Pub Date : 2020-01-01DOI: 10.20472/TE.2020.8.1.003
Romana Lisnerova, J. Šafránková, E. Urbanová
The paper is focused on the analysis of managerial competencies and further education needs of headmasters of primary and secondary schools in the Czech Republic. The aim of the paper is to analyse selected competencies and activities of primary and secondary school headmasters with a focus on their work activities related to the management of teaching staff. The results of the analysis are based on the results of the authors' survey and on the secondary analysis of data from the Talis 2018 survey. The results show that in further education of managerial competencies of headmasters are mainly human resources, financial management, providing effective feedback, developing a career development program for teachers.
{"title":"MANAGERIAL COMPETENCIES AND EDUCATION NEED OF SCHOOL HEADMASTERS IN THE CZECH REPUBLIC","authors":"Romana Lisnerova, J. Šafránková, E. Urbanová","doi":"10.20472/TE.2020.8.1.003","DOIUrl":"https://doi.org/10.20472/TE.2020.8.1.003","url":null,"abstract":"The paper is focused on the analysis of managerial competencies and further education needs of headmasters of primary and secondary schools in the Czech Republic. The aim of the paper is to analyse selected competencies and activities of primary and secondary school headmasters with a focus on their work activities related to the management of teaching staff. The results of the analysis are based on the results of the authors' survey and on the secondary analysis of data from the Talis 2018 survey. The results show that in further education of managerial competencies of headmasters are mainly human resources, financial management, providing effective feedback, developing a career development program for teachers.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74918464","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}
Test anxiety always makes students afraid of doing the test because they probably think that they will fail. To overcome the problem, the teacher then used gamification based assessment. Furthermore, the study investigate the category of students test anxiety, students’ attitudes toward Quizizz and the students’ preference toward the elements of game in Quizizz. This study is case study which the data were collected by using observation, interview and questionnaires. The participants of this study were 14 students in English course in Solo. The sampling used by the researcher was purposive sampling. The results of this study showed the category of students test anxiety considered moderately high, the students’ attitude toward Quizizz in reducing test anxiety also considered high (M= 3.94) and the kinds of elements of game which students prefer most were Points (M= 4.357), Test report (M= 3.929), Leader board (M=3.714), Time restriction (M=3.357), Profile (M= 3.429) and Meme (M= 3.357). The implication of this study is Quizizz successfully reduce test anxiety because of the use of game elements in that application. Thus, it is a good option for teachers to use Quizizz on the exam.
{"title":"Gamification Based Assessment: A Test Anxiety Reduction through Game Elements in Quizizz Platform.","authors":"Muhammad Dafit Pitoyo, S. Sumardi, Abdul Asib","doi":"10.30631/IJER.V4I1.92","DOIUrl":"https://doi.org/10.30631/IJER.V4I1.92","url":null,"abstract":"Test anxiety always makes students afraid of doing the test because they probably think that they will fail. To overcome the problem, the teacher then used gamification based assessment. Furthermore, the study investigate the category of students test anxiety, students’ attitudes toward Quizizz and the students’ preference toward the elements of game in Quizizz. This study is case study which the data were collected by using observation, interview and questionnaires. The participants of this study were 14 students in English course in Solo. The sampling used by the researcher was purposive sampling. The results of this study showed the category of students test anxiety considered moderately high, the students’ attitude toward Quizizz in reducing test anxiety also considered high (M= 3.94) and the kinds of elements of game which students prefer most were Points (M= 4.357), Test report (M= 3.929), Leader board (M=3.714), Time restriction (M=3.357), Profile (M= 3.429) and Meme (M= 3.357). The implication of this study is Quizizz successfully reduce test anxiety because of the use of game elements in that application. Thus, it is a good option for teachers to use Quizizz on the exam.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41293815","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 : 2019-01-01DOI: 10.20472/te.2019.7.2.004
Mikael Segolsson, Åsa Hirsh
The study answers the following question: What teaching practices do skilled teachers report as being key to enabling successful teaching with respect to inclusion and knowledge development? The participants in this study where 20 teachers, from 10 Swedish municipalities, who taught 16 to 18 year-old students. The study is based on interviews with (recognised) skilled teachers who possess the ability to include all of their students in everyday teaching practices in such a way that students are motivated to engage in knowledge development, based on their unique abilities. All of the participating teachers are in agreement that good knowledge of the subject being taught is foundational to such teaching, but other abilities are needed if teaching is to be successful. Based on phenomenological theory, this study identifies six themes which complement ?good knowledge of the subject?. The themes relevant to teaching success are: (i) the active and systematic creation of relationships; (ii) demonstration that the teacher wants to be with the student, here and now; (iii) a continual striving to become a better teacher and demonstration of the same; (iv) a sharing of responsibility for learning with the students; (v) the creation of learning opportunities; (vi) the establishment of trust and a sense of security.
{"title":"HOW SKILLED TEACHERS ENABLE SUCCESS IN THEIR TEACHING WITH RESPECT TO INCLUSION AND KNOWLEDGE DEVELOPMENT: A QUALITATIVE STUDY BASED ON TEACHERS’ EXPERIENCES OF SUCCESSFUL TEACHING","authors":"Mikael Segolsson, Åsa Hirsh","doi":"10.20472/te.2019.7.2.004","DOIUrl":"https://doi.org/10.20472/te.2019.7.2.004","url":null,"abstract":"The study answers the following question: What teaching practices do skilled teachers report as being key to enabling successful teaching with respect to inclusion and knowledge development? The participants in this study where 20 teachers, from 10 Swedish municipalities, who taught 16 to 18 year-old students. The study is based on interviews with (recognised) skilled teachers who possess the ability to include all of their students in everyday teaching practices in such a way that students are motivated to engage in knowledge development, based on their unique abilities. All of the participating teachers are in agreement that good knowledge of the subject being taught is foundational to such teaching, but other abilities are needed if teaching is to be successful. Based on phenomenological theory, this study identifies six themes which complement ?good knowledge of the subject?. The themes relevant to teaching success are: (i) the active and systematic creation of relationships; (ii) demonstration that the teacher wants to be with the student, here and now; (iii) a continual striving to become a better teacher and demonstration of the same; (iv) a sharing of responsibility for learning with the students; (v) the creation of learning opportunities; (vi) the establishment of trust and a sense of security.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75467758","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 : 2019-01-01DOI: 10.20472/te.2019.7.2.001
B. D. Amin, A. Haris, A. Swandi
The objectives of this research were to examine the effect of hypermedia’s implementation as physics learning tools on student’s problem solving skills as well as their attitude towards the hypermedia used. The type of research was pre-experimental using one group pre-test-post-test design. The subject of this research was physics students of Fakultas Keguruan Ilmu Pendidikan (FKIP) or Teaching and Education Faculty, Universitas Muhammadiyah Makassar year 2017/2018 totalling 31 students. Data was analyzed by using descriptive statistics namely N-Gain test. The results showed that the highest score of problem solving skill achieved before the implementation of hypermedia was 32 and 63 after the implementation from the ideal score of 76. N-Gain analysis showed the average improvement of problem solving skills before and after the implementation was 0.59 and in category average 74.19%. Score of every indicator of problem solving skills before the implementation was below 50% and above 50% afterwards. Meanwhile, perception analysis showed that the average score was 84.12% indicating that students were highly agree and happy with the implementation of hypermedia in physics learning.
{"title":"IMPLEMENTATION OF PHYSICS LEARNING BASED ON HYPERMEDIA TO ENHANCE STUDENT’S PROBLEM SOLVING SKILL","authors":"B. D. Amin, A. Haris, A. Swandi","doi":"10.20472/te.2019.7.2.001","DOIUrl":"https://doi.org/10.20472/te.2019.7.2.001","url":null,"abstract":"The objectives of this research were to examine the effect of hypermedia’s implementation as physics learning tools on student’s problem solving skills as well as their attitude towards the hypermedia used. The type of research was pre-experimental using one group pre-test-post-test design. The subject of this research was physics students of Fakultas Keguruan Ilmu Pendidikan (FKIP) or Teaching and Education Faculty, Universitas Muhammadiyah Makassar year 2017/2018 totalling 31 students. Data was analyzed by using descriptive statistics namely N-Gain test. The results showed that the highest score of problem solving skill achieved before the implementation of hypermedia was 32 and 63 after the implementation from the ideal score of 76. N-Gain analysis showed the average improvement of problem solving skills before and after the implementation was 0.59 and in category average 74.19%. Score of every indicator of problem solving skills before the implementation was below 50% and above 50% afterwards. Meanwhile, perception analysis showed that the average score was 84.12% indicating that students were highly agree and happy with the implementation of hypermedia in physics learning.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77702662","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 : 2019-01-01DOI: 10.20472/te.2019.7.1.005
S. Leshem
SHOSH LESHEM Abstract: Teacher shortage has become a serious problem for many educational systems around the world which offer alternative programmes. Many of these programmes recruit candidates from different professions. The study sought to explore Second Career Teachers’ hopes and concerns in an Intensive Alternative Certification Programme for teachers of TEFL in a teacher education college, focusing on second career teachers’ future orientation and possible-selves. The study adopted an inductive approach and included 32 candidates who responded to an open-ended questionnaire inquiring about their hopes and concerns at their initial steps in the programme. The theoretical perspectives draw on future orientation and possible selves theories. The study exposed teachers’ multiple possible-selves that might need nurturing. This should raise awareness among curriculum planners of teacher education programmes and foreground the skills and backgrounds that career changers bring with them and help them see the value and relevance to their practice.
{"title":"ENVISIONING THE FUTURE: SECOND CAREER TEACHERS' HOPES AND CONCERNS","authors":"S. Leshem","doi":"10.20472/te.2019.7.1.005","DOIUrl":"https://doi.org/10.20472/te.2019.7.1.005","url":null,"abstract":"SHOSH LESHEM Abstract: Teacher shortage has become a serious problem for many educational systems around the world which offer alternative programmes. Many of these programmes recruit candidates from different professions. The study sought to explore Second Career Teachers’ hopes and concerns in an Intensive Alternative Certification Programme for teachers of TEFL in a teacher education college, focusing on second career teachers’ future orientation and possible-selves. The study adopted an inductive approach and included 32 candidates who responded to an open-ended questionnaire inquiring about their hopes and concerns at their initial steps in the programme. The theoretical perspectives draw on future orientation and possible selves theories. The study exposed teachers’ multiple possible-selves that might need nurturing. This should raise awareness among curriculum planners of teacher education programmes and foreground the skills and backgrounds that career changers bring with them and help them see the value and relevance to their practice.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75327486","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 : 2019-01-01DOI: 10.20472/TE.2019.7.1.002
J. Beckett
JONATHAN BECKETT Abstract: This paper critically analyses the notion of different professions working together, seeking to raise awareness, and to support those suffering with mental ill health, exploring the specific nuanced differences between each type of professional working. The importance of effective liaison is underlined, as recognition is made that practitioners do not always co-operate effectively, compromising the assessment and provision for service users. The conceptual links between ethical and professional codes of practice with regard to social work and related professions are made. Furthermore, this work explores how the critical synthesis of the use of ‘self’ within both reflective and reflexive practice can be employed to enhance interactions, deliberations and therefore outcomes for practitioners and their service users.
{"title":"‘TWO ARE BETTER THAN ONE’. SUPPORTING MENTAL HEALTH ACROSS PROFESSIONS.","authors":"J. Beckett","doi":"10.20472/TE.2019.7.1.002","DOIUrl":"https://doi.org/10.20472/TE.2019.7.1.002","url":null,"abstract":"JONATHAN BECKETT Abstract: This paper critically analyses the notion of different professions working together, seeking to raise awareness, and to support those suffering with mental ill health, exploring the specific nuanced differences between each type of professional working. The importance of effective liaison is underlined, as recognition is made that practitioners do not always co-operate effectively, compromising the assessment and provision for service users. The conceptual links between ethical and professional codes of practice with regard to social work and related professions are made. Furthermore, this work explores how the critical synthesis of the use of ‘self’ within both reflective and reflexive practice can be employed to enhance interactions, deliberations and therefore outcomes for practitioners and their service users.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82558344","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 : 2019-01-01DOI: 10.20472/te.2019.7.2.007
Michaela Tureckiová, J. Šafránková
The article is based on long-term knowledge and partial researches of the authors focused on reflection of students and teachers and on various teaching methods used for activation of university students mostly in the fields of study focused on management and personnel management. The aim of the paper is to reflect the competences of the university teacher necessary for the realization of various forms of teaching, their comparison with students' opinions and attitudes and to reflect on changes in attitudes to teaching lectures, seminars and exercises so as .Using a questionnaire survey and controlled interviews at the Faculty of Education, Charles University, School Management Centre (since 2018 Department of Andragogy and Education Management), a sample of 325 students in combined study. data were continuously collected in 2015–2018, Masaryk Institute of Advanced Studies, CTU in Prague, 350 full-time students. Nowadays it is necessary with the generation change of students, with informatisation and digitization, the influence of society 4.0 to change the way of teaching to suit the attitudes and thinking of the current generation of students and to enable the transfer of knowledge and skills and their fixation. The main approaches are the activation method of teaching, linked to the group, respectively. teamwork. The relevance of the findings is tied to the study of differentiation between full-time and full-time students in relation to the age cohort.
{"title":"THE ACTIVATION OF FORMS OF HIGHER EDUCATION AND THE COMPETENCE OF A UNIVERSITY TEACHER","authors":"Michaela Tureckiová, J. Šafránková","doi":"10.20472/te.2019.7.2.007","DOIUrl":"https://doi.org/10.20472/te.2019.7.2.007","url":null,"abstract":"The article is based on long-term knowledge and partial researches of the authors focused on reflection of students and teachers and on various teaching methods used for activation of university students mostly in the fields of study focused on management and personnel management. The aim of the paper is to reflect the competences of the university teacher necessary for the realization of various forms of teaching, their comparison with students' opinions and attitudes and to reflect on changes in attitudes to teaching lectures, seminars and exercises so as .Using a questionnaire survey and controlled interviews at the Faculty of Education, Charles University, School Management Centre (since 2018 Department of Andragogy and Education Management), a sample of 325 students in combined study. data were continuously collected in 2015–2018, Masaryk Institute of Advanced Studies, CTU in Prague, 350 full-time students. Nowadays it is necessary with the generation change of students, with informatisation and digitization, the influence of society 4.0 to change the way of teaching to suit the attitudes and thinking of the current generation of students and to enable the transfer of knowledge and skills and their fixation. The main approaches are the activation method of teaching, linked to the group, respectively. teamwork. The relevance of the findings is tied to the study of differentiation between full-time and full-time students in relation to the age cohort.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80520502","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 : 2019-01-01DOI: 10.20472/TE.2019.7.1.004
F. Fehr, M. Funk, P. Clark
This article describes an experiential learning assignment encompassing an activity used by three faculty members in two different academic disciplines, Nursing and International Business. This assignment has proven to be mutually beneficial for students and teachers in achieving their course learning objectives. This assignment can be used as a template for other instructors interested in cross cultural and / or cross disciplinary collaboration. In its current form, this assignment involves a 300 level course for students studying International Business and a 200 level course for nursing students studying Relational Practice and communication with others. The activity concerns the assigning of students into small working groups whose members are representative of different cultures and different academic disciplines. This mission requires students to meet (out of regular class time) to discuss and share their knowledge and perceptions of their own culture and the health care industry in their home countries. Students may participate in this activity regardless of their level of knowledge regarding the other’s culture. Participating in the activity provides students the opportunity to discuss characteristics of their own culture and country and to learn about other countries from fellow students. The activity encourages break downs in stereotyping, and to generate confidence in communicating with others that may seem ‘different’.
{"title":"INTERDISCIPLINARY AND CROSS-CULTURAL LITERACY: AN ACTIVITY INCREASING BUSINESS AND NURSING STUDENTS CULTURAL AND HEALTH CARE INDUSTRY AWARENESS","authors":"F. Fehr, M. Funk, P. Clark","doi":"10.20472/TE.2019.7.1.004","DOIUrl":"https://doi.org/10.20472/TE.2019.7.1.004","url":null,"abstract":"This article describes an experiential learning assignment encompassing an activity used by three faculty members in two different academic disciplines, Nursing and International Business. This assignment has proven to be mutually beneficial for students and teachers in achieving their course learning objectives. This assignment can be used as a template for other instructors interested in cross cultural and / or cross disciplinary collaboration. In its current form, this assignment involves a 300 level course for students studying International Business and a 200 level course for nursing students studying Relational Practice and communication with others. The activity concerns the assigning of students into small working groups whose members are representative of different cultures and different academic disciplines. This mission requires students to meet (out of regular class time) to discuss and share their knowledge and perceptions of their own culture and the health care industry in their home countries. Students may participate in this activity regardless of their level of knowledge regarding the other’s culture. Participating in the activity provides students the opportunity to discuss characteristics of their own culture and country and to learn about other countries from fellow students. The activity encourages break downs in stereotyping, and to generate confidence in communicating with others that may seem ‘different’.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74853133","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}
The key features of female entrepreneurs’ learning and its outcomes within the four dimensions of Kirkpatrick model are well documented. At the same time, each training program provides a unique instructional and social framework to be empirically explored. The current paper contributes to the evaluation of the Women Entrepreneurs: The Education and Training for Success Programme, which is a four-year project within the Horizon 2020 European Union initiative. We apply GLS Fixed-Effects and Logistic Regression models for a merged student-tutor log dataset to examine the interaction between participants’ learning and instructors’ direct facilitation levels. Our analysis shows that despite a low share of student-tutor interactions within the course activity, they are the only significant predictor of learners’ engagement with the course content (p<0.001) and dropout probability (p<0.05). This implies that the exclusive application of the constructivist perspective for business education should be revisited, in particular with regard to the female firm owners.
{"title":"TRAINING FEMALE ENTREPRENEURS: A SELF-GOVERNED OR TUTOR-DRIVEN LEARNING PROCESS?","authors":"Uliana Proskunina, Juliane Moehring, Kaethe Schneider, Monika Storch","doi":"10.20472/te.2019.7.1.006","DOIUrl":"https://doi.org/10.20472/te.2019.7.1.006","url":null,"abstract":"The key features of female entrepreneurs’ learning and its outcomes within the four dimensions of Kirkpatrick model are well documented. At the same time, each training program provides a unique instructional and social framework to be empirically explored. The current paper contributes to the evaluation of the Women Entrepreneurs: The Education and Training for Success Programme, which is a four-year project within the Horizon 2020 European Union initiative. We apply GLS Fixed-Effects and Logistic Regression models for a merged student-tutor log dataset to examine the interaction between participants’ learning and instructors’ direct facilitation levels. Our analysis shows that despite a low share of student-tutor interactions within the course activity, they are the only significant predictor of learners’ engagement with the course content (p<0.001) and dropout probability (p<0.05). This implies that the exclusive application of the constructivist perspective for business education should be revisited, in particular with regard to the female firm owners.","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72998873","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 : 2019-01-01DOI: 10.20472/te.2019.7.1.001
Hashem A. Almusawi
{"title":"PAPER REVIEW: PROTECTING STUDENTS’ INTELLECTUAL PROPERTY IN THE WEB PLAGIARISM DETECTION PROCESS","authors":"Hashem A. Almusawi","doi":"10.20472/te.2019.7.1.001","DOIUrl":"https://doi.org/10.20472/te.2019.7.1.001","url":null,"abstract":"","PeriodicalId":91520,"journal":{"name":"International online journal of education & teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83615283","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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