Pub Date : 2019-09-05DOI: 10.33422/ntte.2019.09.501
Sasithorn Chutinuntakul, Prathana Phonapichat
This study aims to develop an online student assessment system for the following subjects: Thai, Math, Science, Social Studies, Religions and Cultures, and English. The targets include students in fundamental grade 2, 4, 5, 7, 8, teachers, Educational Service Area Offices, and Office of the Basic Education Commission (OBEC). The data analysis employs Descriptive Statistics, Difficulty Index, Discriminant Index, and Reliability Index. The system developed comprises of 3 main functions: test response record, score reports, and item analysis. The response record is designed to be specifically match each subject’s test patterns in that year. The score report will provide instant results in 4 level: student individual level, school level, educational service area level, and national level. Lastly, the item analysis can provide results in both individual item and test basis.
{"title":"Development of Online Student Assessment System: Thailand’s Office of the Basic Education Commission Standardized Tests","authors":"Sasithorn Chutinuntakul, Prathana Phonapichat","doi":"10.33422/ntte.2019.09.501","DOIUrl":"https://doi.org/10.33422/ntte.2019.09.501","url":null,"abstract":"This study aims to develop an online student assessment system for the following subjects: Thai, Math, Science, Social Studies, Religions and Cultures, and English. The targets include students in fundamental grade 2, 4, 5, 7, 8, teachers, Educational Service Area Offices, and Office of the Basic Education Commission (OBEC). The data analysis employs Descriptive Statistics, Difficulty Index, Discriminant Index, and Reliability Index. The system developed comprises of 3 main functions: test response record, score reports, and item analysis. The response record is designed to be specifically match each subject’s test patterns in that year. The score report will provide instant results in 4 level: student individual level, school level, educational service area level, and national level. Lastly, the item analysis can provide results in both individual item and test basis.","PeriodicalId":250754,"journal":{"name":"Proceedings of International Conference on New Trends in Teaching and Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127922283","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 : 2019-09-05DOI: 10.33422/ntte.2019.09.500
Ibtisam Al-Quraini
English in Oman is taught as a foreign language in all its schools and colleges. Although all schools and colleges in Oman put tremendous efforts in teaching English, Omani learners who are at secondary schools still have linguistic problems. They, for instance, still commit errors on using the right verb and the right tense; even though, they have been taught verb tenses since elementary school. The research will use mixed methods, which are qualitative method and quantitative method, to investigate the errors of time deixis (verb tenses) which are committed by Omani learners. The participants of this research are 33 10th grade Omani female students in the academic year 2017/2018. A test was distributed to 33 participants, and the students were asked to answer two different parts of questions. The first part, which is qualitative, has 12 multiple-choice questions with four options. The second part is open-ended question which requires writing a paragraph. The research findings reveal that Omani Female learners committed verb tenses' errors in frequent ways. (72.72%) of Omani Female students misused verb tenses the first part of the test in the first part of the test. In the second part, which is qualitative, has one open ended question. The students kept using wrong tenses where they should use others. The results of the research concluded that the Omani learners of English still need more practice of English in the daily life to improve their level in English.
{"title":"Error Analysis of Time Deixis’ Usage by Omani students","authors":"Ibtisam Al-Quraini","doi":"10.33422/ntte.2019.09.500","DOIUrl":"https://doi.org/10.33422/ntte.2019.09.500","url":null,"abstract":"English in Oman is taught as a foreign language in all its schools and colleges. Although all schools and colleges in Oman put tremendous efforts in teaching English, Omani learners who are at secondary schools still have linguistic problems. They, for instance, still commit errors on using the right verb and the right tense; even though, they have been taught verb tenses since elementary school. The research will use mixed methods, which are qualitative method and quantitative method, to investigate the errors of time deixis (verb tenses) which are committed by Omani learners. The participants of this research are 33 10th grade Omani female students in the academic year 2017/2018. A test was distributed to 33 participants, and the students were asked to answer two different parts of questions. The first part, which is qualitative, has 12 multiple-choice questions with four options. The second part is open-ended question which requires writing a paragraph. The research findings reveal that Omani Female learners committed verb tenses' errors in frequent ways. (72.72%) of Omani Female students misused verb tenses the first part of the test in the first part of the test. In the second part, which is qualitative, has one open ended question. The students kept using wrong tenses where they should use others. The results of the research concluded that the Omani learners of English still need more practice of English in the daily life to improve their level in English.","PeriodicalId":250754,"journal":{"name":"Proceedings of International Conference on New Trends in Teaching and Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115180324","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 : 2019-09-05DOI: 10.33422/ntte.2019.09.495
Mostafa Tajgozari
{"title":"Examining the Possible Effects of (Mis) Matches between EFL Teachers’ and Students’ Perceptions of L2 Writing Assessment on Students’ Writing Achievement Scores","authors":"Mostafa Tajgozari","doi":"10.33422/ntte.2019.09.495","DOIUrl":"https://doi.org/10.33422/ntte.2019.09.495","url":null,"abstract":"","PeriodicalId":250754,"journal":{"name":"Proceedings of International Conference on New Trends in Teaching and Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126776492","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 : 2019-09-05DOI: 10.33422/ntte.2019.09.499
Rudzani Israel Lumadi
The central aim of this article is to determine the contest facing student support in open distance learning context. All of those activities and services in education have developed to assist students to achieve their academic achievements and to improve relevant knowledge in order to achieve their goals in their lives. This article determine the access contest hampering student support in open distance learning (ODL). There is a growing primary recognition concern of the lack of student support services in the making distance education more responsive to the students. Student support activities including teaching and tutoring activities guide students to achieve their studies. The main purpose of the article is to develop an understanding of the contest facing student support as a result colonial practices that still practiced in open distance learning (ODL) system of democratic era in South Africa. Qualitative method was employed to collect data to answer the question about this article asks what are the contest hampering student support in open distance learning (ODL). This study employed an interpretive design to conduct the research. A sample of 210 students was used for the study, obtaining a random sampling of 100 students out of 210-registered student in the KwaZulu-Natal Province. The study findings revealed that there are student support gap and negative impact on students’ academic achievement in open distance learning context. I argue in this study that student support could be the stimulus for the renewal of the field of educational management studies in South Africa. I clarify in this study what is the meaning of the concept student support in open distance learning space. It is recommended that Crocodile University should train its academic, administration staff and tutors to bridge the gap of student support activities they offer. I hope that this study will contribute to effective delivery of student support services for the students at open and distance learning institutions.
{"title":"Rethinking Curriculum for Competency-Based on Contests Hampering Student Support in Open Distance Learning Space: South African Perspectives","authors":"Rudzani Israel Lumadi","doi":"10.33422/ntte.2019.09.499","DOIUrl":"https://doi.org/10.33422/ntte.2019.09.499","url":null,"abstract":"The central aim of this article is to determine the contest facing student support in open distance learning context. All of those activities and services in education have developed to assist students to achieve their academic achievements and to improve relevant knowledge in order to achieve their goals in their lives. This article determine the access contest hampering student support in open distance learning (ODL). There is a growing primary recognition concern of the lack of student support services in the making distance education more responsive to the students. Student support activities including teaching and tutoring activities guide students to achieve their studies. The main purpose of the article is to develop an understanding of the contest facing student support as a result colonial practices that still practiced in open distance learning (ODL) system of democratic era in South Africa. Qualitative method was employed to collect data to answer the question about this article asks what are the contest hampering student support in open distance learning (ODL). This study employed an interpretive design to conduct the research. A sample of 210 students was used for the study, obtaining a random sampling of 100 students out of 210-registered student in the KwaZulu-Natal Province. The study findings revealed that there are student support gap and negative impact on students’ academic achievement in open distance learning context. I argue in this study that student support could be the stimulus for the renewal of the field of educational management studies in South Africa. I clarify in this study what is the meaning of the concept student support in open distance learning space. It is recommended that Crocodile University should train its academic, administration staff and tutors to bridge the gap of student support activities they offer. I hope that this study will contribute to effective delivery of student support services for the students at open and distance learning institutions.","PeriodicalId":250754,"journal":{"name":"Proceedings of International Conference on New Trends in Teaching and Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123780050","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 : 2019-09-05DOI: 10.33422/ntte.2019.09.502
H. Caspersen, K. Sørensen
{"title":"Opening Students´ Minds for the Futures","authors":"H. Caspersen, K. Sørensen","doi":"10.33422/ntte.2019.09.502","DOIUrl":"https://doi.org/10.33422/ntte.2019.09.502","url":null,"abstract":"","PeriodicalId":250754,"journal":{"name":"Proceedings of International Conference on New Trends in Teaching and Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129019161","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 : 2019-09-05DOI: 10.33422/ntte.2019.09.497
David Wawrzinek
{"title":"Mapping the Logic of Value in Higher Education – A Theoretical Adaption of Service-Dominant Logic and Empirical Case Study in the Context of Executive Education","authors":"David Wawrzinek","doi":"10.33422/ntte.2019.09.497","DOIUrl":"https://doi.org/10.33422/ntte.2019.09.497","url":null,"abstract":"","PeriodicalId":250754,"journal":{"name":"Proceedings of International Conference on New Trends in Teaching and Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131506042","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 : 2019-09-05DOI: 10.33422/ntte.2019.09.498
Khazamula J. Maluleka
The purpose of this research is to determine the way in which indigenous African philosophy of Ubuntu can lay a foundation for a conducive environment for a culturally responsive teaching and learning. One of the impact of colonisation was the nullification of the indigenous African philosophy of Ubuntu that would laid a foundation for a culturally responsive environment for teaching and learning. This article used the postcolonial theory critique to determine the way in which indigenous African philosophy of Ubuntu can be used as a foundation for a conducive environment for a culturally responsive teaching and learning. The article is based on qualitative research approach and the action research methodology. The techniques used to collections data were questionnaires for academics and interviews in form of talking circle for indigenous elders. The sample consists of a focus group of 10 academics and 10 indigenous elders from different nationalities. Findings from the participants confirmed the importance of indigenous African philosophy of Ubuntu which is characterised by unifying factor, discipline, respect and harmonious social order as a foundation for a conducive environment for a culturally responsive teaching and learning. This article conclude by accepting the importance of indigenous African philosophy and further suggest that way in which this philosophy can be accommodated within the explicit, implicit (hidden/covert) and societal curricula to create a conducive environment for a culturally responsive teaching and learning.
{"title":"Indigenous African philosophy of Ubuntu as a foundation for a conducive environment for a culturally responsive teaching and learning","authors":"Khazamula J. Maluleka","doi":"10.33422/ntte.2019.09.498","DOIUrl":"https://doi.org/10.33422/ntte.2019.09.498","url":null,"abstract":"The purpose of this research is to determine the way in which indigenous African philosophy of Ubuntu can lay a foundation for a conducive environment for a culturally responsive teaching and learning. One of the impact of colonisation was the nullification of the indigenous African philosophy of Ubuntu that would laid a foundation for a culturally responsive environment for teaching and learning. This article used the postcolonial theory critique to determine the way in which indigenous African philosophy of Ubuntu can be used as a foundation for a conducive environment for a culturally responsive teaching and learning. The article is based on qualitative research approach and the action research methodology. The techniques used to collections data were questionnaires for academics and interviews in form of talking circle for indigenous elders. The sample consists of a focus group of 10 academics and 10 indigenous elders from different nationalities. Findings from the participants confirmed the importance of indigenous African philosophy of Ubuntu which is characterised by unifying factor, discipline, respect and harmonious social order as a foundation for a conducive environment for a culturally responsive teaching and learning. This article conclude by accepting the importance of indigenous African philosophy and further suggest that way in which this philosophy can be accommodated within the explicit, implicit (hidden/covert) and societal curricula to create a conducive environment for a culturally responsive teaching and learning.","PeriodicalId":250754,"journal":{"name":"Proceedings of International Conference on New Trends in Teaching and Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129317125","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 : 2019-09-05DOI: 10.33422/NTTE.2019.09.496
Chong‐Wen Chen, P. Lin
Teamwork learning plays an important role in design education. Although many studies have shown how teamwork learning can enhance student motivation, few of them have focused on the schemes for making appropriate team composition and increasing open communication. In this paper, we apply game design elements and concepts such as unpredictability, curiosity, and feedback to foster students’ creative thinking and engagement. We propose several principles for educators and conduct a case study of two design courses, the Introduction to Design Principles and the Creativity Techniques. Based on the questionnaire survey of student opinion and teacher’s observations, we conclude that random grouping and diverse team compositions can bring more different value propositions and viewpoints, which is the key to creating novel design ideas. In addition, intensive group discussions with time restriction and immediate feedback such as result sharing, visual presentation and comments can help stimulate the effectiveness of peer learning and open communication.
{"title":"Improving teamwork learning in design education","authors":"Chong‐Wen Chen, P. Lin","doi":"10.33422/NTTE.2019.09.496","DOIUrl":"https://doi.org/10.33422/NTTE.2019.09.496","url":null,"abstract":"Teamwork learning plays an important role in design education. Although many studies have shown how teamwork learning can enhance student motivation, few of them have focused on the schemes for making appropriate team composition and increasing open communication. In this paper, we apply game design elements and concepts such as unpredictability, curiosity, and feedback to foster students’ creative thinking and engagement. We propose several principles for educators and conduct a case study of two design courses, the Introduction to Design Principles and the Creativity Techniques. Based on the questionnaire survey of student opinion and teacher’s observations, we conclude that random grouping and diverse team compositions can bring more different value propositions and viewpoints, which is the key to creating novel design ideas. In addition, intensive group discussions with time restriction and immediate feedback such as result sharing, visual presentation and comments can help stimulate the effectiveness of peer learning and open communication.","PeriodicalId":250754,"journal":{"name":"Proceedings of International Conference on New Trends in Teaching and Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116503320","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 : 2019-09-05DOI: 10.33422/NTTE.2019.09.503
P. Lin, C. Chen
Augmented reality (AR) technology is widely utilized in education with virtual experience and interaction. Educators can enhance students’ learning experience by incorporating virtual objects in real scenes/screens. The QR tag is commonly used in the marker‐based AR system for the convenience of estimating the camera tracking and pose. When the camera captures the tag, the corresponding virtual object will appear on the QR tag with an appropriate location. However, the conventional AR system only shows the same virtual object in the education environment. That is, it treats all learners as the same role and generate the same content for all students. To promote learning experience and efficiency, classifying students in different levels become an important issue in the design of AR system. In this research, we designed a novel AR education system that can generate different virtual objects to meet the needs of different students with the same QR tag. Firstly, students can be classified into different groups according to their levels of learning. Each group will then receive a specific code. The proposed system thereby conceal all groups’ codes into a QR tag by exploiting the error correction capability of QR code. The designed AR system can distinguish different groups from the same QR tag. General users can still see the normal virtual object upon the QR tag. On the contrary, specific students with the group code can derive the diverse virtual objects with the same QR tag. Therefore, this new system is practical and can be widely applied in different learning phases according to students’ levels.
{"title":"Applying QR Tag and Augmented Reality to Differentiated Instruction","authors":"P. Lin, C. Chen","doi":"10.33422/NTTE.2019.09.503","DOIUrl":"https://doi.org/10.33422/NTTE.2019.09.503","url":null,"abstract":"Augmented reality (AR) technology is widely utilized in education with virtual experience and interaction. Educators can enhance students’ learning experience by incorporating virtual objects in real scenes/screens. The QR tag is commonly used in the marker‐based AR system for the convenience of estimating the camera tracking and pose. When the camera captures the tag, the corresponding virtual object will appear on the QR tag with an appropriate location. However, the conventional AR system only shows the same virtual object in the education environment. That is, it treats all learners as the same role and generate the same content for all students. To promote learning experience and efficiency, classifying students in different levels become an important issue in the design of AR system. In this research, we designed a novel AR education system that can generate different virtual objects to meet the needs of different students with the same QR tag. Firstly, students can be classified into different groups according to their levels of learning. Each group will then receive a specific code. The proposed system thereby conceal all groups’ codes into a QR tag by exploiting the error correction capability of QR code. The designed AR system can distinguish different groups from the same QR tag. General users can still see the normal virtual object upon the QR tag. On the contrary, specific students with the group code can derive the diverse virtual objects with the same QR tag. Therefore, this new system is practical and can be widely applied in different learning phases according to students’ levels.","PeriodicalId":250754,"journal":{"name":"Proceedings of International Conference on New Trends in Teaching and Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134646325","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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