Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13160
J. Morrison
Covid-19 presented many challenges to universities around the world as brick-and-mortar courses were moved to an online format. This work is an unofficial study of faculty-student interaction and student engagement in 7-week online graduate-level courses conducted in Spring 2020, Fall 2020, and early Spring 2021. Research shows that instructor presence in online courses leads to increased student engagement, as well as motivation, well-being, and academic achievement. Student engagement is shown to have a direct impact on a student’s emotional, behavioral, and cognitive successes. This work proposes that increased faculty-student interaction in online courses using a variety of strategies would lead to greater student engagement with the course, and in the end, greater student success in overcoming barriers and challenges to online learning.
{"title":"Getting to know you: Student-faculty interaction and student engagement in online courses","authors":"J. Morrison","doi":"10.4995/head21.2021.13160","DOIUrl":"https://doi.org/10.4995/head21.2021.13160","url":null,"abstract":"Covid-19 presented many challenges to universities around the world as brick-and-mortar courses were moved to an online format. This work is an unofficial study of faculty-student interaction and student engagement in 7-week online graduate-level courses conducted in Spring 2020, Fall 2020, and early Spring 2021. Research shows that instructor presence in online courses leads to increased student engagement, as well as motivation, well-being, and academic achievement. Student engagement is shown to have a direct impact on a student’s emotional, behavioral, and cognitive successes. This work proposes that increased faculty-student interaction in online courses using a variety of strategies would lead to greater student engagement with the course, and in the end, greater student success in overcoming barriers and challenges to online learning. ","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116098971","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}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13002
Eduardo J. Arrambide-Leal, Vianney Lara-Prieto, R. García-García
The use of multimedia in education has become a basic tool for educators. As Millennials and Generation Z use technology in their everyday life, the educational model has been shifting towards the use of multimedia and technology to enhance the active learning process. The objective of this project was to design, produce and implement short educational or instructional videos to present content with a more active approach and measure the impact on their understanding and preference. A video with the content of graduation requirements was produced, shared with 240 seniors of Engineering Academic Programs. The results show that 97% of the students liked the video and the way the content was shared and 91.6% of the students find the video format useful. The results show that the learning process was active and effective. The exit poll also shows that 97% of the students think that there should be more educational videos on some other processes. This project included the design, production and implementation of 18 videos. This research describes the approach and impact of using short videos in engineering and transition from a traditional method of sharing content to students to a more active learning environment.Keywords:Educational Videos; Active and Collaborative Learning; Student Engagement; Educational Innovation; Higher Education.
{"title":"Short Videos to Communicate Effectively to Engineering Students","authors":"Eduardo J. Arrambide-Leal, Vianney Lara-Prieto, R. García-García","doi":"10.4995/head21.2021.13002","DOIUrl":"https://doi.org/10.4995/head21.2021.13002","url":null,"abstract":"The use of multimedia in education has become a basic tool for educators. As Millennials and Generation Z use technology in their everyday life, the educational model has been shifting towards the use of multimedia and technology to enhance the active learning process. The objective of this project was to design, produce and implement short educational or instructional videos to present content with a more active approach and measure the impact on their understanding and preference. A video with the content of graduation requirements was produced, shared with 240 seniors of Engineering Academic Programs. The results show that 97% of the students liked the video and the way the content was shared and 91.6% of the students find the video format useful. The results show that the learning process was active and effective. The exit poll also shows that 97% of the students think that there should be more educational videos on some other processes. This project included the design, production and implementation of 18 videos. This research describes the approach and impact of using short videos in engineering and transition from a traditional method of sharing content to students to a more active learning environment.Keywords:Educational Videos; Active and Collaborative Learning; Student Engagement; Educational Innovation; Higher Education. ","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131229699","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}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13093
Ruben Schlag, Maximilian Sailer
This study seeks to investigate the potential influence of facial microexpressions on student-based evaluations and to explore the future possibilities of using automated technologies in higher education. We applied a non-experimental correlational design to investigate if the number of videotaped university lecturers’ facial microexpressions recognized by FaceReader™ serves as a predictor for positive results on student evaluation of teaching effectiveness. Therefore, we analyzed five videotaped lectures with the automatic facial recognition software. Additionally, each video was rated by between 8 and 16 students, using a rating instrument based on the results of Murray´s (1983) factor analysis. The FaceReader™ software could detect more than 5.000 facial microexpressions. Although positive emotions bear positive influence on the “overall performance rating”, “emotions” is not predicting “overall performance rating”, b = .05, t(37) = .35, p > .05. The study demonstrates that student ratings are affected by more variables than just facial microexpressions. The study showed that sympathy as well as the estimated age of the lecturer predicted higher student ratings.
本研究旨在探讨面部微表情对学生评价的潜在影响，并探索在高等教育中使用自动化技术的未来可能性。我们采用非实验相关设计来调查被FaceReader™识别的大学讲师面部微表情录像的数量是否可以作为学生评价教学效果的积极结果的预测因子。因此，我们使用自动面部识别软件分析了五段视频讲座。此外，每个视频由8到16名学生打分，使用基于Murray’s(1983)因子分析结果的评分工具。faceereader™软件可以检测5000多种面部微表情。虽然积极情绪对“综合绩效评分”有正向影响，但“情绪”并不预测“综合绩效评分”，b = 0.05, t(37) = 0.35, p > 0.05。研究表明，影响学生评分的因素不仅仅是面部微表情。研究表明，同情和讲师的估计年龄预示着更高的学生评分。
{"title":"Linking teachers’ facial microexpressions with student-based evaluation of teaching effectiveness: A pilot study using FaceReader™","authors":"Ruben Schlag, Maximilian Sailer","doi":"10.4995/head21.2021.13093","DOIUrl":"https://doi.org/10.4995/head21.2021.13093","url":null,"abstract":"This study seeks to investigate the potential influence of facial microexpressions on student-based evaluations and to explore the future possibilities of using automated technologies in higher education. We applied a non-experimental correlational design to investigate if the number of videotaped university lecturers’ facial microexpressions recognized by FaceReader™ serves as a predictor for positive results on student evaluation of teaching effectiveness. Therefore, we analyzed five videotaped lectures with the automatic facial recognition software. Additionally, each video was rated by between 8 and 16 students, using a rating instrument based on the results of Murray´s (1983) factor analysis. The FaceReader™ software could detect more than 5.000 facial microexpressions. Although positive emotions bear positive influence on the “overall performance rating”, “emotions” is not predicting “overall performance rating”, b = .05, t(37) = .35, p > .05. The study demonstrates that student ratings are affected by more variables than just facial microexpressions. The study showed that sympathy as well as the estimated age of the lecturer predicted higher student ratings.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134620140","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}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13070
Ourania Miliou, C. Angeli
Abstract Internet technologies have infiltrated higher education institutions around the world. At the same time, the latest generation of students, the so-called Generation Z (Gen Z), are entering higher education. Gen Z is the first generation born in an Internet-connected world, and digital devices are a seamless part of its life. As a result, Gen Z students have already been engaged with informal digital learning via internet-based technologies outside of formalized education settings. However, previous research has shown that their engagement with these technologies is limited and might not sufficiently cover the knowledge and skills needed to perform internet activities effectively in higher education. Additionally, their familiarity with digital devices and tools varies. Consequently, there is a need for higher education institutions to close the skills gap by applying assessment processes that will assist them in forming policies and training resources for undergraduate students. To achieve the above, research efforts need to focus on developing theoretically informed and valid instruments that measure internet skills. This study has contributed to the validation of a self-assessment questionnaire, the Internet Skills Scale, that can be used in university settings. The questionnaire measures five types of internet skills: operational, information-navigation, social, creative, and critical. The results presented herein provide directions for future research in the field. Keywords: Internet Skills; Internet Skills Scale; Validation; Generation Z; Higher Education
{"title":"Measuring the Internet Skills of Gen Z Students in Higher Education: Validation of the Internet Skills Scale in University Settings","authors":"Ourania Miliou, C. Angeli","doi":"10.4995/head21.2021.13070","DOIUrl":"https://doi.org/10.4995/head21.2021.13070","url":null,"abstract":"Abstract Internet technologies have infiltrated higher education institutions around the world. At the same time, the latest generation of students, the so-called Generation Z (Gen Z), are entering higher education. Gen Z is the first generation born in an Internet-connected world, and digital devices are a seamless part of its life. As a result, Gen Z students have already been engaged with informal digital learning via internet-based technologies outside of formalized education settings. However, previous research has shown that their engagement with these technologies is limited and might not sufficiently cover the knowledge and skills needed to perform internet activities effectively in higher education. Additionally, their familiarity with digital devices and tools varies. Consequently, there is a need for higher education institutions to close the skills gap by applying assessment processes that will assist them in forming policies and training resources for undergraduate students. To achieve the above, research efforts need to focus on developing theoretically informed and valid instruments that measure internet skills. This study has contributed to the validation of a self-assessment questionnaire, the Internet Skills Scale, that can be used in university settings. The questionnaire measures five types of internet skills: operational, information-navigation, social, creative, and critical. The results presented herein provide directions for future research in the field. Keywords: Internet Skills; Internet Skills Scale; Validation; Generation Z; Higher Education","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123349408","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}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12862
Vincent De Boer, H. Spoelstra
Social Annotation (SA) tools can be used to facilitate active and collaborative learning when students have to study academic texts. However, making these tools available does not ensure students participate in argumentative discussions. Scaffolding students by means of collaborations scripts geared towards collaboration and discussion encourages students to engage in meaningful, high-quality interactions. We conducted an experiment with students (n=59) in a course running at a Dutch university, using the SA tool Perusall. A control group received normal instructions, while an experimental group received scaffolding through collaboration scripts. The results showed a significant increase in the number of responses to fellow students for the experimental group compared to the control group. The quality of the annotations, measured on levels of Bloom’s taxonomy, increased significantly for the experimental group compared to both its baseline measurement and the control group. However, when scaffolding was faded out over subsequent assignments these differences became non-significant. The experimental groups’ increased quality of annotations did not remain over time, suggesting that internalization of the scripts was not achieved.
{"title":"The effects of collaboration scripts on the number and quality of student interactions in a social annotation tool","authors":"Vincent De Boer, H. Spoelstra","doi":"10.4995/head21.2021.12862","DOIUrl":"https://doi.org/10.4995/head21.2021.12862","url":null,"abstract":"Social Annotation (SA) tools can be used to facilitate active and collaborative learning when students have to study academic texts. However, making these tools available does not ensure students participate in argumentative discussions. Scaffolding students by means of collaborations scripts geared towards collaboration and discussion encourages students to engage in meaningful, high-quality interactions. We conducted an experiment with students (n=59) in a course running at a Dutch university, using the SA tool Perusall. A control group received normal instructions, while an experimental group received scaffolding through collaboration scripts. The results showed a significant increase in the number of responses to fellow students for the experimental group compared to the control group. The quality of the annotations, measured on levels of Bloom’s taxonomy, increased significantly for the experimental group compared to both its baseline measurement and the control group. However, when scaffolding was faded out over subsequent assignments these differences became non-significant. The experimental groups’ increased quality of annotations did not remain over time, suggesting that internalization of the scripts was not achieved.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121078622","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}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.13101
N. Braithwaite
The push towards creative and active learning in higher education has gained momentum in recent years, creating opportunities for innovative, student focused approaches. The Covid-19 pandemic shifted the educational landscape to the online world, propelling the need to create compelling learning activities for students. While also fostering a sense of community and facilitating both peer relationships and peer learning. This paper presents the development and initial implementation of an innovative teaching tool, The Virtual Shoe Salon, which is based on creative pedagogies and experiential learning. The Virtual Shoe Salon has been implemented to embed stronger skills in research and data analysis within the curriculum of our fashion business courses. As a teaching method it can embrace both online and face to face environments. Drawing from a theoretical foundation of material culture, combined with an adaptation of the photovoice research approach, this salon takes the ordinary, but expressive objects of shoes to engage students in research and analysis through collaboration, conversation and peer to peer learning. The paper presents the rationale for the Virtual Shoe Salon, and findings from its implementation with 250 students. Subsequent evaluation and reflection with both students and staff have evidenced the positive role of the Virtual Shoe Salon in facilitating active and collaborative learning around research and data analysis. While it has actively encouraged a dynamic and collaborative learning environment, the Virtual Shoe Salon has initiated a shared space underpinned by the sense of community and belonging for students that Covid-19 had eroded .
{"title":"The Virtual Shoe Salon: A creative and active approach for teaching research and data analysis to fashion students","authors":"N. Braithwaite","doi":"10.4995/head21.2021.13101","DOIUrl":"https://doi.org/10.4995/head21.2021.13101","url":null,"abstract":"The push towards creative and active learning in higher education has gained momentum in recent years, creating opportunities for innovative, student focused approaches. The Covid-19 pandemic shifted the educational landscape to the online world, propelling the need to create compelling learning activities for students. While also fostering a sense of community and facilitating both peer relationships and peer learning. This paper presents the development and initial implementation of an innovative teaching tool, The Virtual Shoe Salon, which is based on creative pedagogies and experiential learning. The Virtual Shoe Salon has been implemented to embed stronger skills in research and data analysis within the curriculum of our fashion business courses. As a teaching method it can embrace both online and face to face environments. Drawing from a theoretical foundation of material culture, combined with an adaptation of the photovoice research approach, this salon takes the ordinary, but expressive objects of shoes to engage students in research and analysis through collaboration, conversation and peer to peer learning. The paper presents the rationale for the Virtual Shoe Salon, and findings from its implementation with 250 students. Subsequent evaluation and reflection with both students and staff have evidenced the positive role of the Virtual Shoe Salon in facilitating active and collaborative learning around research and data analysis. While it has actively encouraged a dynamic and collaborative learning environment, the Virtual Shoe Salon has initiated a shared space underpinned by the sense of community and belonging for students that Covid-19 had eroded .","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123841901","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}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12990
A. Kolomenskiǐ, Hans Schuessler, Carlos Rodriguez
We evaluate the effectiveness of using Zoom for learning Modern Physics topics in a large engineering physics class at a land-grant university in Texas. This virtual technology challenged both students and professors. By implementing different approaches: providing ahead of the lectures reading assignments, PowerPoint presentations, and pre-recorded videos, during the class administering attendance mini-quizzes, and afterward, the assigning on WebAssign homework, elements of an effective class setting were introduced. Passion and mutual understanding united students and teachers to be stronger than the Covid-19 pandemic and to endure the challenging teaching environment. We describe some features of the technologies and the learning expectations. The evaluation of outcomes was done in two ways: quantitatively, by statistical measures, and qualitatively, through an anonymous student survey and a university-wide teacher evaluation.
{"title":"Expectations and outcomes: How technologies drive virtual teaching","authors":"A. Kolomenskiǐ, Hans Schuessler, Carlos Rodriguez","doi":"10.4995/head21.2021.12990","DOIUrl":"https://doi.org/10.4995/head21.2021.12990","url":null,"abstract":"We evaluate the effectiveness of using Zoom for learning Modern Physics topics in a large engineering physics class at a land-grant university in Texas. This virtual technology challenged both students and professors. By implementing different approaches: providing ahead of the lectures reading assignments, PowerPoint presentations, and pre-recorded videos, during the class administering attendance mini-quizzes, and afterward, the assigning on WebAssign homework, elements of an effective class setting were introduced. Passion and mutual understanding united students and teachers to be stronger than the Covid-19 pandemic and to endure the challenging teaching environment. We describe some features of the technologies and the learning expectations. The evaluation of outcomes was done in two ways: quantitatively, by statistical measures, and qualitatively, through an anonymous student survey and a university-wide teacher evaluation.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129520233","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}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12871
G. Asimakopoulos, Thanassis Karalis, Katerina Kedraka
This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes.
{"title":"Students’ learning can be enhanced via Centres of Teaching and Learning in Higher Education: A quick view all over the world","authors":"G. Asimakopoulos, Thanassis Karalis, Katerina Kedraka","doi":"10.4995/head21.2021.12871","DOIUrl":"https://doi.org/10.4995/head21.2021.12871","url":null,"abstract":"This paper studies the Centers for Teaching and Learning (CTL) of the 100 top Universities in the world and investigates their role and services. The vast majority of these Centers is located in educational institutions of the US, the UK, Australia and Canada. CTL services cover many areas and target several portions of the university population. They try to meet contemporary requirements and aim to enhance teaching, learning and research processes.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129548764","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}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12827
Oliver Niebuhr
Charismatic speaking skills, particularly those of the voice, are known to be an important asset of managers, politicians, and even teachers. Students have so far been less in the limelight in this regard, although modern collaborative-learning and oral-examination concepts suggest that vocal charisma can already be a decisive factor for study success as well. The present paper examines this question based on 82 electrical-engineering students. Their initial self-introductions in front of the other fellow students were analyzed using a new acoustic technology that translates 16 voice features into a total vocal charisma (PASCAL) score. Results show that these PASCAL scores are overall low (i.e. improvable) and positively correlated with the oral exam grades of both individual students and student teams. Moreover, the teams' PASCAL scores positively correlate with the per-formance in the "Marshmallow Challenge", i.e. a creative teamwork task. Additional in-depth analyses show that teams without any above-average charismatic student performed worst, but that teams with more than one above-average charismatic student struggled with leadership conflicts and solo actions. We interpret our findings as a strong plea for (vocal) charisma analysis to be integrated in higher-education practice both for managing team dynamics and performance and for increasing individual study success.
{"title":"Advancing higher-education practice by analyzing and training students' vocal charisma: Evidence from a Danish field study","authors":"Oliver Niebuhr","doi":"10.4995/head21.2021.12827","DOIUrl":"https://doi.org/10.4995/head21.2021.12827","url":null,"abstract":"Charismatic speaking skills, particularly those of the voice, are known to be an important asset of managers, politicians, and even teachers. Students have so far been less in the limelight in this regard, although modern collaborative-learning and oral-examination concepts suggest that vocal charisma can already be a decisive factor for study success as well. The present paper examines this question based on 82 electrical-engineering students. Their initial self-introductions in front of the other fellow students were analyzed using a new acoustic technology that translates 16 voice features into a total vocal charisma (PASCAL) score. Results show that these PASCAL scores are overall low (i.e. improvable) and positively correlated with the oral exam grades of both individual students and student teams. Moreover, the teams' PASCAL scores positively correlate with the per-formance in the \"Marshmallow Challenge\", i.e. a creative teamwork task. Additional in-depth analyses show that teams without any above-average charismatic student performed worst, but that teams with more than one above-average charismatic student struggled with leadership conflicts and solo actions. We interpret our findings as a strong plea for (vocal) charisma analysis to be integrated in higher-education practice both for managing team dynamics and performance and for increasing individual study success.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124631309","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}
Pub Date : 2021-06-22DOI: 10.4995/head21.2021.12963
L. Presti, M. Vittoria
The aim of this paper is to investigate the development of autonomy in learning Italian as a second language (L2). The analysis is based on the experience of the language advisor of the “Centro per l’Autoapprendimento” (CAP) of the Università Cattolica del Sacro Cuore (Milan) with sixteen foreign students. In the introduction, the usefulness of university self-access centres (SAC) is briefly introduced, and the CAP is presented. The second part of the article concerns the case study on sixteen foreign university students who participated in a didactic project on the development of the oral production skill that introduced them to the CAP, the language advisor, and the concept of autonomy in learning Italian. The project ended with a final self-assessment questionnaire that allowed the learners to understand their strengths and weaknesses, and enabled the language advisor to verify the effectiveness of the activity.
本文旨在探讨意大利语作为第二语言(L2)学习中自主性的发展。该分析是根据米兰圣心天主教大学(universitcattolica del Sacro Cuore)“自动学徒中心”(CAP)的语言顾问对16名外国学生的经验得出的。在引言部分，简要介绍了大学自助中心(SAC)的用途，并提出了CAP。文章的第二部分涉及16名外国大学生的案例研究，他们参加了一个关于口语生产技能发展的教学项目，向他们介绍了CAP、语言顾问和学习意大利语自主概念。项目以最终的自我评估问卷结束，让学习者了解自己的优势和劣势，并使语言顾问能够验证活动的有效性。
{"title":"Autonomy in language learning: a case study with Italian as a second language","authors":"L. Presti, M. Vittoria","doi":"10.4995/head21.2021.12963","DOIUrl":"https://doi.org/10.4995/head21.2021.12963","url":null,"abstract":"The aim of this paper is to investigate the development of autonomy in learning Italian as a second language (L2). The analysis is based on the experience of the language advisor of the “Centro per l’Autoapprendimento” (CAP) of the Università Cattolica del Sacro Cuore (Milan) with sixteen foreign students. In the introduction, the usefulness of university self-access centres (SAC) is briefly introduced, and the CAP is presented. The second part of the article concerns the case study on sixteen foreign university students who participated in a didactic project on the development of the oral production skill that introduced them to the CAP, the language advisor, and the concept of autonomy in learning Italian. The project ended with a final self-assessment questionnaire that allowed the learners to understand their strengths and weaknesses, and enabled the language advisor to verify the effectiveness of the activity.","PeriodicalId":169443,"journal":{"name":"7th International Conference on Higher Education Advances (HEAd'21)","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121251409","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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