Industry 4.0 has occurred and impacted many industries. Along with that are the heavy effects of the Covid-19 pandemic taking place globally. The dual impact on education is so great that the shift to compulsory online instruction has already taken place. And on that basis, universities and colleges promote their own educational digital transformation programs. The context of this study is a vocational college in which digital transformation has been applied for several years. This research aims to survey teachers' opinions about the implementation of digital transformation as well as their intention to continue teaching online in the future. The research method used in this study is a simple statistical method of data through an online survey via Google Form. The survey results show that the initial digital transformation process has received a lot of positivity and satisfaction from the teachers and students at the institution and the intention to continue implementing digital transformation in the future.
{"title":"An Investigation into Teachers’ Perceptions towards Digital Transformation in Teaching and Learning","authors":"T. Le, Thuy Thi Thanh Vu","doi":"10.1145/3582580.3582604","DOIUrl":"https://doi.org/10.1145/3582580.3582604","url":null,"abstract":"Industry 4.0 has occurred and impacted many industries. Along with that are the heavy effects of the Covid-19 pandemic taking place globally. The dual impact on education is so great that the shift to compulsory online instruction has already taken place. And on that basis, universities and colleges promote their own educational digital transformation programs. The context of this study is a vocational college in which digital transformation has been applied for several years. This research aims to survey teachers' opinions about the implementation of digital transformation as well as their intention to continue teaching online in the future. The research method used in this study is a simple statistical method of data through an online survey via Google Form. The survey results show that the initial digital transformation process has received a lot of positivity and satisfaction from the teachers and students at the institution and the intention to continue implementing digital transformation in the future.","PeriodicalId":138087,"journal":{"name":"Proceedings of the 2022 5th International Conference on Education Technology Management","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124290167","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}
In the era of education big data, personalized learning has become the new normal of digital learning. As an important application direction of personalized learning system, learning resource recommendation is used to solve the problems of "information overload" and "information maze" caused by massive learning resources. This paper first constructs learner profile data based on learners' learning behavior, and uses GA-K-means algorithm to cluster learners according to the characteristic data of learner model, which effectively solves the cold start problem caused by untimely resource scoring. Finally, a learning resource recommendation method is designed from the three dimensions of consolidation, promotion and expansion, and N resources with the highest degree of fit are recommended to learners. The experimental results show that GA-K-means algorithm is significantly better than the traditional K-means clustering algorithm in stability and effectiveness, and the classification of learner groups is also in line with the actual situation, which can recommend personalized learning resources that meet the cognitive level for students.
{"title":"Research on Learning Resource Recommendation Based on Learner Model","authors":"Long-Yau Lin, Fang Wang, Fang Wang","doi":"10.1145/3582580.3582589","DOIUrl":"https://doi.org/10.1145/3582580.3582589","url":null,"abstract":"In the era of education big data, personalized learning has become the new normal of digital learning. As an important application direction of personalized learning system, learning resource recommendation is used to solve the problems of \"information overload\" and \"information maze\" caused by massive learning resources. This paper first constructs learner profile data based on learners' learning behavior, and uses GA-K-means algorithm to cluster learners according to the characteristic data of learner model, which effectively solves the cold start problem caused by untimely resource scoring. Finally, a learning resource recommendation method is designed from the three dimensions of consolidation, promotion and expansion, and N resources with the highest degree of fit are recommended to learners. The experimental results show that GA-K-means algorithm is significantly better than the traditional K-means clustering algorithm in stability and effectiveness, and the classification of learner groups is also in line with the actual situation, which can recommend personalized learning resources that meet the cognitive level for students.","PeriodicalId":138087,"journal":{"name":"Proceedings of the 2022 5th International Conference on Education Technology Management","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123593757","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}
This article attempts to study and explore the impact of action-oriented education paradigm on students' key capabilities by using the questionnaire and experimental research. Through the study, the following conclusions are drawn: 1. Action-oriented education paradigm improves learners' abilities of self-planning, self-monitoring, self-selection, self-reflection and self-evaluation; 2. Action-oriented education paradigm improves learners' communicative competence, team spirit and sense of cooperation; 3. The action-oriented education paradigm increases learners' sense of self-efficacy and responsibility. However, the study also shows that learners still have problems in overcoming difficulties, concentrating and other personality qualities, especially persistence and willpower need to be further cultivated.
{"title":"An Experimental Study on Influence of Action-oriented Education Paradigm on Students' Key Capabilities","authors":"Zhe Wang, Xiaoyuan Chen","doi":"10.1145/3582580.3582639","DOIUrl":"https://doi.org/10.1145/3582580.3582639","url":null,"abstract":"This article attempts to study and explore the impact of action-oriented education paradigm on students' key capabilities by using the questionnaire and experimental research. Through the study, the following conclusions are drawn: 1. Action-oriented education paradigm improves learners' abilities of self-planning, self-monitoring, self-selection, self-reflection and self-evaluation; 2. Action-oriented education paradigm improves learners' communicative competence, team spirit and sense of cooperation; 3. The action-oriented education paradigm increases learners' sense of self-efficacy and responsibility. However, the study also shows that learners still have problems in overcoming difficulties, concentrating and other personality qualities, especially persistence and willpower need to be further cultivated.","PeriodicalId":138087,"journal":{"name":"Proceedings of the 2022 5th International Conference on Education Technology Management","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128385272","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}
N. Shlenskaya, Dmitry Lavrinovich, G. Khorokhorina, Donamad Zamel
Motivation is considered one of the most important factors in the educational process, especially when it is about teaching university students in the time when online computer technologies are available, it helps to achieve better results in mastering new materials and learning procedure in general. The purpose of the work is to analyze the academic motivation of students and determine the relationship with educational strategies when working in lectures, that includes the practice of learning online with help of computer technologies. In order to increase academic motivation, it is necessary to improve the quality of education, as well as to find out the reasons that affect its level among students. To study the motivation of undergraduate students, we used the methodology of Gordeeva et al. As a result of the research, the predominance of intrinsic cognition and motivation of personal growth (14.61% and 14.31%), as well as motivation for self-respect and motivation of achievement (13.16% and 12.97%) as factors of high importance was confirmed. It was also discovered that students prefer to watch distant online lectures in the real time (simultaneously) more, than recorded ones (later watching), and motivation does not have any connection with this factor. Longhand writing is more common for students than writing notes in computer and the strategy to write with a pen/pencil has the direct connection with motivation for personal growth and motivation of self-respect. Also, younger students prefer to make notes during the lectures more than older learners. It was also found that younger students are more likely to make notes with colored markers and female students are more likely to make notes with colored markers than male students. Active participation on lectures has many connections with motivation to learn.
{"title":"Academic Motivation and Learning Strategies of Students at Lectures","authors":"N. Shlenskaya, Dmitry Lavrinovich, G. Khorokhorina, Donamad Zamel","doi":"10.1145/3582580.3582642","DOIUrl":"https://doi.org/10.1145/3582580.3582642","url":null,"abstract":"Motivation is considered one of the most important factors in the educational process, especially when it is about teaching university students in the time when online computer technologies are available, it helps to achieve better results in mastering new materials and learning procedure in general. The purpose of the work is to analyze the academic motivation of students and determine the relationship with educational strategies when working in lectures, that includes the practice of learning online with help of computer technologies. In order to increase academic motivation, it is necessary to improve the quality of education, as well as to find out the reasons that affect its level among students. To study the motivation of undergraduate students, we used the methodology of Gordeeva et al. As a result of the research, the predominance of intrinsic cognition and motivation of personal growth (14.61% and 14.31%), as well as motivation for self-respect and motivation of achievement (13.16% and 12.97%) as factors of high importance was confirmed. It was also discovered that students prefer to watch distant online lectures in the real time (simultaneously) more, than recorded ones (later watching), and motivation does not have any connection with this factor. Longhand writing is more common for students than writing notes in computer and the strategy to write with a pen/pencil has the direct connection with motivation for personal growth and motivation of self-respect. Also, younger students prefer to make notes during the lectures more than older learners. It was also found that younger students are more likely to make notes with colored markers and female students are more likely to make notes with colored markers than male students. Active participation on lectures has many connections with motivation to learn.","PeriodicalId":138087,"journal":{"name":"Proceedings of the 2022 5th International Conference on Education Technology Management","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127605604","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}
Digital trade represented by cross-border e-commerce has become an important engine for the high-quality development of my country's economy in the post-epidemic era. The characteristics of digital and brand-new new occupations such as "business + language + technology", and the characteristics of digital trade professional quality and professional skills in new positions make it difficult for the talents trained and delivered by existing higher vocational colleges to meet the needs of the rapid development of digital trade. Based on the structural contradictions and dilemmas of talent supply from the perspective of digital trade in the post-epidemic era, this paper caters to the development of the digital economy era, and relies on new occupations, new positions, and new demands for talents to explore the reform and feasibility of education and teaching from the government level and the college level. The training path is designed to meet the actual needs of enterprise talents under the connotation of "new economy, new business format, new technology, new occupation" and "four new" in the financial and commercial industry and the rapid development of digital technology.
{"title":"Explore and Practice of Education and Teaching Reform of Digital Trade Talents in the Post-Epidemic Era","authors":"Zhu Qiaoyan, Yuan Yan","doi":"10.1145/3582580.3582627","DOIUrl":"https://doi.org/10.1145/3582580.3582627","url":null,"abstract":"Digital trade represented by cross-border e-commerce has become an important engine for the high-quality development of my country's economy in the post-epidemic era. The characteristics of digital and brand-new new occupations such as \"business + language + technology\", and the characteristics of digital trade professional quality and professional skills in new positions make it difficult for the talents trained and delivered by existing higher vocational colleges to meet the needs of the rapid development of digital trade. Based on the structural contradictions and dilemmas of talent supply from the perspective of digital trade in the post-epidemic era, this paper caters to the development of the digital economy era, and relies on new occupations, new positions, and new demands for talents to explore the reform and feasibility of education and teaching from the government level and the college level. The training path is designed to meet the actual needs of enterprise talents under the connotation of \"new economy, new business format, new technology, new occupation\" and \"four new\" in the financial and commercial industry and the rapid development of digital technology.","PeriodicalId":138087,"journal":{"name":"Proceedings of the 2022 5th International Conference on Education Technology Management","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124534272","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}
P. Yau, Yongmin Kim, Dennis Wong, P. Pang, Stanley Kan, Qi Cao
After two years of online learning, minor changes happened in some tiny places which we may not always notice. These changes may impact the school management, education arrangement, and curriculum design: what do students expect from their teachers, and the school? Are they expecting forever online learning, and getting their degree completely online? In this study, we examined 93 final-year students from the school of computing science which mainly used work-based learning applied to learn pedagogy. We analyze their viewpoint on how COVID-19 changed their understanding of teaching and learning: what is the role of teachers and students? And how do they see the arrangement for the internship program? We found that over 92% of students agree that a creditable degree can better secure a job; over 68% of the students believed that face-to-face teaching is still a better choice, but at the same time, over 73% wish to have the materials recorded so that they can access them at their convenience time. We also examined some of the course design elements, especially those related to the internship program, to achieve a possible curriculum improvement for the students in the Asia Pacific region.
{"title":"What Students Want to Have in the Post-Pandemic?: A Study about Computing Science Study Preferences and Mode of Study in Southeast Asia","authors":"P. Yau, Yongmin Kim, Dennis Wong, P. Pang, Stanley Kan, Qi Cao","doi":"10.1145/3582580.3582591","DOIUrl":"https://doi.org/10.1145/3582580.3582591","url":null,"abstract":"After two years of online learning, minor changes happened in some tiny places which we may not always notice. These changes may impact the school management, education arrangement, and curriculum design: what do students expect from their teachers, and the school? Are they expecting forever online learning, and getting their degree completely online? In this study, we examined 93 final-year students from the school of computing science which mainly used work-based learning applied to learn pedagogy. We analyze their viewpoint on how COVID-19 changed their understanding of teaching and learning: what is the role of teachers and students? And how do they see the arrangement for the internship program? We found that over 92% of students agree that a creditable degree can better secure a job; over 68% of the students believed that face-to-face teaching is still a better choice, but at the same time, over 73% wish to have the materials recorded so that they can access them at their convenience time. We also examined some of the course design elements, especially those related to the internship program, to achieve a possible curriculum improvement for the students in the Asia Pacific region.","PeriodicalId":138087,"journal":{"name":"Proceedings of the 2022 5th International Conference on Education Technology Management","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133533311","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}
Nur Syarafana Bt Johan, Kew Si Na, Z. Tasir, T. W. Koh, Tze Wei Liew, Sze Seau Lee
Teaching English is one of many challenging subjects to teach. English teachers have always been trying different methods to maximize students’ proficiency and competency in the targeted language as it plays an important role in many aspects, especially in education. Some teachers have sorted to adapt the digital gamification method into their English classroom instruction. Furthermore, teaching using digital gamification is a relatively new concept. In the learning context, digital gamification is an educational method that incorporates game-like elements into the classroom to increase student engagement, promotes a learning environment with positive motivation, and benefits student performance. Research pertaining to digital gamification is growing but very limited study has yet to examine both perspectives of the teachers and the students towards its implementation and how it can influence the engagement level and performance outcomes in a Malaysian context. To urge this matter into the light, this research intended 1) to investigate the teachers’ and students’ perspectives towards the implementation of digital gamification in English classrooms on an engagement level; 2) to investigate the teachers' and students’ perspectives towards the implementation of digital gamification in English classrooms on performance outcomes. Adapting the quantitative research method, an online questionnaire consisting of 3 discrete sections to answer the research questions was distributed to 86 respondents from the high schools in Malaysia. Then, using SPSS version 27 the responses from the participants were processed to derive the numerical data such as the frequencies, means, average means, and the standard deviation. The main research findings indicated that both teachers and students have a positive perception of the implementation of digital gamification in the English classroom as it greatly improved the degree of engagement and performance outcome. The finding suggested that this research could contribute to the teacher's understanding of the potential of digital gamification in addressing certain behaviors and increasing engagement and performance goals.
英语教学是许多具有挑战性的学科之一。英语教师一直在尝试不同的方法来最大限度地提高学生对目的语的熟练程度和能力，因为它在许多方面发挥着重要的作用，特别是在教育方面。一些教师已经开始将数字游戏化方法应用到他们的英语课堂教学中。此外，使用数字游戏化教学是一个相对较新的概念。在学习方面，数字游戏化是一种教育方法，它将游戏元素融入课堂，以提高学生的参与度，促进具有积极动机的学习环境，并有利于学生的表现。与数字游戏化相关的研究正在增加，但非常有限的研究尚未检查教师和学生对其实施的观点，以及它如何影响马来西亚背景下的参与度和绩效结果。为了使这一问题浮出水面，本研究旨在1)调查教师和学生在参与水平上对英语课堂实施数字游戏化的看法;2)调查教师和学生对在英语课堂中实施数字游戏化对绩效结果的看法。采用定量研究方法，一份由3个独立部分组成的在线调查问卷被分发给来自马来西亚高中的86名受访者，以回答研究问题。然后，使用SPSS version 27对参与者的回答进行处理，得出频率、均值、平均均值和标准差等数值数据。主要研究结果表明，教师和学生都对在英语课堂中实施数字游戏化有积极的看法，因为它大大提高了参与度和绩效结果。这一发现表明，这项研究可以帮助教师理解数字游戏化在解决某些行为、提高参与度和绩效目标方面的潜力。
{"title":"The Implementation of Digital Gamification in English Classroom: Teachers’ and Students’ Perspectives","authors":"Nur Syarafana Bt Johan, Kew Si Na, Z. Tasir, T. W. Koh, Tze Wei Liew, Sze Seau Lee","doi":"10.1145/3582580.3582607","DOIUrl":"https://doi.org/10.1145/3582580.3582607","url":null,"abstract":"Teaching English is one of many challenging subjects to teach. English teachers have always been trying different methods to maximize students’ proficiency and competency in the targeted language as it plays an important role in many aspects, especially in education. Some teachers have sorted to adapt the digital gamification method into their English classroom instruction. Furthermore, teaching using digital gamification is a relatively new concept. In the learning context, digital gamification is an educational method that incorporates game-like elements into the classroom to increase student engagement, promotes a learning environment with positive motivation, and benefits student performance. Research pertaining to digital gamification is growing but very limited study has yet to examine both perspectives of the teachers and the students towards its implementation and how it can influence the engagement level and performance outcomes in a Malaysian context. To urge this matter into the light, this research intended 1) to investigate the teachers’ and students’ perspectives towards the implementation of digital gamification in English classrooms on an engagement level; 2) to investigate the teachers' and students’ perspectives towards the implementation of digital gamification in English classrooms on performance outcomes. Adapting the quantitative research method, an online questionnaire consisting of 3 discrete sections to answer the research questions was distributed to 86 respondents from the high schools in Malaysia. Then, using SPSS version 27 the responses from the participants were processed to derive the numerical data such as the frequencies, means, average means, and the standard deviation. The main research findings indicated that both teachers and students have a positive perception of the implementation of digital gamification in the English classroom as it greatly improved the degree of engagement and performance outcome. The finding suggested that this research could contribute to the teacher's understanding of the potential of digital gamification in addressing certain behaviors and increasing engagement and performance goals.","PeriodicalId":138087,"journal":{"name":"Proceedings of the 2022 5th International Conference on Education Technology Management","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133945084","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}
This paper aimed to show how much Self-efficacy and Achievement Motivation contribute to the formation of SPIRIT character for the students in the post-covid-19 pandemic era when the education process is still ongoing with a combined method of online and offline learning. This research used quantitative methods and literature studies. The results of this research showed that self-efficacy and achievement motivation had not significance contribution to the SPIRIT characters building for the students. The other variables that are not discussed even have a much larger contribution. So it is interested to investigate this result. Even so, it does not mean that students do not need to pay attention to self-efficacy and achievement motivation, because even though they are small, they still need to be owned, so that the SPIRIT characters can be further developed in the post-covid-19 pandemic era.
{"title":"The Contribution of Self-Efficacy and Achievement Motivation on The SPIRIT Characters Building for The Students","authors":"A. Benawa","doi":"10.1145/3582580.3582610","DOIUrl":"https://doi.org/10.1145/3582580.3582610","url":null,"abstract":"This paper aimed to show how much Self-efficacy and Achievement Motivation contribute to the formation of SPIRIT character for the students in the post-covid-19 pandemic era when the education process is still ongoing with a combined method of online and offline learning. This research used quantitative methods and literature studies. The results of this research showed that self-efficacy and achievement motivation had not significance contribution to the SPIRIT characters building for the students. The other variables that are not discussed even have a much larger contribution. So it is interested to investigate this result. Even so, it does not mean that students do not need to pay attention to self-efficacy and achievement motivation, because even though they are small, they still need to be owned, so that the SPIRIT characters can be further developed in the post-covid-19 pandemic era.","PeriodicalId":138087,"journal":{"name":"Proceedings of the 2022 5th International Conference on Education Technology Management","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126089608","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}
Multimodal learning analysis offers the possibility to comprehensively study students' learning processes, promote effective learning and explain teaching patterns in complex environments. In this paper, Citespace software is used to review the literature related to multimodal learning analysis techniques in education in WoS database and CNKI. The start of research in this field and the research intensity can be shown by the distribution of the time of publication of the literature. The domestic research situation, the research situation in each country and its influence can be shown by analyzing the country and institutional distribution of the literature. And the analysis of the co-occurrence of keywords shows the hot research content in this field. After the econometric and qualitative analysis of the literature, this paper discusses the future research trends of multimodal learning analytics in education, mainly including: taking students' personalized learning and emotional experience as the value orientation, carrying out in-depth empirical research on multimodal fusion analytics on the basis of protecting students' data and privacy security, and promoting the construction of intelligent learning service system.
{"title":"A Literature Review of Data-Driven Multimodal Learning Analytics in Education Based on Citespace","authors":"Jiaxuan Deng, Yiming Zhao","doi":"10.1145/3582580.3582646","DOIUrl":"https://doi.org/10.1145/3582580.3582646","url":null,"abstract":"Multimodal learning analysis offers the possibility to comprehensively study students' learning processes, promote effective learning and explain teaching patterns in complex environments. In this paper, Citespace software is used to review the literature related to multimodal learning analysis techniques in education in WoS database and CNKI. The start of research in this field and the research intensity can be shown by the distribution of the time of publication of the literature. The domestic research situation, the research situation in each country and its influence can be shown by analyzing the country and institutional distribution of the literature. And the analysis of the co-occurrence of keywords shows the hot research content in this field. After the econometric and qualitative analysis of the literature, this paper discusses the future research trends of multimodal learning analytics in education, mainly including: taking students' personalized learning and emotional experience as the value orientation, carrying out in-depth empirical research on multimodal fusion analytics on the basis of protecting students' data and privacy security, and promoting the construction of intelligent learning service system.","PeriodicalId":138087,"journal":{"name":"Proceedings of the 2022 5th International Conference on Education Technology Management","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125498772","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}
With the vigorous development of cross-border e-commerce and the application and promotion of modern teaching technology, the ability requirements for cross-border talents have changed a lot. Therefore, the training goal of colleges and universities is to cultivate composite cross-border e-commerce talents, and the teaching reform of cross-border e-commerce courses is imperative. Under the guidance of the blending learning mode, we will design and build cross-border e-commerce curriculum content, stimulate students' learning enthusiasm, improve their learning ability and innovation and entrepreneurship ability, so as to grow into qualified cross-border e-commerce talents faster.
{"title":"Research on Blending Learning Mode in Cross-Border E-Commerce Course Teaching","authors":"Ni Wang","doi":"10.1145/3582580.3582583","DOIUrl":"https://doi.org/10.1145/3582580.3582583","url":null,"abstract":"With the vigorous development of cross-border e-commerce and the application and promotion of modern teaching technology, the ability requirements for cross-border talents have changed a lot. Therefore, the training goal of colleges and universities is to cultivate composite cross-border e-commerce talents, and the teaching reform of cross-border e-commerce courses is imperative. Under the guidance of the blending learning mode, we will design and build cross-border e-commerce curriculum content, stimulate students' learning enthusiasm, improve their learning ability and innovation and entrepreneurship ability, so as to grow into qualified cross-border e-commerce talents faster.","PeriodicalId":138087,"journal":{"name":"Proceedings of the 2022 5th International Conference on Education Technology Management","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122240018","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}
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