Huijuan Li, Jiaxin Liu, Xiaotong Yang, Junlian Xiao, Guochao Yang
The development of e-schoolbag offers a valuable platform to the development of pupils' higher-order thinking skills. There are certain functions of e-schoolbags such as virtual simulation, cognitive tools, instant feedback, and learning portfolio, which can be used to cultivate the higher-order thinking skills of learners. This study describes a teaching practice with the use e-schoolbag in which the development of the higher-order thinking skills was studied by a quasi-experimental research. The data showed that such teaching practice with the application of the e-schoolbag could promote significantly the higher-order thinking skills of primary school students, especially the "analytical skill" and the "evaluation skill".
{"title":"An Empirical Study on Developing Higher-Order Thinking Skills of Primary Students with E-Schoolbag","authors":"Huijuan Li, Jiaxin Liu, Xiaotong Yang, Junlian Xiao, Guochao Yang","doi":"10.1109/ISET.2016.26","DOIUrl":"https://doi.org/10.1109/ISET.2016.26","url":null,"abstract":"The development of e-schoolbag offers a valuable platform to the development of pupils' higher-order thinking skills. There are certain functions of e-schoolbags such as virtual simulation, cognitive tools, instant feedback, and learning portfolio, which can be used to cultivate the higher-order thinking skills of learners. This study describes a teaching practice with the use e-schoolbag in which the development of the higher-order thinking skills was studied by a quasi-experimental research. The data showed that such teaching practice with the application of the e-schoolbag could promote significantly the higher-order thinking skills of primary school students, especially the \"analytical skill\" and the \"evaluation skill\".","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129308942","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}
Hung-Hsu Tsai, Jie-Yan Peng, Chih-Tsan Chang, Pao-Ta Yu, K. Chiou
The paper presents a teaching model using an ebook tool with lecturing function and a game-based student response system in flipped classroom for a seminar course for graduate students. The ebook tool with lecturing function helps presenters (students) to easily display their multimedia materials by dual-codes mode and to interact their presentation with students (audience) by handwriting, a screen including video and powerpoint slides, two-pages swapping, etc. The Game-based Student Response System is utilized in the teaching model to increase more interactions among presenter and audience by answering questions using mobile devices in a game-like fashion.
{"title":"Applying an eBook Tool with Lecturing Function and a Game-Based Student Response System in Flipped Classroom for a Seminar Course","authors":"Hung-Hsu Tsai, Jie-Yan Peng, Chih-Tsan Chang, Pao-Ta Yu, K. Chiou","doi":"10.1109/ISET.2016.21","DOIUrl":"https://doi.org/10.1109/ISET.2016.21","url":null,"abstract":"The paper presents a teaching model using an ebook tool with lecturing function and a game-based student response system in flipped classroom for a seminar course for graduate students. The ebook tool with lecturing function helps presenters (students) to easily display their multimedia materials by dual-codes mode and to interact their presentation with students (audience) by handwriting, a screen including video and powerpoint slides, two-pages swapping, etc. The Game-based Student Response System is utilized in the teaching model to increase more interactions among presenter and audience by answering questions using mobile devices in a game-like fashion.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126840851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper will start from the practical requirements of the operation of the Open Universities, research and summarize the achievements of smart classroom, and proposes to create the cloud classroom integrating video communication, smart perception network and virtual reality technology and the online learning cloud platform. It also analyzes the application and cost efficiency.
{"title":"Cloud Classroom Boost Online Learning and Educational Resources Sharing","authors":"Yaxing Yuan","doi":"10.1109/ISET.2016.18","DOIUrl":"https://doi.org/10.1109/ISET.2016.18","url":null,"abstract":"This paper will start from the practical requirements of the operation of the Open Universities, research and summarize the achievements of smart classroom, and proposes to create the cloud classroom integrating video communication, smart perception network and virtual reality technology and the online learning cloud platform. It also analyzes the application and cost efficiency.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"188 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134047274","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}
J. Fong, Leung-Pun Wong, Titus Kwok Ki Lo, K. Wong
Nowadays, mobile computing is the norm of everyday life. People use mobile device such as iPhone communicate with each other by email, WhatsApp and WeChat etc., by video conference with Skype, and by eLearning with Blackboard etc. However, seldom people use mobile device to practice music, and there is not yet a standard methodology for people to do eLearning for music with a mobile device. This paper aims to offer a method for singer to practice singing with an live band on the Internet with mobile device. Our objective is for people to jam music at any time and any place. We will adopt existing technology of Skype and Streaming Server solution to implement a user friendly eLearning system for singer practice singing with live band. The benefit is that people can learn music by jamming music together logically even though they are physically in different locations.
{"title":"Online eLearning System for Live Band Practicing","authors":"J. Fong, Leung-Pun Wong, Titus Kwok Ki Lo, K. Wong","doi":"10.1109/ISET.2016.20","DOIUrl":"https://doi.org/10.1109/ISET.2016.20","url":null,"abstract":"Nowadays, mobile computing is the norm of everyday life. People use mobile device such as iPhone communicate with each other by email, WhatsApp and WeChat etc., by video conference with Skype, and by eLearning with Blackboard etc. However, seldom people use mobile device to practice music, and there is not yet a standard methodology for people to do eLearning for music with a mobile device. This paper aims to offer a method for singer to practice singing with an live band on the Internet with mobile device. Our objective is for people to jam music at any time and any place. We will adopt existing technology of Skype and Streaming Server solution to implement a user friendly eLearning system for singer practice singing with live band. The benefit is that people can learn music by jamming music together logically even though they are physically in different locations.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122416359","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}
Using social mobile application for communication is common in this generation and development is driving innovation. Social mobile applications take many social forms depending on a particular application. In addition to Facebook, WhatsApp, WeChat is one of the most popular social mobile applications nowadays especially in China and Hong Kong. WeChat is a mobile text and voice messaging communication service developed by Tencent in China, which was released in 2011. It can exchange contacts with people nearby via Bluetooth, as well as providing various features for contacting people at random if desired, next to integration with social networking services such as those run by Facebook. Photographs may also be embellished with filters and captions, and a machine translation service is available. It is now very common in both China and Hong Kong. This study is to investigate the differences in academic performance and learning interest between students who used WeChat and who did not and we focused on accounting students as samples in this study. Academic performance was examined by their scores in continuous assessments, while accounting students' learning interest was indicated by questionnaires. The aim of this research is to evaluate the impact of social mobile application on students' learning interest so as to their performance.
{"title":"The Impact of Social Mobile Application on Students' Learning Interest and Academic Performance in Hong Kong's Sub-Degree Education","authors":"K. Ng, C. Luk, Wai-Ming Lam","doi":"10.1109/ISET.2016.10","DOIUrl":"https://doi.org/10.1109/ISET.2016.10","url":null,"abstract":"Using social mobile application for communication is common in this generation and development is driving innovation. Social mobile applications take many social forms depending on a particular application. In addition to Facebook, WhatsApp, WeChat is one of the most popular social mobile applications nowadays especially in China and Hong Kong. WeChat is a mobile text and voice messaging communication service developed by Tencent in China, which was released in 2011. It can exchange contacts with people nearby via Bluetooth, as well as providing various features for contacting people at random if desired, next to integration with social networking services such as those run by Facebook. Photographs may also be embellished with filters and captions, and a machine translation service is available. It is now very common in both China and Hong Kong. This study is to investigate the differences in academic performance and learning interest between students who used WeChat and who did not and we focused on accounting students as samples in this study. Academic performance was examined by their scores in continuous assessments, while accounting students' learning interest was indicated by questionnaires. The aim of this research is to evaluate the impact of social mobile application on students' learning interest so as to their performance.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126244731","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}
We applied k-means clustering to a class of senior undergraduate computing students. Weekly study time, inside and outside of classrooms, increases 52 minutes from weakest students to mid-pack students. But it decreases 20 minutes from mid-pack students to best students. Studying for longer helps weakest students. Mid-pack students do not get better by increasing their study time but they can improve by reallocating time spent on recorded lectures to autonomous self-study such as writing programs and studying lecture notes which better cultivate reflective thinking than lectures. We have identified specific study strategies to suit students according to their current performance. For all students, better attentiveness improves their results noticeably.
{"title":"Attentiveness and Self-Studying are Keys to Academic Performance","authors":"O. Au, Raymond So, Lap-Kei Lee","doi":"10.1109/ISET.2016.27","DOIUrl":"https://doi.org/10.1109/ISET.2016.27","url":null,"abstract":"We applied k-means clustering to a class of senior undergraduate computing students. Weekly study time, inside and outside of classrooms, increases 52 minutes from weakest students to mid-pack students. But it decreases 20 minutes from mid-pack students to best students. Studying for longer helps weakest students. Mid-pack students do not get better by increasing their study time but they can improve by reallocating time spent on recorded lectures to autonomous self-study such as writing programs and studying lecture notes which better cultivate reflective thinking than lectures. We have identified specific study strategies to suit students according to their current performance. For all students, better attentiveness improves their results noticeably.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115336057","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}
Nowadays, with the increasing promotion of Police law enforcement cooperation between the countries, the scale of the overseas master in police affairs is increasing year by year. Apart from criminal law enforcement procedures, administrative cases, community policing, police work mechanism, personnel appointment system and basic national conditions of the police and other professional knowledge and skills, the overseas police master also should be familiar with the police training mode, cases handling mode, police law enforcement concept and police culture. The paper starts from the background of the classroom-teaching model of overseas police master. The hybrid learning teaching mode is firstly introduced into the overseas police master classroom teaching in order to improve the quality of the overseas police master classroom teaching and provide a feasible and effective method for the classroom teaching.
{"title":"Teaching Model of Overseas Police Affairs Master Based on Hybrid Learning Model","authors":"Chu Shuang, Chun-hui Yuan","doi":"10.1109/ISET.2016.17","DOIUrl":"https://doi.org/10.1109/ISET.2016.17","url":null,"abstract":"Nowadays, with the increasing promotion of Police law enforcement cooperation between the countries, the scale of the overseas master in police affairs is increasing year by year. Apart from criminal law enforcement procedures, administrative cases, community policing, police work mechanism, personnel appointment system and basic national conditions of the police and other professional knowledge and skills, the overseas police master also should be familiar with the police training mode, cases handling mode, police law enforcement concept and police culture. The paper starts from the background of the classroom-teaching model of overseas police master. The hybrid learning teaching mode is firstly introduced into the overseas police master classroom teaching in order to improve the quality of the overseas police master classroom teaching and provide a feasible and effective method for the classroom teaching.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122555097","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}
C Language course is a professional basic course of computer science. Explaining the grammatical structure of knowledge points and cultivating students' ability to solve practical application problems should be paid attention to in the teaching of language courses. It is pervasive in C language teaching that it is difficult for students to judge the correctness of the program in real time and students' logical thinking ability and programming ability is not strong. It is a hard work for the teacher to check every student's code. It leads to that it is difficult to correctly judge the situation of student learning. Thus, C language teaching scheme based on online judge (OJ) system is proposed. In this paper, we design the practice teaching and assessment methods around the OJ system and puts forward resolving methods according to the existing problems in hybrid learning. The OJ system is applied to our C language teaching. The feedback data shows that students' algorithm analysis ability to slove practical application problems and the enthusiasm of learning C language have been significantly improved. And it is more accurate and objective for teachers in the evaluation of students programming ability.
{"title":"Online Judge System and Its Applications in C Language Teaching","authors":"Huiting Wu, Yanshen Liu, Lin Qiu, Yi Liu","doi":"10.1109/ISET.2016.14","DOIUrl":"https://doi.org/10.1109/ISET.2016.14","url":null,"abstract":"C Language course is a professional basic course of computer science. Explaining the grammatical structure of knowledge points and cultivating students' ability to solve practical application problems should be paid attention to in the teaching of language courses. It is pervasive in C language teaching that it is difficult for students to judge the correctness of the program in real time and students' logical thinking ability and programming ability is not strong. It is a hard work for the teacher to check every student's code. It leads to that it is difficult to correctly judge the situation of student learning. Thus, C language teaching scheme based on online judge (OJ) system is proposed. In this paper, we design the practice teaching and assessment methods around the OJ system and puts forward resolving methods according to the existing problems in hybrid learning. The OJ system is applied to our C language teaching. The feedback data shows that students' algorithm analysis ability to slove practical application problems and the enthusiasm of learning C language have been significantly improved. And it is more accurate and objective for teachers in the evaluation of students programming ability.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121537800","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 paper, we study the public elementary course "software engineering" which is based on the StarC platform. StarC is a teaching service platform developed by Central China Normal University. It is one part of national education cloud platform. This paper reports on the relationships between students' patterns of engagement and their course performance. The results indicate that students' participation is positively correlated with their final academic performance. So is students' effective learning time with their final performance. By using questionnaire, interview and results comparison, we found that the cloud classroom teaching is better than the traditional classroom teaching in the aspects of student's participation, satisfaction and learning gain.
{"title":"Students' Patterns of Engagement and Course Performance in Cloud-Classroom Courses","authors":"Zhenhua Li, Zhaoli Zhang, Hai Liu, Jiangbo Shu","doi":"10.1109/ISET.2016.13","DOIUrl":"https://doi.org/10.1109/ISET.2016.13","url":null,"abstract":"In this paper, we study the public elementary course \"software engineering\" which is based on the StarC platform. StarC is a teaching service platform developed by Central China Normal University. It is one part of national education cloud platform. This paper reports on the relationships between students' patterns of engagement and their course performance. The results indicate that students' participation is positively correlated with their final academic performance. So is students' effective learning time with their final performance. By using questionnaire, interview and results comparison, we found that the cloud classroom teaching is better than the traditional classroom teaching in the aspects of student's participation, satisfaction and learning gain.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124980974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper studies 80 final-year undergraduate computing students in an advanced programming course, and aims to relate their reported self-study time for the regular pair-programming labs to their examination performance. We expect that more regular self-studying time would lead to a better examination performance. It is interesting that this is true only for the 27 at-risk students, which are defined as those students failing in the course's mid-term test. We use the k-means algorithm to divide these students into 2 groups according to their self-study time for lab and the difference between their exam and test scores. For the other 53 non-at-risk students, the same analysis using the k-means algorithm shows that more self-study time for lab does not lead to better examination performance, while it is the self-study time right before the exam which affects the performance. It casts doubt on the commonly given unqualified advice for students to study routinely over cramming right before exam. The result leads us to look for other factors that determine student performance.
{"title":"Being Well-Prepared for Regular Pair-Programming Helps At-Risk Students","authors":"Lap-Kei Lee, O. Au, Raymond So, Nga-In Wu","doi":"10.1109/ISET.2016.22","DOIUrl":"https://doi.org/10.1109/ISET.2016.22","url":null,"abstract":"This paper studies 80 final-year undergraduate computing students in an advanced programming course, and aims to relate their reported self-study time for the regular pair-programming labs to their examination performance. We expect that more regular self-studying time would lead to a better examination performance. It is interesting that this is true only for the 27 at-risk students, which are defined as those students failing in the course's mid-term test. We use the k-means algorithm to divide these students into 2 groups according to their self-study time for lab and the difference between their exam and test scores. For the other 53 non-at-risk students, the same analysis using the k-means algorithm shows that more self-study time for lab does not lead to better examination performance, while it is the self-study time right before the exam which affects the performance. It casts doubt on the commonly given unqualified advice for students to study routinely over cramming right before exam. The result leads us to look for other factors that determine student performance.","PeriodicalId":192854,"journal":{"name":"2016 International Symposium on Educational Technology (ISET)","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133825689","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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