Technological development continuously advances with additional innovations added to the existing account. Yesterday’s apps, today’s ChatGPT, and tomorrow’s extended reality applications are proof of continuous innovation in the Information Technology (IT) sector. During the 2020 pandemic, the world’s education system shifted to online teaching. By then, Artificial Intelligence (AI) had already invested in introducing pedagogical agents (PAs) in teaching through multimedia learning. There are multiple attributable studies about human-comparable on-screen agents that support teaching and improve learning performance with their human characteristics like bodily moments, spoken narration, emotional expression, and gestures. Besides, AI provided pedagogical agents with an exuberant quality of surveilling students during classes. Foreign or second language teachers typically observe emotionality in the classrooms to motivate, encourage, and provide feedback. Thus, the current study aims to investigate and compare the characteristic features of pedagogical agents with those of on-screen teachers. It will explore to what extent the features stimulate the learning process in English as a Foreign Language (EFL) / English as a second language (ESL) learning. Additionally, the present study attempts to cover the classification of emotionality and agents’ contextual appearance in teaching English classes. The study will compare the pedagogical agents’ characteristics with human screen teachers’ characteristics using one-tailed, right-tailed F-test variance. The study proves that pedagogical agents are considered equal partners with on-screen teachers based on the available characteristics. Additionally, the study signals the need for future teachers to acquire technical skills.
技术发展在不断进步，现有开户绑定手机领体验金也在不断创新。昨天的应用程序、今天的 ChatGPT 和明天的扩展现实应用都证明了信息技术（IT）领域的不断创新。在 2020 年大流行期间，世界教育系统转向了在线教学。当时，人工智能（AI）已经在通过多媒体教学引入教学代理（PA）方面进行了投资。有多项研究表明，与人类相媲美的屏幕代理可以支持教学，并以其人类特征（如身体瞬间、口语叙述、情感表达和手势）提高学习成绩。此外，人工智能还为教学代理提供了在课堂上观察学生的强大功能。外语或第二语言教师通常会在课堂上观察学生的情绪，以激励、鼓励和提供反馈。因此，本研究旨在调查和比较教学代理与屏幕教师的特征。本研究将探讨这些特征在多大程度上促进了英语作为外语（EFL）/英语作为第二语言（ESL）的学习过程。此外，本研究还试图涵盖英语课堂教学中的情感分类和代理的情境外观。本研究将使用单尾、右尾 F 检验方差对教学代理的特征与人类屏幕教师的特征进行比较。研究证明，根据现有的特征，教学代理被视为与屏幕教师平等的合作伙伴。此外，研究还表明，未来的教师需要掌握技术技能。
{"title":"Human Elements in Pedagogical Assistants that Aid in English Language Teaching & Learning: An Offline Study","authors":"Bhagya Prabhashini Cheeli","doi":"10.33422/icate.v1i1.321","DOIUrl":"https://doi.org/10.33422/icate.v1i1.321","url":null,"abstract":"Technological development continuously advances with additional innovations added to the existing account. Yesterday’s apps, today’s ChatGPT, and tomorrow’s extended reality applications are proof of continuous innovation in the Information Technology (IT) sector. During the 2020 pandemic, the world’s education system shifted to online teaching. By then, Artificial Intelligence (AI) had already invested in introducing pedagogical agents (PAs) in teaching through multimedia learning. There are multiple attributable studies about human-comparable on-screen agents that support teaching and improve learning performance with their human characteristics like bodily moments, spoken narration, emotional expression, and gestures. Besides, AI provided pedagogical agents with an exuberant quality of surveilling students during classes. Foreign or second language teachers typically observe emotionality in the classrooms to motivate, encourage, and provide feedback. Thus, the current study aims to investigate and compare the characteristic features of pedagogical agents with those of on-screen teachers. It will explore to what extent the features stimulate the learning process in English as a Foreign Language (EFL) / English as a second language (ESL) learning. Additionally, the present study attempts to cover the classification of emotionality and agents’ contextual appearance in teaching English classes. The study will compare the pedagogical agents’ characteristics with human screen teachers’ characteristics using one-tailed, right-tailed F-test variance. The study proves that pedagogical agents are considered equal partners with on-screen teachers based on the available characteristics. Additionally, the study signals the need for future teachers to acquire technical skills.","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":"133 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141810942","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 our research is to examine what challenges and stressors teachers face when teaching problem solving in mathematics classes, whether they do problem solving mostly with gifted or better students than with other students in the class. We used a quantitative research method through a survey questionnaire that teachers filled out online. Hypotheses were tested with the Kruskal-Wallis’s test to determine differences between groups of teachers. The results showed that teachers, regardless of the university they graduated from and the average number of students in the class, define the same challenges that students and teachers face when solving problems, and that they try to implement problem solving with all students in the class, not only with the gifted. Teachers report that problem-solving teaching takes a lot of time and preparation, and that problem-solving take time during class. Such teaching itself is demanding in preparation. For the challenges faced by students, teachers state students' quick withdrawal, lack of self-confidence, and lack of prior knowledge and problem-solving skills. It is difficult for teachers to achieve the outcomes by solving problems in mathematics classes, but they are aware that solving problems gives students better skills. It is important to understand the impact of teacher stress and reduce the stressors that teachers face when solving problems in class, because teacher stress affects student success in problem solving, which is related to student success in mathematics.
{"title":"Challenges and Stress While Teaching Problem Solving in Mathematics","authors":"Ivana-Marija Pavković, Nikola Marangunić","doi":"10.33422/icate.v1i1.170","DOIUrl":"https://doi.org/10.33422/icate.v1i1.170","url":null,"abstract":"The purpose of our research is to examine what challenges and stressors teachers face when teaching problem solving in mathematics classes, whether they do problem solving mostly with gifted or better students than with other students in the class. We used a quantitative research method through a survey questionnaire that teachers filled out online. Hypotheses were tested with the Kruskal-Wallis’s test to determine differences between groups of teachers. The results showed that teachers, regardless of the university they graduated from and the average number of students in the class, define the same challenges that students and teachers face when solving problems, and that they try to implement problem solving with all students in the class, not only with the gifted. Teachers report that problem-solving teaching takes a lot of time and preparation, and that problem-solving take time during class. Such teaching itself is demanding in preparation. For the challenges faced by students, teachers state students' quick withdrawal, lack of self-confidence, and lack of prior knowledge and problem-solving skills. It is difficult for teachers to achieve the outcomes by solving problems in mathematics classes, but they are aware that solving problems gives students better skills. It is important to understand the impact of teacher stress and reduce the stressors that teachers face when solving problems in class, because teacher stress affects student success in problem solving, which is related to student success in mathematics.","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":"116 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141362827","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 this article the topic of Artificial Intelligence (AI) as a teaching and learning content for the field of the Digital Humanities (DH) in higher education is examined in more detail. For this purpose, a definition of AI in the context of the DH is given first. Areas of the application of AI topics in European DH degree programme descriptions (Master and Bachelor) are scanned to show whether and how the topic of AI is reflected in course descriptions for prospective students with a focus on Digital Humanities. In addition to focusing the term AI, descriptions are analysed for word frequencies and existing correlations. The results show that AI is not explicitly included as a subject of study in DH course descriptions. Nevertheless, central related themes and methods are highlighted therein. Areas such as languages, literature, cultural studies, and history as well as creative and production areas that have references to digital processes and semi- and fully automated computer-aided methods are mentioned. Overall, the teaching of effective digitally supported and collaborative working methods is an essential part of the degree programs (or is aimed at in the degree program descriptions and thus in the respective degree programs), which addresses core competencies of the learners in the future working world. AI topics are finally categorised and converted into a compact overview with areas of application and two possible exemplary implementation scenarios.
{"title":"Taking up Artificial Intelligence as Teaching and Learning Content in the Digital Humanities – Topics, Categorisations, and Examples","authors":"Katrin Fritsche, Sander Münster","doi":"10.33422/icate.v1i1.225","DOIUrl":"https://doi.org/10.33422/icate.v1i1.225","url":null,"abstract":"In this article the topic of Artificial Intelligence (AI) as a teaching and learning content for the field of the Digital Humanities (DH) in higher education is examined in more detail. For this purpose, a definition of AI in the context of the DH is given first. Areas of the application of AI topics in European DH degree programme descriptions (Master and Bachelor) are scanned to show whether and how the topic of AI is reflected in course descriptions for prospective students with a focus on Digital Humanities. In addition to focusing the term AI, descriptions are analysed for word frequencies and existing correlations. The results show that AI is not explicitly included as a subject of study in DH course descriptions. Nevertheless, central related themes and methods are highlighted therein. Areas such as languages, literature, cultural studies, and history as well as creative and production areas that have references to digital processes and semi- and fully automated computer-aided methods are mentioned. Overall, the teaching of effective digitally supported and collaborative working methods is an essential part of the degree programs (or is aimed at in the degree program descriptions and thus in the respective degree programs), which addresses core competencies of the learners in the future working world. AI topics are finally categorised and converted into a compact overview with areas of application and two possible exemplary implementation scenarios.","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141368477","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 influence of constructivism as a pedagogical theory is mainly concentrated on adult education. Its main concepts stem from significant conclusions coming from other theories related to pedagogical and philosophical school practice. The key point is that knowledge is the desired learning outcome that can be accomplished through active learning participation which is closely related to construct. Also, some basic ideas of constructivism rely on idea-based interactions and ideas produced by learners. Certain aspects of the above-mentioned theory in learning and teaching seem to be very helpful for learners to develop their ideas and achieve learning outcomes. The basic aim of this paper is to examine the influence of Constructivism on adult education by utilising Technological Pedagogical Content Knowledge Framework’s (TPACK) dimensions in learning and teaching everyday practice. A mixed method analysis was conducted which contains a theoretical analysis, and experimentation through a quiz game. Our experimental approach through the quiz game was to study Newtonian physics and specifically the Law of Gravitation and the 2nd Law of Motion, finding that the mass terms cancel, and ending up making a prediction that all objects fall at the same rate. The experiment would then involve verifying the prediction and explaining any deviations from the prediction in terms of the intuitive idea of air resistance. The findings showed that students after answering the quizzes of the quiz game, were able to discuss their results using logical argument as opposed to when they did the experiment before the theory and their discussion was little more than guesswork. Thus, we could see how students performed on each question and use that information to figure out what needs to be readdressed or retaught.
{"title":"A Short Paper about Fundamental Pedagogical Concepts of Constructivism Theory in Relation to TPACK Framework","authors":"Serafeim Triantafyllou","doi":"10.33422/icate.v1i1.164","DOIUrl":"https://doi.org/10.33422/icate.v1i1.164","url":null,"abstract":"The influence of constructivism as a pedagogical theory is mainly concentrated on adult education. Its main concepts stem from significant conclusions coming from other theories related to pedagogical and philosophical school practice. The key point is that knowledge is the desired learning outcome that can be accomplished through active learning participation which is closely related to construct. Also, some basic ideas of constructivism rely on idea-based interactions and ideas produced by learners. Certain aspects of the above-mentioned theory in learning and teaching seem to be very helpful for learners to develop their ideas and achieve learning outcomes. The basic aim of this paper is to examine the influence of Constructivism on adult education by utilising Technological Pedagogical Content Knowledge Framework’s (TPACK) dimensions in learning and teaching everyday practice. A mixed method analysis was conducted which contains a theoretical analysis, and experimentation through a quiz game. Our experimental approach through the quiz game was to study Newtonian physics and specifically the Law of Gravitation and the 2nd Law of Motion, finding that the mass terms cancel, and ending up making a prediction that all objects fall at the same rate. The experiment would then involve verifying the prediction and explaining any deviations from the prediction in terms of the intuitive idea of air resistance. The findings showed that students after answering the quizzes of the quiz game, were able to discuss their results using logical argument as opposed to when they did the experiment before the theory and their discussion was little more than guesswork. Thus, we could see how students performed on each question and use that information to figure out what needs to be readdressed or retaught.","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140996770","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 : 2019-05-10DOI: 10.33422/icate.2019.04.270
P. Oliveira
— Legato is an active learning strategy where a given theme is treated by two small groups of students, in succession. The first group explores the theme and assembles the materials to be used by the second group, for the development of an in-depth treatment of the theme, according to the guidelines rendered by the teacher. An additional specification is to randomize the groups for the final phase. The original description, made in 2015, highlighted the untapped potential of committing the students in a work that was prepared by their peers, but also its potential shortcomings. At the time an experienced comparison with other active learning strategies was not possible. The present communication proposes a new description of the procedures, analyzes the dynamics of Legato and common obstacles, and discusses its application in a landscape of other learning strategies. Legato provides the option of a rich experience with building knowledge, emulating the legacy processes common to all scientific inquiry.
{"title":"Legato: Recap, Reassess, Reload","authors":"P. Oliveira","doi":"10.33422/icate.2019.04.270","DOIUrl":"https://doi.org/10.33422/icate.2019.04.270","url":null,"abstract":"— Legato is an active learning strategy where a given theme is treated by two small groups of students, in succession. The first group explores the theme and assembles the materials to be used by the second group, for the development of an in-depth treatment of the theme, according to the guidelines rendered by the teacher. An additional specification is to randomize the groups for the final phase. The original description, made in 2015, highlighted the untapped potential of committing the students in a work that was prepared by their peers, but also its potential shortcomings. At the time an experienced comparison with other active learning strategies was not possible. The present communication proposes a new description of the procedures, analyzes the dynamics of Legato and common obstacles, and discusses its application in a landscape of other learning strategies. Legato provides the option of a rich experience with building knowledge, emulating the legacy processes common to all scientific inquiry.","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":"22 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116553200","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 : 2019-05-10DOI: 10.33422/icate.2019.04.268
Dr. Harshita Bhatnagar, Dr. R S P Singh
—: e-District Delhi is a Mission Mode Project under e-Kranti component of Digital India program. In Delhi, its implementation started in late 2015. This paper analysis the results of a survey conducted by the authors in May 2016 on the training received by the employees who deliver online Government to Citizen (G2C) services in Delhi under e-District Delhi Project. The employees were attached to District Magistrate office in each of the 6 selected districts. District Magistrate is the administrative head of a district in Delhi. The vocational skills of employees were studied in detail through the survey. The important outcome derived from results is that the training provided was inadequate for the employees. As many as 75% reported not receiving proper training and 25% received no training at all. Their vocational skills were inadequate to manage day-to-day job responsibilities in the newly adopted online workflow for providing important citizen services. This paper discusses in details the various parameters and their impact on the dependent variable (output of each employee per day) through empirical analysis and hypothesis testing. An interesting outcome of this research is that communication skills training was demanded by employees at all hierarchy levels, 41% of senior professionals also demanded more training on communication skills.
{"title":"A Research Study On Capacity Building for E-District Project Implementation in Delhi","authors":"Dr. Harshita Bhatnagar, Dr. R S P Singh","doi":"10.33422/icate.2019.04.268","DOIUrl":"https://doi.org/10.33422/icate.2019.04.268","url":null,"abstract":"—: e-District Delhi is a Mission Mode Project under e-Kranti component of Digital India program. In Delhi, its implementation started in late 2015. This paper analysis the results of a survey conducted by the authors in May 2016 on the training received by the employees who deliver online Government to Citizen (G2C) services in Delhi under e-District Delhi Project. The employees were attached to District Magistrate office in each of the 6 selected districts. District Magistrate is the administrative head of a district in Delhi. The vocational skills of employees were studied in detail through the survey. The important outcome derived from results is that the training provided was inadequate for the employees. As many as 75% reported not receiving proper training and 25% received no training at all. Their vocational skills were inadequate to manage day-to-day job responsibilities in the newly adopted online workflow for providing important citizen services. This paper discusses in details the various parameters and their impact on the dependent variable (output of each employee per day) through empirical analysis and hypothesis testing. An interesting outcome of this research is that communication skills training was demanded by employees at all hierarchy levels, 41% of senior professionals also demanded more training on communication skills.","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131346598","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 : 2019-05-10DOI: 10.33422/icate.2019.04.261
Maria José Lisboa Antunes
: This study main objective is to analyse the role of the student during the learning process of a foreign language. For this we did a needs analysis to students of the higher education level and further on we analysed the data that we collected in order to understand how to increase the student’s ability to communicate in a foreign language, more specifically in English. The methodology used, needs analysis, allowed us to assess the students’ necessities in this area of expertise and, later on, to implement new strategies and use new materials in the classroom so their needs might be fulfilled and our goals might be achieved. This paper is divided into four parts, in the first one we present the theoretical framework, in the second one we focused on the methodology used, which was a needs analysis, in the third we show the results and in the fourth one we present the main conclusions of this study and its limitations. With this paper we came up to some relevant developments and progresses in what concerns the importance of the student’s attitude during the learning process of a foreign language.
{"title":"The Role of the Student in The English to Speakers of Other Languages Learning Process","authors":"Maria José Lisboa Antunes","doi":"10.33422/icate.2019.04.261","DOIUrl":"https://doi.org/10.33422/icate.2019.04.261","url":null,"abstract":": This study main objective is to analyse the role of the student during the learning process of a foreign language. For this we did a needs analysis to students of the higher education level and further on we analysed the data that we collected in order to understand how to increase the student’s ability to communicate in a foreign language, more specifically in English. The methodology used, needs analysis, allowed us to assess the students’ necessities in this area of expertise and, later on, to implement new strategies and use new materials in the classroom so their needs might be fulfilled and our goals might be achieved. This paper is divided into four parts, in the first one we present the theoretical framework, in the second one we focused on the methodology used, which was a needs analysis, in the third we show the results and in the fourth one we present the main conclusions of this study and its limitations. With this paper we came up to some relevant developments and progresses in what concerns the importance of the student’s attitude during the learning process of a foreign language.","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127002210","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 : 2019-05-10DOI: 10.33422/icate.2019.04.266
Paulo Oliveira, D. Figueiredo
The authors describe the experience with a partial implementation of Team-Based Learning strategy, as was carried out in the context of the Evolutionary Biology course, an obligate part of the undergraduate Biology curriculum at the University of Évora. In contrast to previous attempts at turning the students attending this course from their notorious inertia, this strategy finally accomplished a significant unfolding of the students’ immediate interest and thence helped them attain a richer learning experience. The recommendations by the developers of Team-Based Learning served as basis for this implementation, which is laid out in protocol format for the present article and illustrated with examples from the themes proposed. The results from a survey on this implementation of Team-Based Learning, made available to the students, gave an important feedback for discussion of the strengths and weaknesses in the experience so far. Although this implementation arguably fulfils most of the core elements of the recommended Team-Based Learning procedure, considerations are made on the possible need to upgrade to a full implementation of Team-Based Learning in this course.
{"title":"A Case Study of Team-Based Learning for Evolutionary Biology Classes in Biology Majors","authors":"Paulo Oliveira, D. Figueiredo","doi":"10.33422/icate.2019.04.266","DOIUrl":"https://doi.org/10.33422/icate.2019.04.266","url":null,"abstract":"The authors describe the experience with a partial implementation of Team-Based Learning strategy, as was carried out in the context of the Evolutionary Biology course, an obligate part of the undergraduate Biology curriculum at the University of Évora. In contrast to previous attempts at turning the students attending this course from their notorious inertia, this strategy finally accomplished a significant unfolding of the students’ immediate interest and thence helped them attain a richer learning experience. The recommendations by the developers of Team-Based Learning served as basis for this implementation, which is laid out in protocol format for the present article and illustrated with examples from the themes proposed. The results from a survey on this implementation of Team-Based Learning, made available to the students, gave an important feedback for discussion of the strengths and weaknesses in the experience so far. Although this implementation arguably fulfils most of the core elements of the recommended Team-Based Learning procedure, considerations are made on the possible need to upgrade to a full implementation of Team-Based Learning in this course.","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123490378","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 : 2019-05-10DOI: 10.33422/icate.2019.04.265
James P. Lassegard, M. Tajima
{"title":"The Experiences of Foreign Faculty Working in Japanese Higher Education","authors":"James P. Lassegard, M. Tajima","doi":"10.33422/icate.2019.04.265","DOIUrl":"https://doi.org/10.33422/icate.2019.04.265","url":null,"abstract":"","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116672187","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 : 2019-05-10DOI: 10.33422/icate.2019.04.269
L. Movchan, N. Komisarenko
{"title":"Agricultural Higher Education and Training in Europe","authors":"L. Movchan, N. Komisarenko","doi":"10.33422/icate.2019.04.269","DOIUrl":"https://doi.org/10.33422/icate.2019.04.269","url":null,"abstract":"","PeriodicalId":184797,"journal":{"name":"Proceedings of The International Conference on Advanced Research in Teaching and Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121790188","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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