Month: February 2019

Monitoring Indicators of the Flipped Classroom Learning Process based on Data Mining – Taking the Course of “Virtual Reality Technology” as an Example

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Monitoring Indicators of the Flipped Classroom Learning Process based on Data Mining – Taking the Course of “Virtual Reality Technology” as an Example

Abstract

In recent years, due to the superiority of its teaching effect, the flipped classroom has attracted more and more attention from colleges and universities. In the information age, MOOC and micro-lectures have gradually entered the college classroom and become new ways of learning and teaching. Considering the further requirement on the quality of teaching, it is not enough to monitor merely the learning results. Instead, the curriculum reform requires more attention to the learning process. Data mining was combined with MOOC and micro-lectures in this study for the case study of the course of “Virtual Reality Technology”. Academic performance, learning input and learning behavior were selected as the indicators to monitor the process of learning “Virtual Reality Technology’. Relevant data were collected and analyzed. The analysis results were used as the basis to provide ideas and approaches for the implementation of reliable and effective teaching intervention methods in the process of teaching “Virtual Reality Technology”, so as improve the quality of teaching and provide reference for other related courses.

Ernwaca

Categories: Articles International Journal for Sustainable Development, Volume 1, Issue 3.

Investigating Language-related Tasks in EFL Settings in Light of Tele-Collaboration Phenomenon and Sociocultural Theory

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Investigating Language-related Tasks in EFL Settings in Light of Tele-Collaboration Phenomenon and Sociocultural Theory

Abstract

Understanding the criteria of telecollaborative tasks are essential to boost learners’ linguistic, communicative and intercultural competence. This research aims to identify the correlational effect of gender and region on the recognition of the concept of telecollaboration in the sociocultural context of Saudi Arabia. It also focuses on determining and assessing aspects of the criteria of telecollaborative tasks currently employed language learning settings. One hundred and fifty-five teachers of English as a foreign language (EFL) have randomly participated in this study. It was reported that gender and region have no effect on the practice of telecollaboration. The findings have shown that current language learning tasks match some aspects of the criteria of telecollaborative tasks, such as focusing on meaning, negotiation and being reflection-oriented. Finally, this research has contributed to the assessment of the current sittings of EFL settings and to identifying the extent to which current EFL classes meet telecollaboration requirements.

Keywords

Telecollaboration, Tasks, Intercultural communication, Task-based language teaching (TBLT), EFL

Ernwaca

Categories: Articles International Journal for Sustainable Development, Volume 1, Issue 3.

A “Maker Education + SPOC” Teaching Model for College Political Economics Courses

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A “Maker Education + SPOC” Teaching Model for College Political Economics Courses

Abstract

Analysis of the advantages of using the “maker education + SPOC” teaching model in college political economics courses from the perspective of maker education and SPOC reveals that this model can improve the teaching quality of political economics courses and cultivate students’ innovation ability and problem solving skills. Based on the offline teaching system, the model of applying “maker education + SPOC” in college political economics courses was designed from the aspects of teaching environment, teaching process and teaching evaluation, and Shandong Normal College in Shandong Province was took as a case to carry out a study on the teaching practice and teaching effect of the model. It was found that the model can positively influence the teaching effect of college political economics courses, and opinions and suggestions were put forward on the practice of the model.

Ernwaca

Categories: Articles International Journal for Sustainable Development, Volume 1, Issue 2

Construction and Application of Internal Medicine Teaching Interactive Course Based on 5-Star Instructional Model

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Construction and Application of Internal Medicine Teaching Interactive Course Based on 5-Star Instructional Model

Abstract

With the continuously deepening education reform, to realize effective teaching as much as possible, teaching quality improvement becomes the precondition of building a moderately prosperous society. At the same time, teaching informationization also requires teachers to pay attention to keeping abreast of the times, adopt multimedia means for teaching and improve teaching efficiency. As new teaching concepts and teaching methods are required in the new era, five-star teaching theory focusing on problem-solving and the consistency of the teaching process and the learning process provides theoretical guidance for curriculum design through four steps, activating original knowledge, displaying and demonstrating new knowledge, trying application exercise, and integrated mastery. The classroom teaching interactive response system (CIRS) which attaches great importance to the interactive feedback between teachers and students, strengthens students’ participation in the classroom can have a real-time control of teaching progress and adjust the teaching content in real time. Combination of five-star teaching theory and CIRS has the optimum effect on improving effective teaching. With internal medicine teaching course as the example, the study conducted smartphone CIRS course teaching model based on 5-Star Instructional Model, carried out experiments, and evaluated the experiment results through questionnaire survey. Experiment results show that the teaching mode received students’ full recognition, improved students’ internal medicine teaching course scores and achieved good teaching results.

Ernwaca

Categories: Articles International Journal for Sustainable Development, Volume 1, Issue 2

An Ethnic and Folk Art Space Course based on TPACK

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An Ethnic and Folk Art Space Course based on TPACK

Abstract

In the past, the apprenticeship system was used to inherit folk art. However, the traditional and rigid teaching methods in the classroom led to the poor effect of learning ethnic and folk art and even the loss of many folk arts. Nowadays, related technologies such as the Internet, cloud computing, and big data are constantly being updated. Under this background of rapid technological development, it is of strong practical significance to integrate ethnic and folk art with technical means. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, the ethnic and folk art space course was constructed in this study by combining the “technology + teaching method + subject knowledge” integration model. Scientific technology was integrated with the education of ethnic and folk art to propose the solution idea and system architecture. Meanwhile, the TPACK-based ethnic and folk art space course was put into practical application to verify its learning effect. The final results show that compared with the traditional teaching, the TPACK-based ethnic and folk art space course can improve the teaching efficiency and promote students’ mastery of various skills of ethnic and folk art.

Categories

Categories: Articles International Journal for Sustainable Development, Volume 1, Issue 1

Student Experiences of Using Online Material to Support Success in A-Level Economics

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Online Material to Support Success in A-Level Economics

Abstract

Current research has demonstrated that the leap from GCSEs to A-Levels is the greatest transition learners will go through in their educational journey. This paper looks into student attitudes towards utilising online resources to succeed in A-Level exams. Students are now expected to retain information across the two-year course, so this research looks into how educators can support such learning. Data tracking, questionnaires and interviews were conducted with Year One Economics students in a 16-19 educational institution in South-East England. The research identified that students require online resources to support them in their knowledge construction and retention; however, educators need to be wary of making certain assumptions. Learners’ digital capabilities are still developing, so educators need to promote online resources that will support learner needs, as well as ensure that the material is both accessible and easy to use

Keywords

Consolidation; independent; resources; linear; technology-enhanced learning; digital; inclusive learning

Categories: Articles International Journal for Sustainable Development, Volume 1, Issue 1

Undergraduate Students’ Perceptions toward Social Media Usage and Academic Performance: A Study from Saudi Arabia

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Undergraduate Students’ Perceptions toward Social Media Usage and Academic Performance: A Study from Saudi Arabia

Abstract

Social Media applications are recently widespread and popular method of engagement among undergraduate students and instructors in Saudi Arabia. However, the extreme use of these sites has raised concern on their impact on the students’ academic performance and generally learning. This study investigated perceptions of undergraduate students, enrolled in Education College at King Faisal University in Saudi Arabia, toward social media usage. In addition, it examined the relationship of students’ usage purpose as well as usage period with their academic performance (cumulative GPA). This study also sought to establish the most popular applications that students preferred. For the purposes of data collection, questionnaires were distributed and 132 undergraduate students (56 Male & 76 female) enrolled in the current study. Data were analyzed and results indicated that there were general positive perceptions toward using social media for academic purposes. Additionally, results showed that there was a statistical significant relationship between the purpose of social media usage and students’ academic performance in favor of personal purposes while there were no relationship found regarding educational and occupational purposes. Findings also revealed that there were no statistically impact of students’ usage period of social media on academic performance. WhatsApp and Twitter were the most preferred social media options used among students whereas Wiki, Facebook and LinkedIn were the lowest options reported. The findings of this study can be used to recommend the effective ways of incorporating social media into learning activities without affecting students’ performance. It can also be used to propose ways of assisting students maintain a balance between social and academic activities. Implications and recommendations for further research are discussed.

Keywords

Social Media, Academic Performance, Higher Education

Categories: Articles International Journal for Sustainable Development, Volume 2, Issue 3.

Augmented Reality Based Educational Design for Children

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Augmented Reality Based Educational Design for Children

Abstract

Human-computer interaction (HCI) has developed rapidly in recent years, and more and more researchers are interested in applying HCI techniques into education. Compared with traditional approaches in the real world, gesture recognition is considered as a reasonable alternative since it is vivid and flexible. However, most of educational equipment nowadays achieves the function of augmented reality, without any interaction. This paper implemented a prototype, not only based on augmented reality system, but also especially we think about the interactive design. Accessibility is achieved by mobile devices and the dynamic switch of gesture recognition. By this interactive method, children are able to interact with the virtual objects easily and naturally. Consequently, children can have a profound and deep understanding of what they learn, and the quality of education will be improved.

Keywords

humanity-computer interaction; gesture recognition; augmented reality

Categories: Articles International Journal for Sustainable Development, Volume 2, Issue 2.

ARS Interactive Teaching Mode for Financial Accounting Course based on Smart Classroom

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ARS Interactive Teaching Mode for Financial Accounting Course based on Smart Classroom

Abstract

Many problems exist in traditional financial accounting course teaching, such as old-fashioned information-based teaching method, singe teaching method, and insufficient student-teacher interaction in the teaching process. These problems influence the effect of course teaching. To enhance student-teacher interaction, improve learning effect, and promote training quality of financial accounting talents, an ARS interactive teaching mode for financial accounting course that integrates Smart Classroom was proposed in this study. Cognitive flexibility theory was used as the theoretical guidance, and Smart Classroom teaching environment was combined to introduce ARS system and multimedia circuit system technology with the PowerPoint (PPT) function of the next page preview. The complete ARS interactive teaching mode based on Smart Classroom was constructed from the following: pre-class, in-class, and after-class integrated teaching; feedback teaching; and Peer Class. Meanwhile, a teaching experiment was conducted in financial accounting course. ARS interactive teaching mode based on Smart Classroom could significantly promote students’ autonomous learning, collaborative communication, classroom activity, and innovative thinking. The teaching mode was welcomed and supported by students. The mode plays a great promotion role in driving integration of information technology and education, achieving educational informationization, and improving the teaching effect of a financial accounting major.

Categories: Articles International Journal for Sustainable Development, Volume 2, Issue 2.

A Learning Process Model to Enhance Digital Literacy using Critical Inquiry through Digital Storytelling (CIDST)

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A Learning Process Model to Enhance Digital Literacy using Critical Inquiry through Digital Storytelling

Abstract

Digital literacy is important because it is the underpinning influence that sustains an individual’s competent and purposeful use of digital technology in education. Having digital literacy requires more than just the technical ability to operate digital devices properly; it also comprises a variety of skills that are utilized in executing tasks in digital environments, such as information skills, socio-emotional skills, cognitive skills and reproduction skills that the learner needs to master in order to use digital environments effectively. This research aim is to propose a learning process model to enhance digital literacy using critical inquiry through digital storytelling (CIDST). The research methodology was divided into two phases: the first phase involves document analysis and synthesis to develop the learning process model and the second phase involves evaluating the suitable learning model by experts. From the results, we anticipate that our learning process model could be used for reference on the part of teachers planning and implementing instructional activities to enhance the digital literacy of undergraduate students.

Keywords

Digital literacy; digital storytelling; critical inquiry; learning process

Categories: Articles International Journal for Sustainable Development, Volume 2, Issue 1.