Active learning environment is one of the innovative pedagogies used to optimize the use of intellectual, emotional and physical among students in higher learning institutes in learning the Islamic and Asian Civilizations (TITAS). Through active learning environment, students are able to sharpen their communication skill, thinking and problem solving skills and also their teamwork skill. According to Oemar Hamalik (2009, 175), active learning environment is a learning concept in which students are exposed to various activities that involve visual, verbal, listening, writing, measuring, drawing and managing their mental and emotion. Besides that, students are also able to experience the activities themselves and should be able to explain and share their experience in their writing. This will allow the learning process to be more easily understood and attract students' attentions and interests. The purpose of this research paper is to study the effect of communication skill, thinking and problem solving skills, and also teamwork skill towards the active learning environment in the teaching and learning modules of the Islamic and Asian Civilizations course among students in Sunway University. A field research was conducted on 202 students of Sunway University who are taking Islamic and Asian Civilizations subject for their current semester. This research consists of three main hypotheses. The dependent variable in this research is the active learning environment. Meanwhile, the independent variable is the communication skill, thinking and problem solving skills and teamwork skill. The hypotheses of the research were tested by using the multiple regression method in order to identify the effect of the communication skill, thinking and problem solving skills, and teamwork skill towards the active learning environment in TITAS. The result of the research found that the communication skill, thinking and problem solving skills and teamwork skill contribute as much as 36.8% towards the active learning environment [F (3, 196) = 39.64, p < 0.00]. The thinking and problem solving skills is the most significant factor in this model.
主动学习环境是高等院校学生在学习伊斯兰和亚洲文明(TITAS)过程中，优化智力、情感和身体使用的创新教学法之一。通过积极的学习环境，学生可以提高他们的沟通能力，思考能力和解决问题的能力，以及他们的团队合作能力。Oemar Hamalik(2009, 175)认为，主动学习环境是指学生参与视觉、言语、听力、写作、测量、绘画和管理心理和情绪的各种活动的学习概念。除此之外，学生还可以亲自体验活动，并能够在写作中解释和分享他们的经历。这将使学习过程更容易理解，并吸引学生的注意力和兴趣。本研究的目的是研究在双威大学伊斯兰与亚洲文明课程的教学模块中，沟通能力、思考能力和解决问题的能力以及团队合作能力对学生主动学习环境的影响。对本学期选修伊斯兰和亚洲文明课程的神威大学202名学生进行了实地调查。本研究包括三个主要假设。本研究的因变量是主动学习环境。同时，自变量是沟通能力、思考和解决问题的能力以及团队合作能力。运用多元回归方法对研究假设进行检验，以确定沟通能力、思考和解决问题能力以及团队合作能力对TITAS学生主动学习环境的影响。研究结果发现，沟通能力、思考和解决问题能力和团队合作能力对主动学习环境的贡献高达36.8% [F (3,196) = 39.64, p < 0.00]。思考和解决问题的能力是这种模式中最重要的因素。
{"title":"The Impacts of Active Learning Environment on Communication Skills, Thinking and Problem Solving Skills and Teamwork Skills","authors":"Yazilmiwati Yaacob, M. Mahmud, Wong Shiet Ching","doi":"10.1145/3345094.3345098","DOIUrl":"https://doi.org/10.1145/3345094.3345098","url":null,"abstract":"Active learning environment is one of the innovative pedagogies used to optimize the use of intellectual, emotional and physical among students in higher learning institutes in learning the Islamic and Asian Civilizations (TITAS). Through active learning environment, students are able to sharpen their communication skill, thinking and problem solving skills and also their teamwork skill. According to Oemar Hamalik (2009, 175), active learning environment is a learning concept in which students are exposed to various activities that involve visual, verbal, listening, writing, measuring, drawing and managing their mental and emotion. Besides that, students are also able to experience the activities themselves and should be able to explain and share their experience in their writing. This will allow the learning process to be more easily understood and attract students' attentions and interests. The purpose of this research paper is to study the effect of communication skill, thinking and problem solving skills, and also teamwork skill towards the active learning environment in the teaching and learning modules of the Islamic and Asian Civilizations course among students in Sunway University. A field research was conducted on 202 students of Sunway University who are taking Islamic and Asian Civilizations subject for their current semester. This research consists of three main hypotheses. The dependent variable in this research is the active learning environment. Meanwhile, the independent variable is the communication skill, thinking and problem solving skills and teamwork skill. The hypotheses of the research were tested by using the multiple regression method in order to identify the effect of the communication skill, thinking and problem solving skills, and teamwork skill towards the active learning environment in TITAS. The result of the research found that the communication skill, thinking and problem solving skills and teamwork skill contribute as much as 36.8% towards the active learning environment [F (3, 196) = 39.64, p < 0.00]. The thinking and problem solving skills is the most significant factor in this model.","PeriodicalId":160662,"journal":{"name":"Proceedings of the 4th International Conference on Information and Education Innovations","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122899719","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}
A. Bottrighi, G. Molino, Luca Piovesan, P. Terenziani
Education is notoriously a challenging task in the healthcare context, where several new methodologies are being introduced to complement "traditional" learning. In particular, the importance of approaches based on (i) simulation and on (ii) clinical practice guidelines is continuously growing. While until now such approaches have been developed separately, in this paper we propose the first approach to education in medicine exploiting both techniques (i) and (ii). Indeed, clinical practice guidelines encode the best medical practices, and, in conjunction with simulation techniques, are suitable to teach "how to operate" on patients, but without the need of "physically" havingacting on real patients. In this paper, we propose such a new methodology, based on GLARE-Edu, an educational extension of GLARE (Guideline Acquisition, Representation and Execution), a domain-independent system for the management of GLs. GLARE-Edu can be used to "simulate" the direct application of GL "best practices" to a (simulated) patient or to provide a "second opinion" simulation: a student must indicate how she would treat a (real or invented) patient, and the system is used to indicate to the student where she has followed the recommendations of the GL, and where she has violated them.
{"title":"Simulating Clinical Guidelines for Medical Education","authors":"A. Bottrighi, G. Molino, Luca Piovesan, P. Terenziani","doi":"10.1145/3345094.3345099","DOIUrl":"https://doi.org/10.1145/3345094.3345099","url":null,"abstract":"Education is notoriously a challenging task in the healthcare context, where several new methodologies are being introduced to complement \"traditional\" learning. In particular, the importance of approaches based on (i) simulation and on (ii) clinical practice guidelines is continuously growing. While until now such approaches have been developed separately, in this paper we propose the first approach to education in medicine exploiting both techniques (i) and (ii). Indeed, clinical practice guidelines encode the best medical practices, and, in conjunction with simulation techniques, are suitable to teach \"how to operate\" on patients, but without the need of \"physically\" havingacting on real patients. In this paper, we propose such a new methodology, based on GLARE-Edu, an educational extension of GLARE (Guideline Acquisition, Representation and Execution), a domain-independent system for the management of GLs. GLARE-Edu can be used to \"simulate\" the direct application of GL \"best practices\" to a (simulated) patient or to provide a \"second opinion\" simulation: a student must indicate how she would treat a (real or invented) patient, and the system is used to indicate to the student where she has followed the recommendations of the GL, and where she has violated them.","PeriodicalId":160662,"journal":{"name":"Proceedings of the 4th International Conference on Information and Education Innovations","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125335062","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}
Students with different blood types have different degrees of dependence on the Internet and mobile devices by online survey results for university students. It implies that students with different blood types spend different length of the time on mobile devices every day, and they mainly use mobile devices to chat, listen to music, watch movies, study knowledge and read novels and so on; students with different blood groups have different viewpoint in improving their abilities for learning by mobile devices. It shows that blood type have different influence on the behavior of students..
{"title":"Analysis on the Dependence of Students with Different Blood Groups on Mobile Devices: Taking the Results of Online Questionnaire for College Students as an Example","authors":"Fengjuan Liu, Yuechen Liu","doi":"10.1145/3345094.3345102","DOIUrl":"https://doi.org/10.1145/3345094.3345102","url":null,"abstract":"Students with different blood types have different degrees of dependence on the Internet and mobile devices by online survey results for university students. It implies that students with different blood types spend different length of the time on mobile devices every day, and they mainly use mobile devices to chat, listen to music, watch movies, study knowledge and read novels and so on; students with different blood groups have different viewpoint in improving their abilities for learning by mobile devices. It shows that blood type have different influence on the behavior of students..","PeriodicalId":160662,"journal":{"name":"Proceedings of the 4th International Conference on Information and Education Innovations","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125396775","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}
G. Gavrilenko, U. Danilova, E. Artamonova, Lina P. Krivshenko
In this article we decided to focus on one of the significant stages of the experiment being conducted: on setting assignments for students' creative work asking them to describe in details the problems encountered and suggest ways of solving. We are conducting an experiment with biomimetic approach in teaching students of technical universities to graphic disciplines. At the same time creative work includes not only the material of the main discipline, in frames of which we set the task, but also affects related disciplines. Let us see how the attitude of students to the set creative tasks changed depending on the accents we placed. How the students' understanding of the purpose of the work was changing. Formulation of the task that we set for the students, change greatly the motivational factor of fulfilling work and the understanding of the problem. If the task is oriented correctly, the student not only just draws a model, but deliberately sets a goal, for which he does it, develops criteria for choosing a specific object for research, suggests ways of solving problem. Based on the data obtained, we justify and demonstrate why this format of work allows the student to gradually get used to doing work at the point of intersection of several disciplines. The article provides an overview analysis of the theoretical literature, which we use as a scientific basis, and also presents statistical calculations of the results of student surveys and analysis of their creative works, depending on the change of the tasks and goals.
{"title":"Setting tasks for performing creative assignments by students of first-second years of a technical university","authors":"G. Gavrilenko, U. Danilova, E. Artamonova, Lina P. Krivshenko","doi":"10.1145/3345094.3345105","DOIUrl":"https://doi.org/10.1145/3345094.3345105","url":null,"abstract":"In this article we decided to focus on one of the significant stages of the experiment being conducted: on setting assignments for students' creative work asking them to describe in details the problems encountered and suggest ways of solving. We are conducting an experiment with biomimetic approach in teaching students of technical universities to graphic disciplines. At the same time creative work includes not only the material of the main discipline, in frames of which we set the task, but also affects related disciplines. Let us see how the attitude of students to the set creative tasks changed depending on the accents we placed. How the students' understanding of the purpose of the work was changing. Formulation of the task that we set for the students, change greatly the motivational factor of fulfilling work and the understanding of the problem. If the task is oriented correctly, the student not only just draws a model, but deliberately sets a goal, for which he does it, develops criteria for choosing a specific object for research, suggests ways of solving problem. Based on the data obtained, we justify and demonstrate why this format of work allows the student to gradually get used to doing work at the point of intersection of several disciplines. The article provides an overview analysis of the theoretical literature, which we use as a scientific basis, and also presents statistical calculations of the results of student surveys and analysis of their creative works, depending on the change of the tasks and goals.","PeriodicalId":160662,"journal":{"name":"Proceedings of the 4th International Conference on Information and Education Innovations","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124030584","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}
Facets pertaining to blended learning milieu such as Definition, Ratio and Quality which manifest the critical success factors are yet to be embraced by practitioners. To inaugurate an agreement to standardized and uniformed guidelines which can act as Key Success Indicators (KSIs) in the implementation of blended learning, this pilot study is aimed to examine the feasibility of the developed coding manuals; Effect Size Coding Manual (ESCM) and Facets of Blended Learning Coding Manual (FBLCM) wherein both meta-analysis and qualitative content analysis (QCA) were employed to synthesize and extract imperative facets pertaining to blended learning. It can be ascertained that these developed coding manuals are substantial in the implementation of blended learning researches, not only statistically and practically significant but also vital in fulfilling the impetus of validity and reliability.
{"title":"Key Success Indicators (KSIs) for Blended Learning: A Pilot Test of the Coding Manuals","authors":"M. Mahmud, Yazilmiwati Yaacob, S. Hall","doi":"10.1145/3345094.3345095","DOIUrl":"https://doi.org/10.1145/3345094.3345095","url":null,"abstract":"Facets pertaining to blended learning milieu such as Definition, Ratio and Quality which manifest the critical success factors are yet to be embraced by practitioners. To inaugurate an agreement to standardized and uniformed guidelines which can act as Key Success Indicators (KSIs) in the implementation of blended learning, this pilot study is aimed to examine the feasibility of the developed coding manuals; Effect Size Coding Manual (ESCM) and Facets of Blended Learning Coding Manual (FBLCM) wherein both meta-analysis and qualitative content analysis (QCA) were employed to synthesize and extract imperative facets pertaining to blended learning. It can be ascertained that these developed coding manuals are substantial in the implementation of blended learning researches, not only statistically and practically significant but also vital in fulfilling the impetus of validity and reliability.","PeriodicalId":160662,"journal":{"name":"Proceedings of the 4th International Conference on Information and Education Innovations","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126516885","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}
China has witnessed dramatic changes in education during the past three decades. We investigate the development of education in China using data from the World Bank and 2018 China Statistical Summary, and employ the ARIMA model to fit the data. We find that the development of education in China is still problematic, but can be improved through the development of special education. We make several proposals enhancing the education system in China.
{"title":"Sustainable Development Education from the Perspective of China","authors":"Keqin Chen, Kun Zhu, Jiahua Xu, Meng Meng","doi":"10.1145/3345094.3345108","DOIUrl":"https://doi.org/10.1145/3345094.3345108","url":null,"abstract":"China has witnessed dramatic changes in education during the past three decades. We investigate the development of education in China using data from the World Bank and 2018 China Statistical Summary, and employ the ARIMA model to fit the data. We find that the development of education in China is still problematic, but can be improved through the development of special education. We make several proposals enhancing the education system in China.","PeriodicalId":160662,"journal":{"name":"Proceedings of the 4th International Conference on Information and Education Innovations","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129534221","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}
Deep learning is an active and critical learning method. Based on understanding learning, new ideas and knowledge are integrated into the original cognitive structure, and existing knowledge is transferred to new situations to make decisions or solve problems. This paper expounds the deep learning teaching design idea of the computer fundamental application course, and carries on the specific teaching design in aspects including teaching goal, teaching content, teaching process, and teaching evaluation. The focus is teaching process, which is divided into three stages: teaching preparation, the initial construction of knowledge, and the deep construction of knowledge, and all of them forms a gradually rising system. Under the guidance of the teacher, the students manipulate their study process with purposeful learning, autonomous learning, and exploratory learning. The leading role of the teacher and the main role of the students are fully utilized, and the students' high-level thinking ability, complex problem analysis and resolution ability, innovation ability, and cooperation ability are cultivated.
{"title":"Design of Computer Fundamental Application Course Teaching to Promote Deep learning","authors":"Yi Yang, Dekuang Yu","doi":"10.1145/3345094.3345101","DOIUrl":"https://doi.org/10.1145/3345094.3345101","url":null,"abstract":"Deep learning is an active and critical learning method. Based on understanding learning, new ideas and knowledge are integrated into the original cognitive structure, and existing knowledge is transferred to new situations to make decisions or solve problems. This paper expounds the deep learning teaching design idea of the computer fundamental application course, and carries on the specific teaching design in aspects including teaching goal, teaching content, teaching process, and teaching evaluation. The focus is teaching process, which is divided into three stages: teaching preparation, the initial construction of knowledge, and the deep construction of knowledge, and all of them forms a gradually rising system. Under the guidance of the teacher, the students manipulate their study process with purposeful learning, autonomous learning, and exploratory learning. The leading role of the teacher and the main role of the students are fully utilized, and the students' high-level thinking ability, complex problem analysis and resolution ability, innovation ability, and cooperation ability are cultivated.","PeriodicalId":160662,"journal":{"name":"Proceedings of the 4th International Conference on Information and Education Innovations","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128379295","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 view of the shortcomings of the current digital management system of physical education(PE) video teaching, a physical education video teaching system based on Spring MVC architecture is designed. According to the actual needs of teaching management in Colleges and universities, the functional modules of the system are analyzed and designed in detail from the point of view of software engineering, and the specific three-tier structure of Spring MVC is given. The E-R diagram of the system database management is designed. J2EE language is used to implement the designed system in Eclipse development environment. The system test results show that the system can make up for the limitations of traditional physical education teaching, effectively improve the efficiency of physical education teaching, and has a certain system security.
{"title":"Design and Implementation of Physical Education Video Teaching System Based on Spring MVC Architecture","authors":"Fan Zhang","doi":"10.1145/3345094.3345113","DOIUrl":"https://doi.org/10.1145/3345094.3345113","url":null,"abstract":"In view of the shortcomings of the current digital management system of physical education(PE) video teaching, a physical education video teaching system based on Spring MVC architecture is designed. According to the actual needs of teaching management in Colleges and universities, the functional modules of the system are analyzed and designed in detail from the point of view of software engineering, and the specific three-tier structure of Spring MVC is given. The E-R diagram of the system database management is designed. J2EE language is used to implement the designed system in Eclipse development environment. The system test results show that the system can make up for the limitations of traditional physical education teaching, effectively improve the efficiency of physical education teaching, and has a certain system security.","PeriodicalId":160662,"journal":{"name":"Proceedings of the 4th International Conference on Information and Education Innovations","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131085241","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}
Dissertation plays an important role in postgraduate students' schoolwork, which makes it a mandatory topic in software engineering education. However, the diversity of research concerns and the wide range of dissertation topics bring great challenges for students to determine their dissertation topic, especially when students have diverse culture and education background. The purpose of this paper is to enhance the research process and explore a more generic education pattern for dissertation topic selection. An empirical study involved 88 students was conducted to stimulate students' research interest and explore students' interest distribution, which could guide teachers to better prepare dissertation topics. In this study, we found that (1) before selecting dissertation topics, lots of research paper reading is recommended; (2) to better help students select their interested dissertation topics, professor should expand the scope of topics and increase the number of topics students interested in; (3) paying attention to differences between students and balancing the difficulty of topics are fundamental and necessary. The results indicate the key factors towards a generic education pattern of dissertation topic selection and help to better course planning.
{"title":"To Inspire and Enhance Research Interests with Reading Assignments before Dissertation Topic Selection: An Empirical Study of Master Students","authors":"Jitong Zhao, Yan Liu, Xiaowen Yang","doi":"10.1145/3345094.3345097","DOIUrl":"https://doi.org/10.1145/3345094.3345097","url":null,"abstract":"Dissertation plays an important role in postgraduate students' schoolwork, which makes it a mandatory topic in software engineering education. However, the diversity of research concerns and the wide range of dissertation topics bring great challenges for students to determine their dissertation topic, especially when students have diverse culture and education background. The purpose of this paper is to enhance the research process and explore a more generic education pattern for dissertation topic selection. An empirical study involved 88 students was conducted to stimulate students' research interest and explore students' interest distribution, which could guide teachers to better prepare dissertation topics. In this study, we found that (1) before selecting dissertation topics, lots of research paper reading is recommended; (2) to better help students select their interested dissertation topics, professor should expand the scope of topics and increase the number of topics students interested in; (3) paying attention to differences between students and balancing the difficulty of topics are fundamental and necessary. The results indicate the key factors towards a generic education pattern of dissertation topic selection and help to better course planning.","PeriodicalId":160662,"journal":{"name":"Proceedings of the 4th International Conference on Information and Education Innovations","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122860444","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}
The purpose of this qualitative research is to investigate the perceptions of Flemish and Thai pre-service teachers and university supervisors on e-coaching during their internship programs. Data was obtained by conducting interviews and with in-depth semi-structured questions with N=40 participants. The instrument was based on an integrated model of the Theory of Planned Behaviour (TPB) and the Technology Acceptance Model (TAM). The interviews were audio-recorded and encrypted in NVivo 11. The results revealed that both Flemish and Thai participants perceived the value of e-coaching. The subjective norms of the participants show that Thai students and supervisors influence each other to use e-coaching. For Flemish, the supervisors have an essential role in influencing students. Both Thai and Flemish perceived the use of e-coaching as a comfortable mode of communication. The results explained by the theoretical framework of Planned Behavior and Technology Acceptance (TPB -TAM) variables also show some differences between the two contexts. The Thai participants are positive about the use of e-coaching because of its ease of use, and have intention to increase the use in the future; however, Flemish participants are skeptical towards this future. In general, Thai participants believe that using Information Communication Technology (ICT) tools can enrich their coaching process, while Flemish participants feel uncertain. Nevertheless, almost all participants agree that e-coaching is crucial for an effective coaching but should always be complemented to a face-to-face coaching.
{"title":"E-coaching for Pre-service Teacher Internship: Thais and Flemish' Perceptions","authors":"J. Nasongkhla","doi":"10.1145/3345094.3345100","DOIUrl":"https://doi.org/10.1145/3345094.3345100","url":null,"abstract":"The purpose of this qualitative research is to investigate the perceptions of Flemish and Thai pre-service teachers and university supervisors on e-coaching during their internship programs. Data was obtained by conducting interviews and with in-depth semi-structured questions with N=40 participants. The instrument was based on an integrated model of the Theory of Planned Behaviour (TPB) and the Technology Acceptance Model (TAM). The interviews were audio-recorded and encrypted in NVivo 11. The results revealed that both Flemish and Thai participants perceived the value of e-coaching. The subjective norms of the participants show that Thai students and supervisors influence each other to use e-coaching. For Flemish, the supervisors have an essential role in influencing students. Both Thai and Flemish perceived the use of e-coaching as a comfortable mode of communication. The results explained by the theoretical framework of Planned Behavior and Technology Acceptance (TPB -TAM) variables also show some differences between the two contexts. The Thai participants are positive about the use of e-coaching because of its ease of use, and have intention to increase the use in the future; however, Flemish participants are skeptical towards this future. In general, Thai participants believe that using Information Communication Technology (ICT) tools can enrich their coaching process, while Flemish participants feel uncertain. Nevertheless, almost all participants agree that e-coaching is crucial for an effective coaching but should always be complemented to a face-to-face coaching.","PeriodicalId":160662,"journal":{"name":"Proceedings of the 4th International Conference on Information and Education Innovations","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122031314","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：