As the first medium to transmit information under a low light level environment. The low light level image is needed in hot-light image imaging technology. The quality of the image will be reduced given the influence of external factors. For example, a sampled image may become blurry. This paper proposes a method for automatic enhancement of low light level image on the basis of a Gaussian mixture model. First, the histogram of the image is modeled with a Gaussian mixture model that is solved by the expectation maximization algorithm of accelerated convergence. The histogram is then partitioned according to the intersection of each cluster. Finally, the mapping relationship of the cluster to which the output image belongs is ascertained and the final enhancement image is obtained. This algorithm can be used to identify the optimal number of clusters and accelerate the convergence speed of the algorithm. Objective evaluation of the Laplace operator value, as well as the grayscale average gradient and contrast (Tab. 1), indicates that the algorithm effectively improves image contrast while maintaining the details of the image.
{"title":"Automatic Enhancement of Low Light Level Image on the Basis of a Gaussian Mixture Model","authors":"Liju Yin, Tingdong Kou, Xuan Wang, Guofeng Zou, Jinfeng Pan, Zhongshan Zhu","doi":"10.24203/AJEEL.V7I3.5818","DOIUrl":"https://doi.org/10.24203/AJEEL.V7I3.5818","url":null,"abstract":"As the first medium to transmit information under a low light level environment. The low light level image is needed in hot-light image imaging technology. The quality of the image will be reduced given the influence of external factors. For example, a sampled image may become blurry. This paper proposes a method for automatic enhancement of low light level image on the basis of a Gaussian mixture model. First, the histogram of the image is modeled with a Gaussian mixture model that is solved by the expectation maximization algorithm of accelerated convergence. The histogram is then partitioned according to the intersection of each cluster. Finally, the mapping relationship of the cluster to which the output image belongs is ascertained and the final enhancement image is obtained. This algorithm can be used to identify the optimal number of clusters and accelerate the convergence speed of the algorithm. Objective evaluation of the Laplace operator value, as well as the grayscale average gradient and contrast (Tab. 1), indicates that the algorithm effectively improves image contrast while maintaining the details of the image.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127085566","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 : 2019-04-19DOI: 10.24203/AJEEL.V7I2.5762
Chien-Hong Chao, H. Chou, Chih-hao Tu
With the popularity of the Internet and the development of information technology, digital reading has affected human reading styles. In essence, digital reading is different from conventional reading in many ways. The aim of this research focuses primarily on exploring the differences in reading behaviors among different digital reading devices. Results reveal that the reading experience on the Tablet PC is superior to that on the other two digital devices. Subjects in the Tablet PC group demonstrate the highest preference in terms of depth reading which implies that Tablet PC should be the most appropriate device for digital learning platform in the future. Discussion and suggestions are in the conclusions at the end of this paper.
{"title":"An Experimental Study of Digital Reading Experiences","authors":"Chien-Hong Chao, H. Chou, Chih-hao Tu","doi":"10.24203/AJEEL.V7I2.5762","DOIUrl":"https://doi.org/10.24203/AJEEL.V7I2.5762","url":null,"abstract":"With the popularity of the Internet and the development of information technology, digital reading has affected human reading styles. In essence, digital reading is different from conventional reading in many ways. The aim of this research focuses primarily on exploring the differences in reading behaviors among different digital reading devices. Results reveal that the reading experience on the Tablet PC is superior to that on the other two digital devices. Subjects in the Tablet PC group demonstrate the highest preference in terms of depth reading which implies that Tablet PC should be the most appropriate device for digital learning platform in the future. Discussion and suggestions are in the conclusions at the end of this paper. ","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126800160","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 : 2019-04-02DOI: 10.24203/AJEEL.V7I1.5742
J. D. Garzon, Nami Kim, C. Kim
High school students in the Philippines nowadays are engaged into Facebook. It is the most commonly used social networking site in the Philippines. This research assessed the Facebook Use of 591(235 male, 356 female) randomly selected Filipino senior high school students in Southern Philippines for school year 2017-2018. Bergen Facebook Addiction Scale determined the degree of students’ Facebook Use. It was found out that 362(61.3%) students are classified as Facebook addict and 229(38.7%) are classified non-Facebook addict. In the comparison between students’ time spent on Facebook, it was found out that the less time they spend on Facebook, the lower grades they get in school. Furthermore, the more gadgets they have at home the better scholastic performance they have. The correlation between Facebook use and Scholastic performance showed that there is no association between the two variables.
{"title":"Relationship of Facebook Use and Scholastic Performance: The Case of Filipino Senior High School Students","authors":"J. D. Garzon, Nami Kim, C. Kim","doi":"10.24203/AJEEL.V7I1.5742","DOIUrl":"https://doi.org/10.24203/AJEEL.V7I1.5742","url":null,"abstract":"High school students in the Philippines nowadays are engaged into Facebook. It is the most commonly used social networking site in the Philippines. This research assessed the Facebook Use of 591(235 male, 356 female) randomly selected Filipino senior high school students in Southern Philippines for school year 2017-2018. Bergen Facebook Addiction Scale determined the degree of students’ Facebook Use. It was found out that 362(61.3%) students are classified as Facebook addict and 229(38.7%) are classified non-Facebook addict. In the comparison between students’ time spent on Facebook, it was found out that the less time they spend on Facebook, the lower grades they get in school. Furthermore, the more gadgets they have at home the better scholastic performance they have. The correlation between Facebook use and Scholastic performance showed that there is no association between the two variables.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124416971","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 : 2019-02-18DOI: 10.24203/AJEEL.V7I1.5701
A. J. Estonanto, Ryan V Dio
Mathematics anxiety impacts to the learner tremendously especially his scholastic performance, mastery of learning competencies and skills, and even the career choice. This study investigated the different factors causing mathematics anxiety in Calculus of senior high school students. The research design employed was mixed method. Qualitative techniques were used in determining the factors that caused the anxiety of the participants and descriptive design in determining the anxiety level of the students. The study was conducted in five (5) senior high schools offering Science, Technology, Engineering and Mathematics (STEM) Strand in a province in the Southern Luzon, Philippines. Sixty- nine(69) participants took the Mathematic Anxiety Inventory (MAI) developed by Plake and Parker. The results revealed that almost all of the participants have either high or moderate mathematics anxiety level. The paper concludes that the abstract mathematical concepts of Calculus, the teaching style and attitude of the teacher, and the poor comprehension and analytical skills of the students were the major factors that caused the mathematics anxiety of the participants.
{"title":"Factors causing Mathematics Anxiety of Senior High School Students in Calculus","authors":"A. J. Estonanto, Ryan V Dio","doi":"10.24203/AJEEL.V7I1.5701","DOIUrl":"https://doi.org/10.24203/AJEEL.V7I1.5701","url":null,"abstract":"Mathematics anxiety impacts to the learner tremendously especially his scholastic performance, mastery of learning competencies and skills, and even the career choice. This study investigated the different factors causing mathematics anxiety in Calculus of senior high school students. The research design employed was mixed method. Qualitative techniques were used in determining the factors that caused the anxiety of the participants and descriptive design in determining the anxiety level of the students. The study was conducted in five (5) senior high schools offering Science, Technology, Engineering and Mathematics (STEM) Strand in a province in the Southern Luzon, Philippines. Sixty- nine(69) participants took the Mathematic Anxiety Inventory (MAI) developed by Plake and Parker. The results revealed that almost all of the participants have either high or moderate mathematics anxiety level. The paper concludes that the abstract mathematical concepts of Calculus, the teaching style and attitude of the teacher, and the poor comprehension and analytical skills of the students were the major factors that caused the mathematics anxiety of the participants. ","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125179994","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 : 2019-02-17DOI: 10.24203/AJEEL.V7I1.5666
G. Muthaa
Organizational performance is important in justifying its existence and resources allocation. To enhance performance Strategic plans have been identified as useful management tools to achieving competitive advantage. Technical Training institutions have been operating with strategic plans for at least the last ten years; however no systematic study has been carried out to investigate the influence of the strategic timelines on the performance of the institutions. The current study sought to investigate the effect of the strategic timelines on performance of Technical Training Institutions in Meru County. The study used cross sectional descriptive survey research design. The survey was conducted with the top, middle and lower level management of the institutions. Questionnaires were used for data collection. Data was analyzed by use of both descriptive and inferential statistics including frequencies, percentages, means, correlations and the regression analyses. The findings were presented in tables and figures. The study established that timelines having a significant influence on performance. The government policy enhanced the effectiveness of the strategic timelines on the performance of technical training institutions. The researcher recommends the alignment of the institutional philosophy, priorities, innovations and collaborations to the institutional strategic plans which could improve the performance of Technical Training Institutions.
{"title":"Effect of Strategic Timelines on the Performance of Technical Training Institutions in Meru County, Kenya","authors":"G. Muthaa","doi":"10.24203/AJEEL.V7I1.5666","DOIUrl":"https://doi.org/10.24203/AJEEL.V7I1.5666","url":null,"abstract":"Organizational performance is important in justifying its existence and resources allocation. To enhance performance Strategic plans have been identified as useful management tools to achieving competitive advantage. Technical Training institutions have been operating with strategic plans for at least the last ten years; however no systematic study has been carried out to investigate the influence of the strategic timelines on the performance of the institutions. The current study sought to investigate the effect of the strategic timelines on performance of Technical Training Institutions in Meru County. The study used cross sectional descriptive survey research design. The survey was conducted with the top, middle and lower level management of the institutions. Questionnaires were used for data collection. Data was analyzed by use of both descriptive and inferential statistics including frequencies, percentages, means, correlations and the regression analyses. The findings were presented in tables and figures. The study established that timelines having a significant influence on performance. The government policy enhanced the effectiveness of the strategic timelines on the performance of technical training institutions. The researcher recommends the alignment of the institutional philosophy, priorities, innovations and collaborations to the institutional strategic plans which could improve the performance of Technical Training Institutions.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129781725","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 : 2019-02-17DOI: 10.24203/AJEEL.V7I1.5616
S. A. Ahmad
The focus of this study is to find out effect of social media on students’ academic performance of students at the Federal College of Education, Kontagora in Niger State of Nigeria. By use of random sampling, a total sample of 100 students was selected. Questionnaire was used as an instrument for data collection. Result of the study indicates that effect of social media can be both positive and negative. The social media sites such as Twitter, WhatsApp, Facebook, Instagram were the most used that capture the attention of many students away from their study and thus have negative and positive effects on their academic grade points aggregate.
{"title":"Social Media and Students’ Academic Performance in Nigeria","authors":"S. A. Ahmad","doi":"10.24203/AJEEL.V7I1.5616","DOIUrl":"https://doi.org/10.24203/AJEEL.V7I1.5616","url":null,"abstract":"The focus of this study is to find out effect of social media on students’ academic performance of students at the Federal College of Education, Kontagora in Niger State of Nigeria. By use of random sampling, a total sample of 100 students was selected. Questionnaire was used as an instrument for data collection. Result of the study indicates that effect of social media can be both positive and negative. The social media sites such as Twitter, WhatsApp, Facebook, Instagram were the most used that capture the attention of many students away from their study and thus have negative and positive effects on their academic grade points aggregate. ","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131756280","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 : 2019-02-17DOI: 10.24203/AJEEL.V7I1.5679
Ashok Kumar Veerasamy, Daryl J. D'Souza, R. Lindén, M. Laakso
This paper presents a Support Vector Machine predictive model to determine if prior programming knowledge and completion of in-class and take home formative assessment tasks might be suitable predictors of examination performance. Student data from the academic years 2012 - 2016 for an introductory programming course was captured via ViLLE e-learning tool for analysis. The results revealed that student prior programming knowledge and assessment scores captured in a predictive model, is a good fit of the data. However, while overall success of the model is significant, predictions on identifying at-risk students is neither high nor low and that persuaded us to include two more research questions. However, our preliminary post analysis on these test results show that on average students who secured less than 70% in formative assessment scores with little or basic prior programming knowledge in programming may fail in the final programming exam and increase the prediction accuracy in identifying at-risk students from 46% to nearly 63%. Hence, these results provide immediate information for programming course instructors and students to enhance teaching and learning process.
{"title":"Prediction of Student Final Exam Performance in an Introductory Programming Course: Development and Validation of the Use of a Support Vector Machine-Regression Model","authors":"Ashok Kumar Veerasamy, Daryl J. D'Souza, R. Lindén, M. Laakso","doi":"10.24203/AJEEL.V7I1.5679","DOIUrl":"https://doi.org/10.24203/AJEEL.V7I1.5679","url":null,"abstract":"This paper presents a Support Vector Machine predictive model to determine if prior programming knowledge and completion of in-class and take home formative assessment tasks might be suitable predictors of examination performance. Student data from the academic years 2012 - 2016 for an introductory programming course was captured via ViLLE e-learning tool for analysis. The results revealed that student prior programming knowledge and assessment scores captured in a predictive model, is a good fit of the data. However, while overall success of the model is significant, predictions on identifying at-risk students is neither high nor low and that persuaded us to include two more research questions. However, our preliminary post analysis on these test results show that on average students who secured less than 70% in formative assessment scores with little or basic prior programming knowledge in programming may fail in the final programming exam and increase the prediction accuracy in identifying at-risk students from 46% to nearly 63%. Hence, these results provide immediate information for programming course instructors and students to enhance teaching and learning process. ","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133326726","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 : 2019-02-17DOI: 10.24203/AJEEL.V7I1.5664
Hoi‐Wing Chan
Learner autonomy can be referred as an individual’s ability and responsibility to take charge of his or her own learning, which is important to language learning. In Hong Kong, English is more like a foreign language. It is considered as the high variety and speaking the language in a non-required situation is always associated with a negative connotation of being arrogant. To most local people, it is a language learned in a classroom and is seldom used for communicative purposes. Meanwhile, Hong Kong classrooms are featured with teacher-centred, examination-oriented teaching, and passive learning. These factors make the taking up of chances of practising the language with Cantonese-speaking peers in outside of class situations and the development of learner autonomy very difficult. However, out-of-class learning is essential to language learning and learner autonomy. In this multiple-case study, the case participants were asked to reveal their approaches to overcoming challenges, engaging in collaborative English learning practices, and developing greater autonomy. In this paper, their ways to tackle the difficulties of participating in out-of-class English practices with peers and develop learner autonomy, will be discussed.
{"title":"Promoting Autonomous, Collaborative English learning Practices and Fostering Greater Learner Autonomy among Secondary Students in Hong Kong","authors":"Hoi‐Wing Chan","doi":"10.24203/AJEEL.V7I1.5664","DOIUrl":"https://doi.org/10.24203/AJEEL.V7I1.5664","url":null,"abstract":"Learner autonomy can be referred as an individual’s ability and responsibility to take charge of his or her own learning, which is important to language learning. In Hong Kong, English is more like a foreign language. It is considered as the high variety and speaking the language in a non-required situation is always associated with a negative connotation of being arrogant. To most local people, it is a language learned in a classroom and is seldom used for communicative purposes. Meanwhile, Hong Kong classrooms are featured with teacher-centred, examination-oriented teaching, and passive learning. These factors make the taking up of chances of practising the language with Cantonese-speaking peers in outside of class situations and the development of learner autonomy very difficult. However, out-of-class learning is essential to language learning and learner autonomy. In this multiple-case study, the case participants were asked to reveal their approaches to overcoming challenges, engaging in collaborative English learning practices, and developing greater autonomy. In this paper, their ways to tackle the difficulties of participating in out-of-class English practices with peers and develop learner autonomy, will be discussed.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131858030","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 : 2018-12-15DOI: 10.24203/AJEEL.V6I6.5558
B. Toms, V. Reddy
The Indira Gandhi National Open University (IGNOU), since the past decades, has been making conscious efforts to reach out to the unreached with its diverse, need-based and affordable, Open and Distance learning (ODL) programmes and has been experimenting with various innovative ideas and methods to cater to the diverse needs of its prospective learners. The University, realizing its mandate to reach out to the unreached, ventured into educational intervention behind bars in its attempt to empower this marginalised section of the population. This intervention caters to the learning needs of both literate and semi-literate prisoners and is aimed at reformation of under trials as well as convicted prisoners; all expenditure under this initiative being borne by the University. IGNOU’s approach, of imparting education to the imprisoned, falls in line with its vision and mission and with the objectives of democratizing higher education; which is the need of time.This paper details the operationalization aspects and status of this initiative of IGNOU. The paper tries to identify the driving forces behind this noble initiative of the University while discussing on the impact of educational intervention of the imprisoned. The paper while discussing on the special/unique skills needed by educators who act as counsellors for jail inmates, stresses on the need for training of such academic counsellors. As rightly said by Skorton and Altschuler, 2013; “Education, offers a humane and effective alternative to the discipline and punish approach, that all too often breeds only hopelessness and recidivism”.
{"title":"IGNOU’s Educational Intervention for the Imprisoned","authors":"B. Toms, V. Reddy","doi":"10.24203/AJEEL.V6I6.5558","DOIUrl":"https://doi.org/10.24203/AJEEL.V6I6.5558","url":null,"abstract":"The Indira Gandhi National Open University (IGNOU), since the past decades, has been making conscious efforts to reach out to the unreached with its diverse, need-based and affordable, Open and Distance learning (ODL) programmes and has been experimenting with various innovative ideas and methods to cater to the diverse needs of its prospective learners. The University, realizing its mandate to reach out to the unreached, ventured into educational intervention behind bars in its attempt to empower this marginalised section of the population. This intervention caters to the learning needs of both literate and semi-literate prisoners and is aimed at reformation of under trials as well as convicted prisoners; all expenditure under this initiative being borne by the University. IGNOU’s approach, of imparting education to the imprisoned, falls in line with its vision and mission and with the objectives of democratizing higher education; which is the need of time.This paper details the operationalization aspects and status of this initiative of IGNOU. The paper tries to identify the driving forces behind this noble initiative of the University while discussing on the impact of educational intervention of the imprisoned. The paper while discussing on the special/unique skills needed by educators who act as counsellors for jail inmates, stresses on the need for training of such academic counsellors. As rightly said by Skorton and Altschuler, 2013; “Education, offers a humane and effective alternative to the discipline and punish approach, that all too often breeds only hopelessness and recidivism”.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"16 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125769417","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 : 2018-10-19DOI: 10.24203/AJEEL.V6I5.5512
Reima Al-Jarf
This article describes a series of training web-conferences in which graduate students majoring in linguistics in Australia, UK, USA and Saudi Arabia participated. The web-conferences aimed at developing graduate students’ electronic searching skills in linguistics, to introduce them to latest trends and developments in linguistic research, and to communicate with expert linguists worldwide. They were initiated, organized and hosted by the Saudi Linguists’ Society (SAL) created a Saudi graduate student studying in the U.K. Since SAL has a limited budget, free web-conferencing software, such as PalTalk, Skype, How-to Geek and WEbex, were tried out. Graduate students could register in the web-conferences for free. SAL’s web-conferencing coordinator who was a graduate student in Australia invited the speakers, selected the web-conferencing theme, prepared the web-conference poster, announced them in the SAL website and on its Facebook page, scheduled them, and registered the participants. Steps in preparing for and conducting the training web-conferences are given. Participants’ views on the benefits and shortcomings of training web-conferences are reporte,and recommendations for conducting effective training web-conferences and for extending free web-conferencing and webinar tools to other educational settings in Saudi Arabia are given. In general, the participants found the training web-conferences cost-effective and beneficial.
{"title":"Connecting Graduate Students Across the World With Research Web-Conferences","authors":"Reima Al-Jarf","doi":"10.24203/AJEEL.V6I5.5512","DOIUrl":"https://doi.org/10.24203/AJEEL.V6I5.5512","url":null,"abstract":"This article describes a series of training web-conferences in which graduate students majoring in linguistics in Australia, UK, USA and Saudi Arabia participated. The web-conferences aimed at developing graduate students’ electronic searching skills in linguistics, to introduce them to latest trends and developments in linguistic research, and to communicate with expert linguists worldwide. They were initiated, organized and hosted by the Saudi Linguists’ Society (SAL) created a Saudi graduate student studying in the U.K. Since SAL has a limited budget, free web-conferencing software, such as PalTalk, Skype, How-to Geek and WEbex, were tried out. Graduate students could register in the web-conferences for free. SAL’s web-conferencing coordinator who was a graduate student in Australia invited the speakers, selected the web-conferencing theme, prepared the web-conference poster, announced them in the SAL website and on its Facebook page, scheduled them, and registered the participants. Steps in preparing for and conducting the training web-conferences are given. Participants’ views on the benefits and shortcomings of training web-conferences are reporte,and recommendations for conducting effective training web-conferences and for extending free web-conferencing and webinar tools to other educational settings in Saudi Arabia are given. In general, the participants found the training web-conferences cost-effective and beneficial.","PeriodicalId":325097,"journal":{"name":"Asian Journal of Education and e-Learning","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117295379","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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