRELATES OF ADOLESCENTS SEXUAL RISK BEHAVIOR IN OYO STATE, NIGERIA Abstract: Adolescence is a period where young persons achieve the highest stage of cognitive and physical development and strive to define their identity. Parents? roles in the family environment have primarily been to prepare children for adulthood through rules and discipline. During adolescence, peers play very important roles in their lives and typically replace family as the centre of social and leisure activities. These results into many risk taking activities such as smoking, aggressive behavior or indulging into sexual activities due to peer pressure. This study examined sex education given by parents and peers as correlates of adolescents sexual risk behavior in Oyo State, Nigeria. A correlation research design was adopted for the study. Two hundred and forty Senior Secondary School Students participated in the study. Three research instruments: Sex Education by Parents Scale (? = 74); Sex Education by Peers Scale (? = 86); and Sexual Risk Behavior Scale (? = 78) were used for data generation. Multiple Regression Statistics were employed for data analysis. The results of the study revealed that personal variables such as gender, family type and age significantly influenced adolescents sexual behavior {F(3,239) = 7.14}. Also, sex education given by parents and peers combined significantly influenced adolescents sexual risk behavior {F(2,239) = 9.23}. On the basis of these findings, it was recommended that Counselors and Educational Psychologists should direct their attention to positive Youth development strategies that will promote general development skills for the successful implementation of sexuality education in Nigeria. These strategies will promote adolescents health by focusing solely on risk factors. Length: 10 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 284-293 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=020&rid=11908 File-Function: First version, 2019 Number: 9611908 Classification-JEL: Keywords: Adolescents; Parents; Peers; Sex education; Sexual risk behavior Handle: RePEc:sek:itepro:9611908 Template-Type: ReDIF-Paper 1.0 Author-Name: Neal Petersen Author-Name-First: Neal Author-Name-Last: Petersen Author-Email: Neal.petersen@nwu.ac.za Author-Workplace-Name: North-West University Author-Name: Josef De Beer Author-Name-First: Josef Author-Name-Last: De Beer Author-Email: Josef.debeer@nwu.ac.za Author-Workplace-Name: North-West University Title: THE FOREST IN MY HAND: STUDENT TEACHERS? EXPERIENCES OF ENGAGING IN AN EDUCATIONAL EXCURSION Abstract: This paper sheds light on the value of a three-day excursion for South African student teachers in their first year of study. The rationale for the excursion should be considered from two perspectives: the unfortunate history of the country that divided people along racial lines, and the poor quality of teaching and learning that characterizes many South African school classrooms. This context dictates innovative interventions in pre-service teacher education, in order to ensure that South Africa has teachers who are inclusive and who enhance social justice on the one hand, and on the other hand who are well educated in making use of learner-centred and inquiry learning approaches. South Africa is a young democracy, and the legacy of the apartheid regime is still seen in a society that is not completely integrated. The North-West University (NWU) has three campuses, and whereas the Mafikeng Campus hosts predominantly Black students, the Potchefstroom Campus again has mainly White students. When student teachers board the buses to take them to the venue where the excursion is held, they also enter a different epistemological learning space, where they will reflect on their journeys of becoming teachers in socially diverse groups. While navigating the learning space as homo ludens (the playing human), engaging in a pedagogy of play, student teachers are confronted with their own biases and naďve understandings of teaching and the profession. The excursion also creates the opportunity for potential conflict and tension, which Veresov refers to as ?dramatical collisions?. Such social discomfort or disequilibrium acts as a good catalyst in the journey of becoming truly inclusive practitioners. However, the excursion, in contrast to a ?real? classroom, provides a low-risk setting (laboratory) for such learning. The pedagogy of play that characterizes the excursion, furthermore provides the student-teachers with an alternative approach to the ?chalk-and-talk?, transmission-mode teaching and learning approaches, which a large percentage of them experienced when they themselves were school learners. In this paper, the authors disseminate findings that emerged from a qualitative inquiry into the experiences of almost 1700 NWU student-teachers who participated in the 2019 excursions. Data were collected by means of questionnaires, focus group interviews, and studying artefacts. Length: 13 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 294-306 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=021&rid=11962 File-Function: First version, 2019 Number: 9611962 Classification-JEL: I23, I24 Keywords: Pre-service teacher education; excursions; pedagogy of play; teacher as an inclusive practitioner Handle: RePEc:sek:itepro:9611962 Template-Type: ReDIF-Paper 1.0 Author-Name: Anna Polednáková Author-Name-First: Anna Author-Name-Last: Polednáková Author-Email: anna.polednakova@euba.sk Author-Workplace-Name: University of Economics in Bratislava, Faculty of Business Management, Department of Business Finance Title: University teaching methods and financial literacy Abstract: Education and general literacy are one of the basic pillars of the company. Analyzes showed us that financial literacy in Slovakia is very low. According to recent analyzes, primary and secondary school pupils have low financial literacy. A similar situation exists in universities. Economic trends prepare students for corporate financial management, who should have significantly better results in financial literacy than non-financial specializations, but this has not been confirmed in the analyzes. It is therefore necessary to find new teaching methods that will increase financial literacy and will increase students' motivation to increase financial literacy as a basis for further study of the financial subjects of the Financial Management program to be able to apply financial management tools and methods in the company. Length: 8 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 307-314 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=022&rid=12180 File-Function: First version, 2019 Number: 9612180 Classification-JEL: I21, G32 Keywords: financial literacy, financial market, financial management, teaching methods, indebtedness, bankruptcy. Handle: RePEc:sek:itepro:9612180 Template-Type: ReDIF-Paper 1.0 Author-Name: JING QIAN Author-Name-First: JING Author-Name-Last: QIAN Author-Email: cedqjj@nuaa.edu.cn Author-Workplace-Name: Nanjing University of Aeronautics & Astronautics Title: An Empirical Study on Online Reading and Incidental Vocabulary Acquisition Abstract: Vocabulary learning is very important for L2 learners, and researchers have agreed that some of L2 learners? vocabulary is acquired incidentally. Extensive reading is an effective way to achieve incidental vocabulary acquisition. With college English teaching reform being carried out, the teaching mold has changed from teacher-centered to learner-centered. The new model should be built on modern information technology, particularly network technology. With the spring up of Internet-based L2 learning, the author is curious about whether online reading is better than common reading in terms of incidental vocabulary acquisition. After an experiment, the author analyses data and draws a conclusion that online reading can help the L2 learners have more IVA and teaching strategies have influence on students? IVA from online reading. Length: 8 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 315-322 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=023&rid=11686 File-Function: First version, 2019 Number: 9611686 Classification-JEL: Keywords: online reading; incidental vocabulary acquisition; teaching Handle: RePEc:sek:itepro:9611686 Template-Type: ReDIF-Paper 1.0 Author-Name: Abdullah SAYKILI Author-Name-First: Abdullah Author-Name-Last: SAYKILI Author-Email: asaykili@anadolu.edu.tr Author-Workplace-Name: Anadolu University Title: Augmented Reality in Open and Distance Learning Abstract: Open and Distance Learning constantly seeks to enrich learning experiences and processes by trying out innovative technologies and brings forward the best practices. Among these innovative technologies, Augmented Reality, draws attention due to the interactivity it enables within learning environments. Augmented Reality allows for the integration of theory and practice, and offers the potential to deliver learning through open and distance practices on disciplines such as medicine and engineering, which were once deemed impossible through distance learning mechanisms. This article aims to provide brief information on Augmented Reality and discusses its potential in the field of education. Length: 15 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 323-337 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=024&rid=12271 File-Function: First version, 2019 Number: 9612271 Classification-JEL: I29 Keywords: Open and Distance LearningAugmented RealityVirtual RealityDistance and Blended EducationOnline Learning Handle: RePEc:sek:itepro:9612271 Template-Type: ReDIF-Paper 1.0 Author-Name: Tswakae Sebotsa Author-Name-First: Tswakae Author-Name-Last: Sebotsa Author-Email: 28957210@nwu.ac.za Author-Workplace-Name: Self-Directed Learning, North-West University (NWU) Author-Name: Josef De Beer Author-Name-First: Josef Author-Name-Last: De Beer Author-Email: Josef.DeBeer@nwu.ac.za Author-Workplace-Name: Self-Directed Learning, North-West University (NWU) Author-Name: Jeanne Kriek Author-Name-First: Jeanne Author-Name-Last: Kriek Author-Email: kriekj@unisa.ac.za Author-Workplace-Name: University of South Africa (UNISA), Pretoria Title: Self-directed learning and teacher professional development: An adapted Profile of Implementation Abstract: The leitmotiv of this paper is an appreciative inquiry of the Rogan and Grayson (2003) Profile of Implementation heuristic, which has the potential to guide teacher professional development programmes, and also record a teacher?s growth and development during such interventions. The research question that guides this paper is, ?what are the affordances and limitations of Rogan and Grayson?s (2003) Profile of Implementation to guide teacher professional development?? To this end, we structure the paper according to the four dimensions included in the Rogan and Grayson heuristic, namely (a) classroom interaction, (b) practical work, (c) science and society, and (d) assessment. The research context is a teacher professional development programme facilitated by the North-West University in Potchefstroom, South Africa, in which ten science teachers participated. In this research we identified the need to map teachers? progress in terms of their professional development. In the Rogan and Grayson heuristic, teachers are plotted in each of the four dimensions (classroom interaction, practical work, science-and-society perspectives, and assessment) in one of four levels (with level 1 indicating basic compliance, and level 4 mastery. However, we adopted Petersen?s interpretation of the heuristic, which also provides for a level 0, indicating non-compliance). In the paper we focus on research data on teachers? classroom interaction, their ability to facilitate practical laboratory work based on the tenets of science, their ability to effectively contextualize science, and to engage in meaningful assessment. We also show how the professional development programme attempted to assist teachers? learning and professional development in each of these four dimensions. We critique the Profile of Implementation based on the absence of self-directed learning (SDL) in it. Self-directed learning describes a process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes. A particular contribution of this paper is the suggestion that a fifth dimension should be added, namely self-directed learning. The proposed fifth dimension sees self-directed learning as a sine qua non for development in the other four dimensions. Such a focus on SDL could arguably assist the teacher in a quicker transition from one level to the next. Length: 24 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 338-361 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=025&rid=12181 File-Function: First version, 2019 Number: 9612181 Classification-JEL: I23, I24, I21 Keywords: Teacher professional development, Classroom interaction, Practical work, Science and society, Assessment, Self-directed learning, Profile of Implementation, Nature of Science and Nature of Indigenous Knowledge Handle: RePEc:sek:itepro:9612181 Template-Type: ReDIF-Paper 1.0 Author-Name: Benjamin Seleke Author-Name-First: Benjamin Author-Name-Last: Seleke Author-Email: Benjamin.seleke@nwu.ac.za Author-Workplace-Name: North-West University Author-Name: Marietjie Havenga Author-Name-First: Marietjie Author-Name-Last: Havenga Author-Email: Marietjie.havenga@nwu.ac.za Author-Workplace-Name: North-West University Author-Name: Josef De Beer Author-Name-First: Josef Author-Name-Last: De Beer Author-Email: josef.debeer@nwu.ac.za Author-Workplace-Name: North-West University Title: The enhancement of self-directed learning through the engagement in problem-based learning activities during a professional development programme on Indigenous Knowledge for Technology teachers Abstract: The aim of this qualitative case study was to explore the affordances of a short learning programme to sensitize Technology teachers towards self-directed learning regarding the infusion of indigenous knowledge in the curriculum. The short learning programme on indigenous knowledge was structured according to the steps of problem-based learning. Technology teachers participated in this short learning programme as part of their continuous professional development. Among others, the national curriculum accentuates active learning as well as the appreciation of indigenous knowledge as a valued resource of history and culture. It is essential that Technology teachers are supported to acquire indigenous knowledge themselves and enable them to effectively guide learners in this regard. Accordingly, a short learning programme was developed and implemented for the purpose of the training of Technology teachers. Qualitative data was collected through reflective sheets, a focus group interview, as well as photographic artefacts, in order to generate an integrated qualitative dataset. During meticulous thematic qualitative data analysis, using protocol coding (a priori coding) data was organised and grouped into related themes. The emerging themes not only provided evidence for the acquisition of problem-based learning skills, but also revealed the inherent ability of problem-based learning related to indigenous knowledge, to enhance self-directed learning abilities among Technology teachers. Length: 10 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 362-371 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=026&rid=12049 File-Function: First version, 2019 Number: 9612049 Classification-JEL: I23, I24 Keywords: indigenous knowledge, problem-based learning, professional development, self-directed learning, technology teachers Handle: RePEc:sek:itepro:9612049 Template-Type: ReDIF-Paper 1.0 Author-Name: Miroslava Szarková Author-Name-First: Miroslava Author-Name-Last: Szarková Author-Email: szarkova@euba.sk Author-Workplace-Name: University of Economics in Bratislava, Faculty of Business Management, Department of Management Author-Name: Benita Belá?ová Author-Name-First: Benita Author-Name-Last: Belá?ová Author-Email: benita.belanova@euba.sk Author-Workplace-Name: University of Economics in Bratislava Title: Regarding the possibilities of connections between the transfer of technologies, knowledge and production of knowledge and information in the area of development and managerial skills? enhancement Abstract: The quality and level of managers? managerial skills significantly influences the competitiveness of the company. They present a qualitative, acquired entity in educational process, which has to be constantly developed within educational programmes and improved within social interactions. In the recent period, a massive input of information and communication technologies, mostly social media, which enable an effective connection of the transfer of technologies and knowledge with the production of knowledge and information in the educational process of managers, can be observed in the process of managerial skills? improvement and development. The article deals with the knowledge and information about the possibilities of managerial skills? development using information communication technologies in companies acting in the Slovak Republic. It compares the results of the monitoring obtained within the project APVV SK-CZ -0108-09 with the results of the research, which was carried out in 2018-2019 within the project VEGA 1/0309/18. Length: 9 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 372-380 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=027&rid=12152 File-Function: First version, 2019 Number: 9612152 Classification-JEL: I25, M21 Keywords: Managerial skills, information communication technologies, social media, social networks, education of managers Handle: RePEc:sek:itepro:9612152 Template-Type: ReDIF-Paper 1.0 Author-Name: Jonas Van Waes Author-Name-First: Jonas Author-Name-Last: Van Waes Author-Email: jonas.vanwaes@kuleuven.be Author-Workplace-Name: KU Leuven Author-Name: Joan Peuteman Author-Name-First: Joan Author-Name-Last: Peuteman Author-Email: joan.peuteman@kuleuven.be Author-Workplace-Name: KU Leuven Author-Name: Jens Vankeirsbilck Author-Name-First: Jens Author-Name-Last: Vankeirsbilck Author-Email: jens.vankeirsbilck@kuleuven.be Author-Workplace-Name: KU Leuven Author-Name: Julie Vermeersch Author-Name-First: Julie Author-Name-Last: Vermeersch Author-Email: julie.vermeersch@kuleuven.be Author-Workplace-Name: KU Leuven Author-Name: Walter Daems Author-Name-First: Walter Author-Name-Last: Daems Author-Email: walter.daems@uantwerpen.be Author-Workplace-Name: UAntwerpen Author-Name: Peter Hellinckx Author-Name-First: Peter Author-Name-Last: Hellinckx Author-Email: peter.hellinckx@uantwerpen.be Author-Workplace-Name: UAntwerpen Author-Name: Enrico Jacobs Author-Name-First: Enrico Author-Name-Last: Jacobs Author-Email: enrico@belgiumcampus.ac.za Author-Workplace-Name: Belgium Campus iTversity Author-Name: Jeroen Boydens Author-Name-First: Jeroen Author-Name-Last: Boydens Author-Email: jeroen.boydens@kuleuven.be Author-Workplace-Name: KU Leuven Title: Demographic Impact on the Quality Management System: European Guidelines in a South African Context Abstract: Since many years, the European Standards and Guidelines are used to assess the quality within Higher Educational Institutions. Due to the increasing international cooperation between universities and university colleges, these standards and guidelines provide an adequate foundation to assess the quality of all potential international partners inside and outside Europe. Due to a mutual desire for collaboration, a group of Belgian academics audited a private Higher Educational Institution in South Africa. Significant demographic differences between Europe and South Africa have a significant impact on the perceived quality. It is the aim of this paper to assess the specific demographic and societal influences which have a direct impact on several student-related processes and the perceived quality of those processes. It is found that a multitude of external factors influence a Quality Management System. More precisely, the impact of the local demographic, cultural, ethnic and economical conditions on the student recruitment, student retention and student employability are considered. Length: 11 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 381-391 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=028&rid=12164 File-Function: First version, 2019 Number: 9612164 Classification-JEL: I24, L15, L31 Keywords: Demographic Impact, Educational Quality, Quality Management Systems Handle: RePEc:sek:itepro:9612164 Template-Type: ReDIF-Paper 1.0 Author-Name: Lounell White Author-Name-First: Lounell Author-Name-Last: White Author-Email: Lounell.White@nwu.ac.za Author-Workplace-Name: North-West University Title: Integrating foldscopes into problem-based learning Abstract: Skills required in the 21st century necessitate teaching methodologies that educators use to equip learners for practice. Problem-based learning (PBL) supports the development of 21st-century skills as it fosters critical thinking, problem solving, creativity and collaboration. The current research aimed to determine whether Life Sciences (Biology) methodology student teachers could integrate the use of foldscopes into PBL. The research found that student teachers experienced the foldscopes as exciting, and revealed positive responses for classroom use. Some student teachers were, however, unable to develop a PBL activity for their learners, and leaned towards traditional teaching methods. Cultural historical activity theory (CHAT) was used as lens to analyse the activity system and identify tensions within the system. Length: 14 pages Creation-Date: 2019-10 Publication-Status: Published in Proceedings of the Proceedings of the 8th Teaching & Education Conference, Vienna, Oct 2019, pages 392-405 File-URL: https://iises.net/proceedings/8th-teaching-education-conference/table-of-content/detail?cid=96&iid=029&rid=12117 File-Function: First version, 2019 Number: 9612117 Classification-JEL: I24, I29 Keywords: Cultural historical activity theory; Foldscopes; Self-directed learning; Problem-based learning; 21st-century skills Handle: RePEc:sek:itepro:9612117