Pub Date : 2022-11-15DOI: 10.22492/issn.2435-9467.2022.7
K. Green, K. Torres, Alisha DeWalt
Worldwide, traditional face-to-face (f2f) students struggled with a rapid shift to virtual learning as did faculty who often had limited experience and knowledge of developing online courses or knowing how to engage their students. Many institutions of higher education have returned to classrooms, first with hybrid approaches, and now f2f. However, just as the world has changed, our students and faculty have changed too and many are struggling with the traditional approaches. Faculty are reporting students' lack of engagement, such as failing to turn in assignments or read material and engage in discussions. A recent study has faculty describing student disconnection with terms such as “defeated,” “exhausted,” and “overwhelmed.” Using information gained via international workshops and personal experiences, we present methods to increase motivation and engagement through the use of gamification approaches that can be used f2f or in online classes. There is a proliferation of free online tools that can be used to increase higher education student engagement and we outline and demonstrate multiple ways to bring this “playful” learning into our classes to promote collaboration and engagement plus expand our assessment strategies. Using gamification helps to promote playfulness which has been shown to lower perceived stress in adults and to facilitate lowering their use of negative, avoidant, or unhealthy behaviors (Magnuson & Barnett, 2013). This paper will address some of the current issues and provide suggestions as to how to introduce gamification ideas into higher education courses.
{"title":"Let’s Play: Using Gamification in University Classes as a Means to Increase Motivation and Engagement While Lowering Stress","authors":"K. Green, K. Torres, Alisha DeWalt","doi":"10.22492/issn.2435-9467.2022.7","DOIUrl":"https://doi.org/10.22492/issn.2435-9467.2022.7","url":null,"abstract":"Worldwide, traditional face-to-face (f2f) students struggled with a rapid shift to virtual learning as did faculty who often had limited experience and knowledge of developing online courses or knowing how to engage their students. Many institutions of higher education have returned to classrooms, first with hybrid approaches, and now f2f. However, just as the world has changed, our students and faculty have changed too and many are struggling with the traditional approaches. Faculty are reporting students' lack of engagement, such as failing to turn in assignments or read material and engage in discussions. A recent study has faculty describing student disconnection with terms such as “defeated,” “exhausted,” and “overwhelmed.” Using information gained via international workshops and personal experiences, we present methods to increase motivation and engagement through the use of gamification approaches that can be used f2f or in online classes. There is a proliferation of free online tools that can be used to increase higher education student engagement and we outline and demonstrate multiple ways to bring this “playful” learning into our classes to promote collaboration and engagement plus expand our assessment strategies. Using gamification helps to promote playfulness which has been shown to lower perceived stress in adults and to facilitate lowering their use of negative, avoidant, or unhealthy behaviors (Magnuson & Barnett, 2013). This paper will address some of the current issues and provide suggestions as to how to introduce gamification ideas into higher education courses.","PeriodicalId":237527,"journal":{"name":"BCE Official Conference Proceedings","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134370578","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 : 2022-11-15DOI: 10.22492/issn.2435-9467.2022.13
M. Ganajová, Ivana Sotáková, M. Kožurková
The research aim was to verify the efficiency of a metacognitive strategy called Post-Test Reflection (PTR), implemented into Chemistry Teaching Students’ Training. This research was performed in the 2020/2021 academic year during a course in Chemistry Didactics. The sample consisted of 22 Chemistry Teaching students in the 1st year of their Master study. First, students took a test focused on selected topics of general chemistry didactics. The results showed that students had superficial knowledge and misconceptions, which was related to their learning methods. Students were asked to review the test questions at home in order to identify the errors they made, explain why these errors occurred, and how they could be removed, which promoted deeper understanding of the subject matter. At the end of the semester, students completed their course in Chemistry Didactics by taking a second test and an oral examination. The PTR self-assessment metacognitive strategy showed efficiency. PTR promoted the development of cognitive understanding in the students, which led to changes in their learning strategies. After PTR, the students proceeded to achieve better academic results as confirmed by the results of the second test as well as the oral examination taken during the Chemistry Didactics course. The research showed that metacognition promoted “deep understanding” and increased students’ motivation to learn.
{"title":"Metacognitive Strategies in the Preparation of Future Chemistry Teachers","authors":"M. Ganajová, Ivana Sotáková, M. Kožurková","doi":"10.22492/issn.2435-9467.2022.13","DOIUrl":"https://doi.org/10.22492/issn.2435-9467.2022.13","url":null,"abstract":"The research aim was to verify the efficiency of a metacognitive strategy called Post-Test Reflection (PTR), implemented into Chemistry Teaching Students’ Training. This research was performed in the 2020/2021 academic year during a course in Chemistry Didactics. The sample consisted of 22 Chemistry Teaching students in the 1st year of their Master study. First, students took a test focused on selected topics of general chemistry didactics. The results showed that students had superficial knowledge and misconceptions, which was related to their learning methods. Students were asked to review the test questions at home in order to identify the errors they made, explain why these errors occurred, and how they could be removed, which promoted deeper understanding of the subject matter. At the end of the semester, students completed their course in Chemistry Didactics by taking a second test and an oral examination. The PTR self-assessment metacognitive strategy showed efficiency. PTR promoted the development of cognitive understanding in the students, which led to changes in their learning strategies. After PTR, the students proceeded to achieve better academic results as confirmed by the results of the second test as well as the oral examination taken during the Chemistry Didactics course. The research showed that metacognition promoted “deep understanding” and increased students’ motivation to learn.","PeriodicalId":237527,"journal":{"name":"BCE Official Conference Proceedings","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114489060","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 : 2022-11-15DOI: 10.22492/issn.2435-9467.2022.17
Kawai Lo, Chu-po Ho, Jinyun Zhou, H. Tang
Over the past two years, the COVID-19 pandemic has made unprecedented impacts on teaching and learning (T&L). In tertiary education, face-to-face classes were replaced by online teaching, while most of the hands-on classes and practicums were suspended. The transition was challenging yet it gave us a chance to rethink about the pedagogy and T&L direction in the future. The aim of this study is to compare the learning efficiency and students’ learning experience of blended learning with face-to-face (f2f) teaching in the machine-knitting course. The blended learning course included online self-study modules and a training workshop to examine the learning outcomes. It was believed to maximise the learning effect yet reduce the total study hours. A pilot test was carried out on a group of knitwear design students who had taken f2f knitting classes before, so that they can compare the learning experience and efficiency between blended learning and f2f teaching. The students’ learning outcomes were assessed by the knitting tasks in the workshops. Data and comments collected from questionnaires and interviews after the course were analysed. The results proved the effectiveness of combining self-learning with hands-on workshops, but at the same time it emphasised the important of hands-on training which was irreplaceable. This study could provide references for improvement on future course design and similar hands-on training courses in other institutes.
{"title":"Can Blended Learning Replace Face-to-Face Teaching in Machine-Knitting Courses?","authors":"Kawai Lo, Chu-po Ho, Jinyun Zhou, H. Tang","doi":"10.22492/issn.2435-9467.2022.17","DOIUrl":"https://doi.org/10.22492/issn.2435-9467.2022.17","url":null,"abstract":"Over the past two years, the COVID-19 pandemic has made unprecedented impacts on teaching and learning (T&L). In tertiary education, face-to-face classes were replaced by online teaching, while most of the hands-on classes and practicums were suspended. The transition was challenging yet it gave us a chance to rethink about the pedagogy and T&L direction in the future. The aim of this study is to compare the learning efficiency and students’ learning experience of blended learning with face-to-face (f2f) teaching in the machine-knitting course. The blended learning course included online self-study modules and a training workshop to examine the learning outcomes. It was believed to maximise the learning effect yet reduce the total study hours. A pilot test was carried out on a group of knitwear design students who had taken f2f knitting classes before, so that they can compare the learning experience and efficiency between blended learning and f2f teaching. The students’ learning outcomes were assessed by the knitting tasks in the workshops. Data and comments collected from questionnaires and interviews after the course were analysed. The results proved the effectiveness of combining self-learning with hands-on workshops, but at the same time it emphasised the important of hands-on training which was irreplaceable. This study could provide references for improvement on future course design and similar hands-on training courses in other institutes.","PeriodicalId":237527,"journal":{"name":"BCE Official Conference Proceedings","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126195049","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 : 2022-11-15DOI: 10.22492/issn.2435-9467.2022.20
Marco Canesi, Paolo Pisano, G. Placenti
Practical activities, unsuitable for a digital curvature centered on remote activities, have been particularly penalized by the pandemic. Our response was the study and implementation of a series of hybrid learning units, based on gamification strategies, to allow mechanics involved students not to lose contact with practical activities, keeping the laboratorial subjects at the center of the processes. The idea was to transform a series of laboratory exercises into a movie set for a detective film, in which the student's skills and knowledge are necessary to solve a puzzle. An educational unit was designed and built, whose final product was a Google Form, suitably equipped with multimedia inserts, through which the student is transported into a role-playing game, in which he plays the role of a private investigator dealing with a murder case that took place in a mechanical workshop. To solve the case, the player will have to rely on his observation skills and on his knowledge and skills developed in the mechanics related curricular subjects. In fact, he must be able to solve problems related to the means of transport present in the workshop and, if able to detect and correct the anomaly, he will obtain clues that will allow him to identify the guilty. Goal of this approach was to increase technical-methodological skills, indispensable for a professional maintenance technician in the automotive sector. The students really appreciated this approach and we look forward to release new episodes of this "crime series", blending them with real manual activities.
{"title":"Teaching Without Borders: A Gamification Paradigm for Practical Subjects","authors":"Marco Canesi, Paolo Pisano, G. Placenti","doi":"10.22492/issn.2435-9467.2022.20","DOIUrl":"https://doi.org/10.22492/issn.2435-9467.2022.20","url":null,"abstract":"Practical activities, unsuitable for a digital curvature centered on remote activities, have been particularly penalized by the pandemic. Our response was the study and implementation of a series of hybrid learning units, based on gamification strategies, to allow mechanics involved students not to lose contact with practical activities, keeping the laboratorial subjects at the center of the processes. The idea was to transform a series of laboratory exercises into a movie set for a detective film, in which the student's skills and knowledge are necessary to solve a puzzle. An educational unit was designed and built, whose final product was a Google Form, suitably equipped with multimedia inserts, through which the student is transported into a role-playing game, in which he plays the role of a private investigator dealing with a murder case that took place in a mechanical workshop. To solve the case, the player will have to rely on his observation skills and on his knowledge and skills developed in the mechanics related curricular subjects. In fact, he must be able to solve problems related to the means of transport present in the workshop and, if able to detect and correct the anomaly, he will obtain clues that will allow him to identify the guilty. Goal of this approach was to increase technical-methodological skills, indispensable for a professional maintenance technician in the automotive sector. The students really appreciated this approach and we look forward to release new episodes of this \"crime series\", blending them with real manual activities.","PeriodicalId":237527,"journal":{"name":"BCE Official Conference Proceedings","volume":"419 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116568567","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 : 2022-11-15DOI: 10.22492/issn.2435-9467.2022.29
Agnė Juškevičienė, Ieva Bilbokaitė-Skiauterienė, Stanislav Sabaliauskas, Ingrida Donielienė
The education system is still known as a conservative social system, which is notoriously resistant to change and is challenging teachers to innovate (OECD, 2016). However, the changing perceptions of education policy makers and educational communities about the future of children's education point to the need for changes in teacher education, with the content of studies focusing on the acquisition and enhancement of new skills such as initiative, challenge-taking, and organisation / management of the process, as well as on the use of personalised, active, motivating, and engaging learning approaches. This paper explores the definitions of innovative teacher and educational innovation in more detail. The aim of the research is to reveal what kind of innovations lecturers do apply in the study process. The research was carried out using a mixed-methodological approach, involving surveys and interviews with university lecturers of pedagogical studies. The results of the study reveal a high level of the use of innovative methods, the latest learning tools, scientific sources and theories in the study process.
{"title":"Innovative Lecturer: Using Digital Tools in the Study Process","authors":"Agnė Juškevičienė, Ieva Bilbokaitė-Skiauterienė, Stanislav Sabaliauskas, Ingrida Donielienė","doi":"10.22492/issn.2435-9467.2022.29","DOIUrl":"https://doi.org/10.22492/issn.2435-9467.2022.29","url":null,"abstract":"The education system is still known as a conservative social system, which is notoriously resistant to change and is challenging teachers to innovate (OECD, 2016). However, the changing perceptions of education policy makers and educational communities about the future of children's education point to the need for changes in teacher education, with the content of studies focusing on the acquisition and enhancement of new skills such as initiative, challenge-taking, and organisation / management of the process, as well as on the use of personalised, active, motivating, and engaging learning approaches. This paper explores the definitions of innovative teacher and educational innovation in more detail. The aim of the research is to reveal what kind of innovations lecturers do apply in the study process. The research was carried out using a mixed-methodological approach, involving surveys and interviews with university lecturers of pedagogical studies. The results of the study reveal a high level of the use of innovative methods, the latest learning tools, scientific sources and theories in the study process.","PeriodicalId":237527,"journal":{"name":"BCE Official Conference Proceedings","volume":"410 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133539328","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 : 2022-11-15DOI: 10.22492/issn.2435-9467.2022.27
Arlindo Almada, Qicheng Yu, Preeti Patel
Nowadays, the number of studies measuring and representing students’ learning and performance has increased. However, there remains a lack of research that represents and measures factors or features within students’ control that impact their performances. For university managers, subject tutors and academic mentors, it is essential to represent, measure, analyse and monitor student performance alongside controllable factors affecting their academic achievement to enhance the student experience. This research evaluates the connection among students’ performance and their lifestyles, particularly the controllable factors. Controllable factors incorporated in our PS2CLH model are the perspectives of Psychology, Self-responsibility, Sociology, Communication, Learning and Health & wellbeing. This paper proposes a controllable performance features representation in three-dimensional space based on the PS2CLH model. A cluster presentation of the features allows for targeted interventions for students who need additional support. It also indicates clearly where each student stands by using a student web profile and the necessary direction each student needs to take to get to the desired cluster. Initial data presents a clear pattern of creating a diagonal of seven clusters or students’ stages from the bottom (0, 0, 0) to the top (100, 100, 100) and leading to the use of filters or queries to represent better features such as sleep-problem, stress, practice exercises and time management. Preliminary results highlight patterns of best-performing students with specific factors/features located in the highest clusters on the rank. This insight facilitates data-driven decisions leading to effective student interventions.
{"title":"Representation of the Student’s Controllable Performance Features Based on PS2CLH Model","authors":"Arlindo Almada, Qicheng Yu, Preeti Patel","doi":"10.22492/issn.2435-9467.2022.27","DOIUrl":"https://doi.org/10.22492/issn.2435-9467.2022.27","url":null,"abstract":"Nowadays, the number of studies measuring and representing students’ learning and performance has increased. However, there remains a lack of research that represents and measures factors or features within students’ control that impact their performances. For university managers, subject tutors and academic mentors, it is essential to represent, measure, analyse and monitor student performance alongside controllable factors affecting their academic achievement to enhance the student experience. This research evaluates the connection among students’ performance and their lifestyles, particularly the controllable factors. Controllable factors incorporated in our PS2CLH model are the perspectives of Psychology, Self-responsibility, Sociology, Communication, Learning and Health & wellbeing. This paper proposes a controllable performance features representation in three-dimensional space based on the PS2CLH model. A cluster presentation of the features allows for targeted interventions for students who need additional support. It also indicates clearly where each student stands by using a student web profile and the necessary direction each student needs to take to get to the desired cluster. Initial data presents a clear pattern of creating a diagonal of seven clusters or students’ stages from the bottom (0, 0, 0) to the top (100, 100, 100) and leading to the use of filters or queries to represent better features such as sleep-problem, stress, practice exercises and time management. Preliminary results highlight patterns of best-performing students with specific factors/features located in the highest clusters on the rank. This insight facilitates data-driven decisions leading to effective student interventions.","PeriodicalId":237527,"journal":{"name":"BCE Official Conference Proceedings","volume":"152 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134161817","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 : 2022-11-15DOI: 10.22492/issn.2435-9467.2022.32
Ningchuiliu Gangmei, K. Thomas
{"title":"Use of Information and Communication Technology for Quality Education","authors":"Ningchuiliu Gangmei, K. Thomas","doi":"10.22492/issn.2435-9467.2022.32","DOIUrl":"https://doi.org/10.22492/issn.2435-9467.2022.32","url":null,"abstract":"","PeriodicalId":237527,"journal":{"name":"BCE Official Conference Proceedings","volume":"29 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123912798","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 : 2022-11-15DOI: 10.22492/issn.2435-9467.2022.6
Veronica Margaret Makwinja, Olivia Nthoi
As the world evolves towards complex technological advances in Botswana poor academic performance in schools has over the years remained of paramount concern. To date not only do students in public schools perform poorly in their end of year examinations, but throughout the entire teaching and learning process in general. The situation was exacerbated by the outbreak of COVID-19. The Ministry of Basic Education and the Ministry of Finance and Economic Development carried out a study entitled, “Public Expenditure Review (PER) of the Basic Education Sector in Botswana,” that identified several challenges the country faces in its education system, such as, overcrowded classrooms, poor performance in the national examinations, education decisions made from different ministries, especially for primary education, poor in international educational assessments (World Bank Groups, 2019). The report further asserts that within secondary schools around the country, it is not uncommon to find a class of over 40 while in primary schools the ratio of student to the teacher is a bit lower. This paper is an attempt to assist the Botswana government implement solutions to the challenges faced by the education system, including those experienced during the COVID-19 outbreak, that continuously perpetuates poor performance in schools, leading to poor standard and quality of education. The researcher will analyse secondary data that has been collected over years to recommend solutions to the problems experienced by the country.
{"title":"Finding Solutions for Addressing Poor Performance in the Botswana Education Systems and Lessons Learnt From COVID-19","authors":"Veronica Margaret Makwinja, Olivia Nthoi","doi":"10.22492/issn.2435-9467.2022.6","DOIUrl":"https://doi.org/10.22492/issn.2435-9467.2022.6","url":null,"abstract":"As the world evolves towards complex technological advances in Botswana poor academic performance in schools has over the years remained of paramount concern. To date not only do students in public schools perform poorly in their end of year examinations, but throughout the entire teaching and learning process in general. The situation was exacerbated by the outbreak of COVID-19. The Ministry of Basic Education and the Ministry of Finance and Economic Development carried out a study entitled, “Public Expenditure Review (PER) of the Basic Education Sector in Botswana,” that identified several challenges the country faces in its education system, such as, overcrowded classrooms, poor performance in the national examinations, education decisions made from different ministries, especially for primary education, poor in international educational assessments (World Bank Groups, 2019). The report further asserts that within secondary schools around the country, it is not uncommon to find a class of over 40 while in primary schools the ratio of student to the teacher is a bit lower. This paper is an attempt to assist the Botswana government implement solutions to the challenges faced by the education system, including those experienced during the COVID-19 outbreak, that continuously perpetuates poor performance in schools, leading to poor standard and quality of education. The researcher will analyse secondary data that has been collected over years to recommend solutions to the problems experienced by the country.","PeriodicalId":237527,"journal":{"name":"BCE Official Conference Proceedings","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125386368","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 : 2022-11-15DOI: 10.22492/issn.2435-9467.2022.18
Man-chong Wong
Oral presentation is one of the core competencies of the higher education professional training. The use of oral presentation is a popular assessment in higher education. In response to the COVID-19 pandemic, there has been a shift from classroom learning to online or blended learning approaches where the class engagement is usually limited. This current study aims at investigating the undergraduate students’ learning experiences and their perceptions towards the online collaborative platform “Gongyeh”, which is developed by the Hong Kong Polytechnic University in 2018. It is a web platform for sharing video presentation and allow teachers and their classmates to rate and comment on it. Questionnaire survey was employed to collect the empirical data and followed by statistical analysis. Five hypotheses were statistically tested. The present findings support that the online and collaborative recorded presentation platform has significant positive influence on student’s learning enjoyment, learning reflection, peer interaction, learning motivation and student engagement on the subject respectively.
{"title":"Enhancing Student Learning Experiences Through Recorded Presentation Using the “Gongyeh” System","authors":"Man-chong Wong","doi":"10.22492/issn.2435-9467.2022.18","DOIUrl":"https://doi.org/10.22492/issn.2435-9467.2022.18","url":null,"abstract":"Oral presentation is one of the core competencies of the higher education professional training. The use of oral presentation is a popular assessment in higher education. In response to the COVID-19 pandemic, there has been a shift from classroom learning to online or blended learning approaches where the class engagement is usually limited. This current study aims at investigating the undergraduate students’ learning experiences and their perceptions towards the online collaborative platform “Gongyeh”, which is developed by the Hong Kong Polytechnic University in 2018. It is a web platform for sharing video presentation and allow teachers and their classmates to rate and comment on it. Questionnaire survey was employed to collect the empirical data and followed by statistical analysis. Five hypotheses were statistically tested. The present findings support that the online and collaborative recorded presentation platform has significant positive influence on student’s learning enjoyment, learning reflection, peer interaction, learning motivation and student engagement on the subject respectively.","PeriodicalId":237527,"journal":{"name":"BCE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129525987","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 : 2022-11-15DOI: 10.22492/issn.2435-9467.2022.36
Lorraine Lawrance
{"title":"Picture Books to Support the Teaching of Disciplinary Literacy in the Primary School Classroom","authors":"Lorraine Lawrance","doi":"10.22492/issn.2435-9467.2022.36","DOIUrl":"https://doi.org/10.22492/issn.2435-9467.2022.36","url":null,"abstract":"","PeriodicalId":237527,"journal":{"name":"BCE Official Conference Proceedings","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130346669","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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