Xining Wang, Catriona Hodgers, C. Mcguckin, Jiayin Lv
ABSTRACT The COVID-19 pandemic has created extraordinary global crises and unprecedented disruption to education. The current situation has become changeable and unpredictable, which may lead to chronic cognitive issues for students who have no access to education. At the same time, the use of virtual reality (VR) technology has emerged as a powerful instrument for re-thinking and enhancing the current educational patterns during the post- pandemic era. However, although ample reviews have summarized developments in VR and education, few studies have synthesized these findings into an integrated learning design. In response to this insufficiency, this study discusses potential solutions for current educational challenges and presents a novel design – the cognitive VR classroom. It is a conceptual design that could enable students to access rich learning resources within an immersive VR system. The design of the cognitive VR Classroom is based on the amalgamation of brain- based learning theory (BBL) and the cognitive-affective model of immersive learning (CAMIL). Further, six extended dimensions of classroom learning were developed to structure the cognitive VR classroom. To examine their validity, a correlation analysis was conducted to present the correlation coefficient and the strength of the association. The result shows that the cognitive VR classroom is a promising theoretical framework to facilitate educational diversity and a powerful model to develop smart classroom learning. KEYWORDS: The Covid-19 Pandemic, Virtual Reality, Cognitive Education, Classroom Learning
{"title":"A Conceptual Learning Design in Virtual Reality–The Cognitive VR Classroom for Education After the Pandemic Era","authors":"Xining Wang, Catriona Hodgers, C. Mcguckin, Jiayin Lv","doi":"10.52987/edc.2022.001","DOIUrl":"https://doi.org/10.52987/edc.2022.001","url":null,"abstract":"ABSTRACT The COVID-19 pandemic has created extraordinary global crises and unprecedented disruption to education. The current situation has become changeable and unpredictable, which may lead to chronic cognitive issues for students who have no access to education. At the same time, the use of virtual reality (VR) technology has emerged as a powerful instrument for re-thinking and enhancing the current educational patterns during the post- pandemic era. However, although ample reviews have summarized developments in VR and education, few studies have synthesized these findings into an integrated learning design. In response to this insufficiency, this study discusses potential solutions for current educational challenges and presents a novel design – the cognitive VR classroom. It is a conceptual design that could enable students to access rich learning resources within an immersive VR system. The design of the cognitive VR Classroom is based on the amalgamation of brain- based learning theory (BBL) and the cognitive-affective model of immersive learning (CAMIL). Further, six extended dimensions of classroom learning were developed to structure the cognitive VR classroom. To examine their validity, a correlation analysis was conducted to present the correlation coefficient and the strength of the association. The result shows that the cognitive VR classroom is a promising theoretical framework to facilitate educational diversity and a powerful model to develop smart classroom learning. KEYWORDS: The Covid-19 Pandemic, Virtual Reality, Cognitive Education, Classroom Learning","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123562738","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}
Anastasia Eleftheriou, Kalli Koulloufidou, A. Petropoulos, Kostas Kouvaris
Abstract. Two-way, interactive and tailored education is a more promising form of education compared to traditional one-way passive education, as early literature evidence suggests. However, building a serious game that can engage users in the same way as an entertainment game, while incorporating both learning and gamification elements can be quite complicated. That is why the game concept, technology and features need to be designed carefully, in a user driven way. The authoring team makes use of their expertise in serious games in order to include engaging learning activities for the participants of the study. In particular, this study explores how users perceive the different elements, features and design of a collection of serious games on sex education. It shows which elements are of more importance to the users, what gives them a good experience, and what facilitates their learning. Findings are presented along with current research in this area, to conclude on the key elements for designing an effective and engaging serious game, based on user feedback. This study will be a step toward the design of tailored and relevant education interventions that will promote active learning, rather than passive one-way learning. Keywords: serious games, features, digital interventions, user perceptions, sex education
{"title":"User Perceptions of Serious Games and Their Features","authors":"Anastasia Eleftheriou, Kalli Koulloufidou, A. Petropoulos, Kostas Kouvaris","doi":"10.52987/edc.2022.014","DOIUrl":"https://doi.org/10.52987/edc.2022.014","url":null,"abstract":"Abstract. Two-way, interactive and tailored education is a more promising form of education compared to traditional one-way passive education, as early literature evidence suggests. However, building a serious game that can engage users in the same way as an entertainment game, while incorporating both learning and gamification elements can be quite complicated. That is why the game concept, technology and features need to be designed carefully, in a user driven way. The authoring team makes use of their expertise in serious games in order to include engaging learning activities for the participants of the study. In particular, this study explores how users perceive the different elements, features and design of a collection of serious games on sex education. It shows which elements are of more importance to the users, what gives them a good experience, and what facilitates their learning. Findings are presented along with current research in this area, to conclude on the key elements for designing an effective and engaging serious game, based on user feedback. This study will be a step toward the design of tailored and relevant education interventions that will promote active learning, rather than passive one-way learning. Keywords: serious games, features, digital interventions, user perceptions, sex education","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125281204","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}
Abstract Remedial learning has been an ongoing trend within higher education for some time, but a cumulation of structural issues at both post primary and tertiary/higher education level has compounded the problem. This paper analyses the problem and considers the extent to which intervention at practitioner level can alleviate problems (and to what extent structural change is required). Keywords Education, Higher Order Thinking, Higher Education, University, Learning Skills
{"title":"The Learning Skills Deficit among Higher Education Students","authors":"K. Houston","doi":"10.52987/edc.2022.012","DOIUrl":"https://doi.org/10.52987/edc.2022.012","url":null,"abstract":"Abstract Remedial learning has been an ongoing trend within higher education for some time, but a cumulation of structural issues at both post primary and tertiary/higher education level has compounded the problem. This paper analyses the problem and considers the extent to which intervention at practitioner level can alleviate problems (and to what extent structural change is required). Keywords Education, Higher Order Thinking, Higher Education, University, Learning Skills","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122582117","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}
ABSTRACT In this article, we uncovered aspects that students consider when learning to solve mathematical problems. The purpose of this study is to examine students' real experiences with mathematics problem-solving. We examine the method through which students learn to solve mathematical problems in order to develop Higher-Order-Thinking skills. Additionally, this study discusses the pedagogical consequences of contact between teachers and students during mathematical problem-solving. The cognitive and affective components are the factors that decide issue solutions. We investigated the lived experiences of 45 students in solving a mathematical problem using descriptive phenomenology research. As a result, we base our findings on current concerns in education and teacher professional development in order to better understand the influence of teacher-student relationships on mathematics problem- solving. KEYWORDS: Mathematics Problem solving, Teacher Education, Professional Development, Pedagogy, Colaizzi, Phenomenology
{"title":"Teacher Education and Professional Development on The Influence of Teacher-Student Relationships on Mathematics Problem-solving","authors":"L. P. Patac, Adriano V. Patac, Jr.","doi":"10.52987/edc.2022.011","DOIUrl":"https://doi.org/10.52987/edc.2022.011","url":null,"abstract":"ABSTRACT In this article, we uncovered aspects that students consider when learning to solve mathematical problems. The purpose of this study is to examine students' real experiences with mathematics problem-solving. We examine the method through which students learn to solve mathematical problems in order to develop Higher-Order-Thinking skills. Additionally, this study discusses the pedagogical consequences of contact between teachers and students during mathematical problem-solving. The cognitive and affective components are the factors that decide issue solutions. We investigated the lived experiences of 45 students in solving a mathematical problem using descriptive phenomenology research. As a result, we base our findings on current concerns in education and teacher professional development in order to better understand the influence of teacher-student relationships on mathematics problem- solving. KEYWORDS: Mathematics Problem solving, Teacher Education, Professional Development, Pedagogy, Colaizzi, Phenomenology","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126998423","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}
Fabiana Diniz Kurtz da Silva, Anderson Amaral de Oliveira, Josei Fernandes Pereira
Abstract Complexity inherent to educational innovation must be aligned with structural changes on information and communication technologies (ICT) to accommodate intellectual and critical thinking development. Based on that scenario, the authors understand that not only ICT must be part of the educational sphere, but also the digital culture itself should be included in pedagogical concepts and practices. The teacher’s role and the ability to respond to unpredictable situations in everyday educational situations depend on ICT integration. This study proposes a two-pronged experience report to articulate how digital culture, or cyberculture, has been introduced and implemented throughout teacher education courses at a Brazilian university, as well as how education itself might be influenced by ICT in post- pandemic scenarios in Brazil. Two-decades of experiences reported from Letters and History undergraduate courses within UNIJUI, a southern-Brazilian university, evidence the importance of involving digital technologies in teaching and learning processes not only within one discipline but also across and beyond curriculum. The current work on Traças Digitais (Digital Bookworms) and App Go allows the authors access to updated information on Brazilian teaching teachers’ education context. Results suggest that teacher education requires knowledge built over time, new methodologies raised, and countless activities developed. Teacher education also requires a blend of human and technological education to comprehend the contemporary challenges. Curricular Hybricity, ICT uses, and multimodal learning are set ups for further studies and research. Keywords: cyberculture, teacher education, Brazil education, curriculum
{"title":"Cyberculture in Teacher Education: A Southern Brazilian Experience in Integrating Digital Culture Across and Beyond Curriculum","authors":"Fabiana Diniz Kurtz da Silva, Anderson Amaral de Oliveira, Josei Fernandes Pereira","doi":"10.52987/edc.2022.005","DOIUrl":"https://doi.org/10.52987/edc.2022.005","url":null,"abstract":"Abstract Complexity inherent to educational innovation must be aligned with structural changes on information and communication technologies (ICT) to accommodate intellectual and critical thinking development. Based on that scenario, the authors understand that not only ICT must be part of the educational sphere, but also the digital culture itself should be included in pedagogical concepts and practices. The teacher’s role and the ability to respond to unpredictable situations in everyday educational situations depend on ICT integration. This study proposes a two-pronged experience report to articulate how digital culture, or cyberculture, has been introduced and implemented throughout teacher education courses at a Brazilian university, as well as how education itself might be influenced by ICT in post- pandemic scenarios in Brazil. Two-decades of experiences reported from Letters and History undergraduate courses within UNIJUI, a southern-Brazilian university, evidence the importance of involving digital technologies in teaching and learning processes not only within one discipline but also across and beyond curriculum. The current work on Traças Digitais (Digital Bookworms) and App Go allows the authors access to updated information on Brazilian teaching teachers’ education context. Results suggest that teacher education requires knowledge built over time, new methodologies raised, and countless activities developed. Teacher education also requires a blend of human and technological education to comprehend the contemporary challenges. Curricular Hybricity, ICT uses, and multimodal learning are set ups for further studies and research. Keywords: cyberculture, teacher education, Brazil education, curriculum","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115082658","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}
ABSTRACT The purpose of this paper is to evaluate the potential use of videos for peer-to-peer learning for education for sustainability (EfS). Despite the need for more cognitive learning to solve complex sustainability issues, understanding of using social learning through modern communication methods such as social networks for knowledge co-creation in EfS is unclear. This pilot study conducted in a Thailand university used mobile videos to pitch sustainability solutions and facilitate peer engagement. Conducted on a private social network, Soqqle, students were encouraged to watch videos from each other and add comments. Post-course focus groups indicated a sense of collective efficacy as participants’ sense of self-efficacy contributes to group effects that impact participations. Several observations were noted based on these focus groups which provided hints on what encouraged students to watch the content of their peers in a productive manner. Characteristics such as self-efficacy, or the lack of it, did cause students to disregard content and comments from others. Participants also discussed and explored potential opportunities to enhance the video activity to better scaffold the learning to build self-efficacy. Overall, results show the potential of incorporating a community of inquiry environment to encourage peer review and feedback. This study is significant due to its timeliness to leverage digital solutions to increase collective efficacy. Educators planning to introduce social learning in sustainability topics can incorporate findings from this study to facilitate effective learning outcomes for EfS. KEYWORDS: social learning, peer to peer learning, education for sustainability, business pitching, community of inquiry
{"title":"Social Mobile Learning For Education For Sustainability (EfS)","authors":"Ray Wang, Sascha Funk","doi":"10.52987/edc.2022.010","DOIUrl":"https://doi.org/10.52987/edc.2022.010","url":null,"abstract":"ABSTRACT The purpose of this paper is to evaluate the potential use of videos for peer-to-peer learning for education for sustainability (EfS). Despite the need for more cognitive learning to solve complex sustainability issues, understanding of using social learning through modern communication methods such as social networks for knowledge co-creation in EfS is unclear. This pilot study conducted in a Thailand university used mobile videos to pitch sustainability solutions and facilitate peer engagement. Conducted on a private social network, Soqqle, students were encouraged to watch videos from each other and add comments. Post-course focus groups indicated a sense of collective efficacy as participants’ sense of self-efficacy contributes to group effects that impact participations. Several observations were noted based on these focus groups which provided hints on what encouraged students to watch the content of their peers in a productive manner. Characteristics such as self-efficacy, or the lack of it, did cause students to disregard content and comments from others. Participants also discussed and explored potential opportunities to enhance the video activity to better scaffold the learning to build self-efficacy. Overall, results show the potential of incorporating a community of inquiry environment to encourage peer review and feedback. This study is significant due to its timeliness to leverage digital solutions to increase collective efficacy. Educators planning to introduce social learning in sustainability topics can incorporate findings from this study to facilitate effective learning outcomes for EfS. KEYWORDS: social learning, peer to peer learning, education for sustainability, business pitching, community of inquiry","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122642170","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}
Abstract As Asian higher education systems distinguish themselves by various international metrics –be it in overall student numbers, budget sizes or their presence on ranking tables—the pressure to formalize and enhance mechanisms of educational quality has only become more urgent. Indeed, over the last twenty years, all major Asian university systems have undertaken significant reforms to enhance the performance of their academic activities and organizational operations. This fits in with larger global trends, such as in the United States and the United Kingdom, that have been seeking to make higher education more accountable through an increased focus on student learning outcomes. Focusing on four of the largest and most prominent higher education systems on the continent --Japan, China, Indonesia and Vietnam-- this study will examine how recent policy initiatives and educational practices have advanced this global goal within specific national contexts. Drawing upon the latest work of scholars of different national systems, as well as conducting a detailed analysis of specific quality policies and practices themselves, this interpretative work will explore the ongoing balancing act that these Asian systems have engaged in as they seek to enforce basic standards of quality for all higher education provisions, while also allowing individual institutions a latitude of action to ensure learning innovation. Although, the presentation will focus primarily on the era of higher education “liberalization” (2000-2019), it will conclude by exploring the possible ways that global pandemic has both undercut and enhanced earlier trends. Keywords: higher education, quality assurance, Asia, education trends
{"title":"Recent Trends in Quality Assurance in Asian Higher Education: Comparing the Cases of Japan, China, Vietnam and Indonesia, 2000-2020","authors":"P. Shorb","doi":"10.52987/edc.2022.008","DOIUrl":"https://doi.org/10.52987/edc.2022.008","url":null,"abstract":"Abstract As Asian higher education systems distinguish themselves by various international metrics –be it in overall student numbers, budget sizes or their presence on ranking tables—the pressure to formalize and enhance mechanisms of educational quality has only become more urgent. Indeed, over the last twenty years, all major Asian university systems have undertaken significant reforms to enhance the performance of their academic activities and organizational operations. This fits in with larger global trends, such as in the United States and the United Kingdom, that have been seeking to make higher education more accountable through an increased focus on student learning outcomes. Focusing on four of the largest and most prominent higher education systems on the continent --Japan, China, Indonesia and Vietnam-- this study will examine how recent policy initiatives and educational practices have advanced this global goal within specific national contexts. Drawing upon the latest work of scholars of different national systems, as well as conducting a detailed analysis of specific quality policies and practices themselves, this interpretative work will explore the ongoing balancing act that these Asian systems have engaged in as they seek to enforce basic standards of quality for all higher education provisions, while also allowing individual institutions a latitude of action to ensure learning innovation. Although, the presentation will focus primarily on the era of higher education “liberalization” (2000-2019), it will conclude by exploring the possible ways that global pandemic has both undercut and enhanced earlier trends. Keywords: higher education, quality assurance, Asia, education trends","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121770344","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}
ABSTRACT There is general agreement among scholars and policy makers that Early School Leaving (ESL) represents a serious social phenomenon that has many negative consequences on the individual, economic development, and on society as a whole. ESL is considered a serious social problem, as well as an important phenomenon on the public agenda and education policies of Romania. As part of the Erasmus+ project Orienta4YEL, a multidimensional study was conducted and the data shows that Romania also experiences unpreparedness of school and community to embrace the whole spectrum of early school leaving. The study design employed individual interviews for members of school leadership team and administration (N=9), focus groups for general and vocational secondary schools and high schools teachers/trainers (N=63), and focus groups for young people representatives (N=91) as data collection tools. The empirical findings of the study revealed that in Romania there is a convergence of opinion on the most relevant factors that cause young people to leave school before completing compulsory education. Therefore, personal challenges are the one that contribute the most to the risk of early leaving, followed closely by family reasons and institutional factors. Therefore, this paper explores the challenges that are aimed at improvements in the early school leaving rate. Specifically, the analysis will shed light on the prevention strategies that have been developed and implemented, as well as on the deficit perspective on early school leaving within institutional and national policies. By addressing the existing supporting educational actions in areas where economic and social conditions are an obstacle for pupils, this paper will furthermore particularly analyse the potential barriers which arise on the system’s ways of reducing the early leaving rate in order to better identify, prepare for, and respond to this phenomenon. Keywords: early school leaving, risk factors, support strategies, education policy
{"title":"Youth at Risk of Early School Leaving: Exploring Educational Strategies","authors":"M. Miulescu","doi":"10.52987/edc.2022.016","DOIUrl":"https://doi.org/10.52987/edc.2022.016","url":null,"abstract":"ABSTRACT There is general agreement among scholars and policy makers that Early School Leaving (ESL) represents a serious social phenomenon that has many negative consequences on the individual, economic development, and on society as a whole. ESL is considered a serious social problem, as well as an important phenomenon on the public agenda and education policies of Romania. As part of the Erasmus+ project Orienta4YEL, a multidimensional study was conducted and the data shows that Romania also experiences unpreparedness of school and community to embrace the whole spectrum of early school leaving. The study design employed individual interviews for members of school leadership team and administration (N=9), focus groups for general and vocational secondary schools and high schools teachers/trainers (N=63), and focus groups for young people representatives (N=91) as data collection tools. The empirical findings of the study revealed that in Romania there is a convergence of opinion on the most relevant factors that cause young people to leave school before completing compulsory education. Therefore, personal challenges are the one that contribute the most to the risk of early leaving, followed closely by family reasons and institutional factors. Therefore, this paper explores the challenges that are aimed at improvements in the early school leaving rate. Specifically, the analysis will shed light on the prevention strategies that have been developed and implemented, as well as on the deficit perspective on early school leaving within institutional and national policies. By addressing the existing supporting educational actions in areas where economic and social conditions are an obstacle for pupils, this paper will furthermore particularly analyse the potential barriers which arise on the system’s ways of reducing the early leaving rate in order to better identify, prepare for, and respond to this phenomenon. Keywords: early school leaving, risk factors, support strategies, education policy","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121665617","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}
ABSTRACT This study will detail how a university in Western Japan has implemented its English for Academic Purposes (EAP) program during the onset of CoViD-19. In the spring semester of 2020, after a 2 week delay, all courses within the school’s EAP program The course coordinators were tasked with consolidating the materials originally designed for face-to-face,14 week courses, for a 12 week asynchronous online semester, and with uploading the modified course materials to the university’s Learning Management System (LMS). Twenty one students participated in semi-open interviews to determine the social and academic impacts of this CoViD-19 Emergency Remote Teaching (ERT) approach. The lessons learned from this experience will be discussed in terms of future curriculum design and implementation in a post-CoViD world. There are a wide variety of lessons that were salient. The role of the classroom as a social institution was very prominent; however, online asynchronous format. awareness of cognitive burdens and strategies to mitigate them may be more valuable for teachers. The lessons learned during this period of ERT can help teachers moving forward. were offered in an Keywords— asynchronous online learning, emergency remote teaching (ERT), online curriculum design, CoViD19
{"title":"Social and Academic Impacts of CoViD19 - related Emergency Remote Teaching on Japanese University Students","authors":"Christina Tat, Sean Eric Kil Patrick Gay","doi":"10.52987/edc.2022.009","DOIUrl":"https://doi.org/10.52987/edc.2022.009","url":null,"abstract":"ABSTRACT This study will detail how a university in Western Japan has implemented its English for Academic Purposes (EAP) program during the onset of CoViD-19. In the spring semester of 2020, after a 2 week delay, all courses within the school’s EAP program The course coordinators were tasked with consolidating the materials originally designed for face-to-face,14 week courses, for a 12 week asynchronous online semester, and with uploading the modified course materials to the university’s Learning Management System (LMS). Twenty one students participated in semi-open interviews to determine the social and academic impacts of this CoViD-19 Emergency Remote Teaching (ERT) approach. The lessons learned from this experience will be discussed in terms of future curriculum design and implementation in a post-CoViD world. There are a wide variety of lessons that were salient. The role of the classroom as a social institution was very prominent; however, online asynchronous format. awareness of cognitive burdens and strategies to mitigate them may be more valuable for teachers. The lessons learned during this period of ERT can help teachers moving forward. were offered in an Keywords— asynchronous online learning, emergency remote teaching (ERT), online curriculum design, CoViD19","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126581506","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}
Abstract This study examines the effects of dialogue with CCC (Campus Crusade for Christ) members (1 CCC vs. 3 students) on Japanese English learners' attitudes toward speaking English. The authors focus on how students feel about speaking English and explore the effects of presentations and frequent interactions with CCC members by analyzing their statements in questionnaires and pre-post Speaking Tests. To help prepare for the digitized society, the participants (n=17 Japanese university students) studied English and presentation skills from April 2021 to January 2022 on topics derived from epistemology and ontology. The pedagogical training focused on helping students find solutions to humanity's many crucial issues in the 21st century. Throughout the 30-week online program, training in higher-order thinking skills and integrating ICT and human dialogue with young overseas people was emphasized. The learning procedures were as follows: 1) Flipped and TBL lessons were conducted throughout 30 weeks, actively engaged in presentations with slides and discussions with MP4 videos uploaded on Facebook after the presentation. 2) All students (n=17) had their English lessons using real-time virtual interaction with Zoom. In addition, students interacted with the CCC members every three weeks during the first term and every other week during the second term. This interaction aimed to improve cross-cultural communication skills with some feedback about their presentations. Furthermore, in May 2021, the students took an Oral Proficiency Interview-computer speaking pre-test and post-test in January 2022. The students' mean score level improved from CEFR B1.1 to B1.2. Finally, pre-questionnaires and post- questionnaires are compared to examine their progress of oral proficiency and cross- cultural sensitiveness. By observing the lessons over two semesters, it was found that the activities impacted the students' perspectives on studying cross-cultural communication skills and different worldviews. In addition, they provided contextualization and socialization to the learning through the interactive and meaningful context of the training. Keywords: ontology, epistemology, worldviews, TBL, flipped learning, integration of human interaction, ICT/AI
{"title":"Collaborative Learning with CCC Members in Learning 21st Century Skills and Worldviews During the COVID-19","authors":"H. Obari","doi":"10.52987/edc.2022.004","DOIUrl":"https://doi.org/10.52987/edc.2022.004","url":null,"abstract":"Abstract This study examines the effects of dialogue with CCC (Campus Crusade for Christ) members (1 CCC vs. 3 students) on Japanese English learners' attitudes toward speaking English. The authors focus on how students feel about speaking English and explore the effects of presentations and frequent interactions with CCC members by analyzing their statements in questionnaires and pre-post Speaking Tests. To help prepare for the digitized society, the participants (n=17 Japanese university students) studied English and presentation skills from April 2021 to January 2022 on topics derived from epistemology and ontology. The pedagogical training focused on helping students find solutions to humanity's many crucial issues in the 21st century. Throughout the 30-week online program, training in higher-order thinking skills and integrating ICT and human dialogue with young overseas people was emphasized. The learning procedures were as follows: 1) Flipped and TBL lessons were conducted throughout 30 weeks, actively engaged in presentations with slides and discussions with MP4 videos uploaded on Facebook after the presentation. 2) All students (n=17) had their English lessons using real-time virtual interaction with Zoom. In addition, students interacted with the CCC members every three weeks during the first term and every other week during the second term. This interaction aimed to improve cross-cultural communication skills with some feedback about their presentations. Furthermore, in May 2021, the students took an Oral Proficiency Interview-computer speaking pre-test and post-test in January 2022. The students' mean score level improved from CEFR B1.1 to B1.2. Finally, pre-questionnaires and post- questionnaires are compared to examine their progress of oral proficiency and cross- cultural sensitiveness. By observing the lessons over two semesters, it was found that the activities impacted the students' perspectives on studying cross-cultural communication skills and different worldviews. In addition, they provided contextualization and socialization to the learning through the interactive and meaningful context of the training. Keywords: ontology, epistemology, worldviews, TBL, flipped learning, integration of human interaction, ICT/AI","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121505583","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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