Pub Date : 2021-06-18DOI: 10.1109/ICET52293.2021.9563182
Onintra Poobrasert, Sakda Phaykrew
The purpose of Assistive Technology and Medical Devices Research Center (A-MED) is to study for guidelines to design and develop writing technology for students with learning disabilities (LD). The focus is on developing technology to solve the problem of learning deficiency of Thai people. Such deficiency causes the average literacy of Thai people low, leading to social problems, unemployment, and effects on the country's overall economy. Therefore, as stated in this study, the proper writing technology for LD students should include “Pictures” to develop vocabularies, “Mind mapping” in order to help organize the ideas, “Word Prediction” function, and “Spell Checker” function.
{"title":"Assistive Technology-Enhanced Learning in the Digital Era for LD Students","authors":"Onintra Poobrasert, Sakda Phaykrew","doi":"10.1109/ICET52293.2021.9563182","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563182","url":null,"abstract":"The purpose of Assistive Technology and Medical Devices Research Center (A-MED) is to study for guidelines to design and develop writing technology for students with learning disabilities (LD). The focus is on developing technology to solve the problem of learning deficiency of Thai people. Such deficiency causes the average literacy of Thai people low, leading to social problems, unemployment, and effects on the country's overall economy. Therefore, as stated in this study, the proper writing technology for LD students should include “Pictures” to develop vocabularies, “Mind mapping” in order to help organize the ideas, “Word Prediction” function, and “Spell Checker” function.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117114547","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 : 2021-06-18DOI: 10.1109/ICET52293.2021.9563146
Ye Lei, Xiangyang Zeng, Haitao Wang, J. Qu
In science and engineering colleges and universities, professional courses are the most important in teaching. The research practice experience of the teaching team and the leading scientific technology is unique, which can provide the basis for the teaching of professional courses. The key teaching contents with research significance are condensed and the special topics are carefully designed to form the research-oriented teaching mode. The basic elements of scientific research and the use of modern tools are integrated into each teaching link. The interactive teaching mode based on exploration and research is gradually formed, with students as the main body and teachers as the leading role. Taking the “Acoustic Signal Processing” course as an example, practice shows that the unique teaching form of inserting engineering cases and using modern teaching tools can help students to deeply understand the basic principles and methods of acoustic signal processing, and systematically experience the process of scientific research. It also improves students' scientific research ability and comprehensive quality. So that the quality of course teaching is improved.
{"title":"Exploration and Practice of Research-Oriented Teaching Mode of Professional Courses under the Background of “New Engineering”","authors":"Ye Lei, Xiangyang Zeng, Haitao Wang, J. Qu","doi":"10.1109/ICET52293.2021.9563146","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563146","url":null,"abstract":"In science and engineering colleges and universities, professional courses are the most important in teaching. The research practice experience of the teaching team and the leading scientific technology is unique, which can provide the basis for the teaching of professional courses. The key teaching contents with research significance are condensed and the special topics are carefully designed to form the research-oriented teaching mode. The basic elements of scientific research and the use of modern tools are integrated into each teaching link. The interactive teaching mode based on exploration and research is gradually formed, with students as the main body and teachers as the leading role. Taking the “Acoustic Signal Processing” course as an example, practice shows that the unique teaching form of inserting engineering cases and using modern teaching tools can help students to deeply understand the basic principles and methods of acoustic signal processing, and systematically experience the process of scientific research. It also improves students' scientific research ability and comprehensive quality. So that the quality of course teaching is improved.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115021438","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 : 2021-06-18DOI: 10.1109/ICET52293.2021.9563128
Lin Wan, Gang Shen
Online Computer Graphics courses currently available in many universities fail to meet the technical demands of the industry. In the meantime, the organization of course resources often neglects the progressive cognitive need of students. Challenged by the above problems, we aim to redesign and implement an undergraduate Computer Graphics course to motivate the students' innovative spirit with hands-on practice. To answer the trend in Emerging Engineering Education, we focus on studying what content to teach and how to organize the resources. Combining the theoretical lectures with the programmable rendering pipeline, we integrated industrial applications-oriented experimental teaching into the course. Specifically, we systematically reorganized the knowledge fragments by layering and chunking them through the three conceptual stages of the rendering pipeline. We rearranged the teaching resources according to the Guide-Explanation-Assistance-Experience-Exploration cycle. The course has been offered three times on China's University MOOC platform with excellent ratings. The statistics show that the mixed teaching and practice introduced in this course has achieved remarkable success.
{"title":"Construction of the Computer Graphics MOOC Motivated by the Emerging Engineering Education","authors":"Lin Wan, Gang Shen","doi":"10.1109/ICET52293.2021.9563128","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563128","url":null,"abstract":"Online Computer Graphics courses currently available in many universities fail to meet the technical demands of the industry. In the meantime, the organization of course resources often neglects the progressive cognitive need of students. Challenged by the above problems, we aim to redesign and implement an undergraduate Computer Graphics course to motivate the students' innovative spirit with hands-on practice. To answer the trend in Emerging Engineering Education, we focus on studying what content to teach and how to organize the resources. Combining the theoretical lectures with the programmable rendering pipeline, we integrated industrial applications-oriented experimental teaching into the course. Specifically, we systematically reorganized the knowledge fragments by layering and chunking them through the three conceptual stages of the rendering pipeline. We rearranged the teaching resources according to the Guide-Explanation-Assistance-Experience-Exploration cycle. The course has been offered three times on China's University MOOC platform with excellent ratings. The statistics show that the mixed teaching and practice introduced in this course has achieved remarkable success.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130003942","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 : 2021-06-18DOI: 10.1109/ICET52293.2021.9563149
Guanghui Min, Anqi Sang, Zhe Li, M. Lin, Ningshu Yang, Yuexia Du
“Internet +” continuing education is a key development direction of China, but the relevant review research is very scarce. In view of this, this paper comprehensively uses Citespace5.5.R2 and critical reading method to carry out trend analysis, co-occurrence analysis, high citation analysis, and hot content analysis on 227 documents in this field in the CNKI database, and analyze the change trend, hotspotss distribution and evolution path of the research field. On the whole, Chinese continuing education continues to maintain a stable trend; The research hotspotss include four topics: the platform and technology of Chinese continuing education under the background of big data, the reform and challenges of Chinese continuing education under the background of big data, the teaching mode of Chinese continuing education under the background of big data, and the main object-oriented aspects of Chinese continuing education under the background of big data; the evolution path is divided into two major stages: the embryonic stage in 2013–2014, and the rapid development stage in 2015–2020. Finally, it probes into the shortcomings of this research field in China and gives some reasonable suggestions.
{"title":"Chinese Continuing Education Research Hotspots under Big Data Background","authors":"Guanghui Min, Anqi Sang, Zhe Li, M. Lin, Ningshu Yang, Yuexia Du","doi":"10.1109/ICET52293.2021.9563149","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563149","url":null,"abstract":"“Internet +” continuing education is a key development direction of China, but the relevant review research is very scarce. In view of this, this paper comprehensively uses Citespace5.5.R2 and critical reading method to carry out trend analysis, co-occurrence analysis, high citation analysis, and hot content analysis on 227 documents in this field in the CNKI database, and analyze the change trend, hotspotss distribution and evolution path of the research field. On the whole, Chinese continuing education continues to maintain a stable trend; The research hotspotss include four topics: the platform and technology of Chinese continuing education under the background of big data, the reform and challenges of Chinese continuing education under the background of big data, the teaching mode of Chinese continuing education under the background of big data, and the main object-oriented aspects of Chinese continuing education under the background of big data; the evolution path is divided into two major stages: the embryonic stage in 2013–2014, and the rapid development stage in 2015–2020. Finally, it probes into the shortcomings of this research field in China and gives some reasonable suggestions.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"225 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127199156","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 : 2021-06-18DOI: 10.1109/ICET52293.2021.9563106
Ivan Joseph M. Arevalo, D. D. Errabo, M. Prudente
This current study is intended to assess the clarity and difficulty of earth and space lessons in online personalized learning using students' socioemotional skill (SES) levels. A one-shot cycle of the plan-do-study-act (PDSA) was employed to determine the study's objectives. One hundred twenty-nine students participated in this study: 7 students-low SES; 63 students-high SES; 59 students-excellent SES. Specifically, it aims to determine the levels of students' socioemotional skills, perceptions of the lessons' clarity and difficulty, and performance using lesson playlists and task cards. Also, it aims to assess the relationship between students' posttest scores and perceived lessons' clarity and difficulty. The quantitative data were analyzed using descriptive and inferential statistics and qualitative data through thematic analysis. This study revealed that the lesson playlists and task cards on earth and space lessons were useful as an intervention in online distance learning, considering students' socioemotional skills. This study also revealed that students with different socioemotional skills would have unifying perceptions of how they perceive the lessons' clarity and difficulty. If the students perceived the lessons are crystal clear, they would also perceive that the lessons are easy to understand.
{"title":"Assessing Clarity and Difficulty in Online Personalized Learning of Earth and Space Lessons Using Students' Socioemotional Skill Levels","authors":"Ivan Joseph M. Arevalo, D. D. Errabo, M. Prudente","doi":"10.1109/ICET52293.2021.9563106","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563106","url":null,"abstract":"This current study is intended to assess the clarity and difficulty of earth and space lessons in online personalized learning using students' socioemotional skill (SES) levels. A one-shot cycle of the plan-do-study-act (PDSA) was employed to determine the study's objectives. One hundred twenty-nine students participated in this study: 7 students-low SES; 63 students-high SES; 59 students-excellent SES. Specifically, it aims to determine the levels of students' socioemotional skills, perceptions of the lessons' clarity and difficulty, and performance using lesson playlists and task cards. Also, it aims to assess the relationship between students' posttest scores and perceived lessons' clarity and difficulty. The quantitative data were analyzed using descriptive and inferential statistics and qualitative data through thematic analysis. This study revealed that the lesson playlists and task cards on earth and space lessons were useful as an intervention in online distance learning, considering students' socioemotional skills. This study also revealed that students with different socioemotional skills would have unifying perceptions of how they perceive the lessons' clarity and difficulty. If the students perceived the lessons are crystal clear, they would also perceive that the lessons are easy to understand.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126056669","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 : 2021-06-18DOI: 10.1109/ICET52293.2021.9563168
Yin Zhang, Gang Yang, Jiayan Xu, Ji-Huan Chen
This study proposes a task-driven instructional design, which is an 8-weeks Pepper robotic courses, that students need to upload their program to Pepper robot and demonstrate it to the whole class. The study data is collected through questionnaires and semi-structured interviews between teachers and students. In this study, we designed a task-driven instructional design with four steps. A teaching case of this instructional design in the Pepper robot course is presented. Finally, this paper discovered that the task-driven teaching based on Pepper robot can not only increase students' programming interests, but also improve students' creative tendency, problem solving tendency, metacognition tendency and cooperation tendency.
{"title":"A Task-Driven Instructional Design and Application Study for Pepper Robot","authors":"Yin Zhang, Gang Yang, Jiayan Xu, Ji-Huan Chen","doi":"10.1109/ICET52293.2021.9563168","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563168","url":null,"abstract":"This study proposes a task-driven instructional design, which is an 8-weeks Pepper robotic courses, that students need to upload their program to Pepper robot and demonstrate it to the whole class. The study data is collected through questionnaires and semi-structured interviews between teachers and students. In this study, we designed a task-driven instructional design with four steps. A teaching case of this instructional design in the Pepper robot course is presented. Finally, this paper discovered that the task-driven teaching based on Pepper robot can not only increase students' programming interests, but also improve students' creative tendency, problem solving tendency, metacognition tendency and cooperation tendency.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131366747","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 : 2021-06-18DOI: 10.1109/ICET52293.2021.9563173
T. Golechkova, Nataliya Pletneva
This paper overviews benefits of using student-generated activities, or exercises, as formative assessment within a course in order to enhance student engagement at three levels: behavioural, cognitive, and emotional. When going through the process of creating practice exercises, students tend to engage better with the content, make more autonomous choices, improve metacognitive skills, develop higher-order thinking, personalise their learning and adjust the level of challenge, generally becoming more active participants of learning. The results of student surveys and classroom observations conducted within our case study ($mathrm{n}=36$) in the English for International Professional Communication course support these reports. Economics and Finance students demonstrated positive attitudes to generating English language practice activities and found these activities helpful for both those who created them and those who did them in class. The students perceived the key advantages as deeper language and text understanding, better retention of content, improved creative and analytical thinking, as well as higher perceived self-sufficiency. Despite potential challenges associated with student-generated activities, some pedagogical adaptations and scaffolding can mitigate the adverse effects and ensure that the task of creating activities is meaningful and engaging. These findings and techniques will be of interest not only to language teachers, but also to instructors of various subjects.
{"title":"Enhancing Student Engagement through Student-Generated Activities: Case Study","authors":"T. Golechkova, Nataliya Pletneva","doi":"10.1109/ICET52293.2021.9563173","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563173","url":null,"abstract":"This paper overviews benefits of using student-generated activities, or exercises, as formative assessment within a course in order to enhance student engagement at three levels: behavioural, cognitive, and emotional. When going through the process of creating practice exercises, students tend to engage better with the content, make more autonomous choices, improve metacognitive skills, develop higher-order thinking, personalise their learning and adjust the level of challenge, generally becoming more active participants of learning. The results of student surveys and classroom observations conducted within our case study ($mathrm{n}=36$) in the English for International Professional Communication course support these reports. Economics and Finance students demonstrated positive attitudes to generating English language practice activities and found these activities helpful for both those who created them and those who did them in class. The students perceived the key advantages as deeper language and text understanding, better retention of content, improved creative and analytical thinking, as well as higher perceived self-sufficiency. Despite potential challenges associated with student-generated activities, some pedagogical adaptations and scaffolding can mitigate the adverse effects and ensure that the task of creating activities is meaningful and engaging. These findings and techniques will be of interest not only to language teachers, but also to instructors of various subjects.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132118994","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 : 2021-06-18DOI: 10.1109/ICET52293.2021.9563183
Humaira Akram, Yang Yingxiu, Sarfraz Aslam, M. Umar
The Covid-19 Pandemic forced the global closure of numerous activities along with education and shifted traditional education to an online version via two e-learning platforms, i.e., synchronous and asynchronous. This transition was unplanned for all educational institutions, due to which teachers and students had to face several teaching/learning challenges. Thereby a quantitative study was designed to investigate the learning satisfaction of students in both synchronous and asynchronous learning environments from public universities of Karachi, Pakistan. The participants of the study were selected through simple random sampling, and 108 students from different universities filled the complete questionnaires. The data were analyzed through various statistical tests, i.e., (mean, standard deviation and Pearson correlation, and T-test. The Findings identified that students showed significantly higher satisfaction in the synchronous learning environment. Thereby, the study mainly suggests that the learning process should be facilitated by synchronous e-learning mode by providing adequate institutional support to optimize their learning satisfaction by raising their digital competence. Besides, teachers should employ activity-based teaching Strategies for keeping students involved in the learning process.
{"title":"Analysis of Synchronous and Asynchronous Approaches in Students' Online Learning Satisfaction During Covid-19 Pandemic","authors":"Humaira Akram, Yang Yingxiu, Sarfraz Aslam, M. Umar","doi":"10.1109/ICET52293.2021.9563183","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563183","url":null,"abstract":"The Covid-19 Pandemic forced the global closure of numerous activities along with education and shifted traditional education to an online version via two e-learning platforms, i.e., synchronous and asynchronous. This transition was unplanned for all educational institutions, due to which teachers and students had to face several teaching/learning challenges. Thereby a quantitative study was designed to investigate the learning satisfaction of students in both synchronous and asynchronous learning environments from public universities of Karachi, Pakistan. The participants of the study were selected through simple random sampling, and 108 students from different universities filled the complete questionnaires. The data were analyzed through various statistical tests, i.e., (mean, standard deviation and Pearson correlation, and T-test. The Findings identified that students showed significantly higher satisfaction in the synchronous learning environment. Thereby, the study mainly suggests that the learning process should be facilitated by synchronous e-learning mode by providing adequate institutional support to optimize their learning satisfaction by raising their digital competence. Besides, teachers should employ activity-based teaching Strategies for keeping students involved in the learning process.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122368514","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 : 2021-06-18DOI: 10.1109/ICET52293.2021.9563166
Jing-Jing Xu, Yong Wang, Xiaofeng Xu, Zhaogang Dong, Yan-Peng Shi, Min Liu
Biological microelectronics has become a research and development hotspot around the world, and the talents training for biomicroelectronics is becoming increasingly important. How to expand and balance students' knowledge in interdisciplinary fields is the requirement of education and teaching reform for cultivating high-level frontier interdisciplinary talents and promoting the further development of interdisciplinary fields. Taking the chance of the discipline construction of the micro-major named “biomicroelectronics” in our college, we have formulated its training programs through questionnaire surveys and analysis. The project aims to use university educational resources to efficiently cultivate high-level interdisciplinary talents in biomicroelectronics, and to provide a new approach to discipline construction and talent training in the field of biomicroelectronics.
{"title":"Preliminary Research on Cultivation Program of Biological Microelectronics","authors":"Jing-Jing Xu, Yong Wang, Xiaofeng Xu, Zhaogang Dong, Yan-Peng Shi, Min Liu","doi":"10.1109/ICET52293.2021.9563166","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563166","url":null,"abstract":"Biological microelectronics has become a research and development hotspot around the world, and the talents training for biomicroelectronics is becoming increasingly important. How to expand and balance students' knowledge in interdisciplinary fields is the requirement of education and teaching reform for cultivating high-level frontier interdisciplinary talents and promoting the further development of interdisciplinary fields. Taking the chance of the discipline construction of the micro-major named “biomicroelectronics” in our college, we have formulated its training programs through questionnaire surveys and analysis. The project aims to use university educational resources to efficiently cultivate high-level interdisciplinary talents in biomicroelectronics, and to provide a new approach to discipline construction and talent training in the field of biomicroelectronics.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127795748","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 : 2021-06-18DOI: 10.1109/ICET52293.2021.9563143
Tatiana A. Laguttseva-Nogina, N. R. Aroupova
The research focuses on the results of the survey conducted in Moscow State University of Food Production (MSUFP) to define the problems connected with professional L2 Discourse formation for the second-year technical students in the context of e-learning environment. The goal of the research work is to determine and analyze factors the second-year students consider to be most important to interfere their capability to use L2 receptive and productive skills for a professional discourse development. The theme of the research demonstrates the ongoing relevance and value according to a steady tendency of wide implementation of e-learning teaching forced by the dramatic changes connected with Covid-19 pandemic. Nowadays students consider e-learning environment to be an integral part of the educational field. The necessity and timeliness of such a research work is based on the fact that modern higher education implements various types of educational models, and includes more and more e-learning courses replacing traditional face-to face tutorials. This, in turn, requires to put close attention to possible transformation of the problems traditional for offline educational processes. The research was carried out through online interviewing of a group of 47 second-year students learning English as a second language as a part of their professional curriculum. The practical use of the results can be taken into account while arranging e-learning L2 professional acquisition for technical students to help them form L2 professional discourse.
{"title":"Problems of Professional L2 Discourse Formation for the Second-Year Technical Students in the Context of e-Learning Environment","authors":"Tatiana A. Laguttseva-Nogina, N. R. Aroupova","doi":"10.1109/ICET52293.2021.9563143","DOIUrl":"https://doi.org/10.1109/ICET52293.2021.9563143","url":null,"abstract":"The research focuses on the results of the survey conducted in Moscow State University of Food Production (MSUFP) to define the problems connected with professional L2 Discourse formation for the second-year technical students in the context of e-learning environment. The goal of the research work is to determine and analyze factors the second-year students consider to be most important to interfere their capability to use L2 receptive and productive skills for a professional discourse development. The theme of the research demonstrates the ongoing relevance and value according to a steady tendency of wide implementation of e-learning teaching forced by the dramatic changes connected with Covid-19 pandemic. Nowadays students consider e-learning environment to be an integral part of the educational field. The necessity and timeliness of such a research work is based on the fact that modern higher education implements various types of educational models, and includes more and more e-learning courses replacing traditional face-to face tutorials. This, in turn, requires to put close attention to possible transformation of the problems traditional for offline educational processes. The research was carried out through online interviewing of a group of 47 second-year students learning English as a second language as a part of their professional curriculum. The practical use of the results can be taken into account while arranging e-learning L2 professional acquisition for technical students to help them form L2 professional discourse.","PeriodicalId":432459,"journal":{"name":"2021 IEEE International Conference on Educational Technology (ICET)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128581427","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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