ACEID2018
Programme & Abstract Book
ISSN: 2433-7544 (Online) ISSN: 2433-7587 (Print)

SURVIVING&THRIVINGEDUCATION
IN TIMES OF CHANGEArt Center Kobe, Kobe, Japan | March 26–28, 2018

Organised by The International Academic Forum(IAFOR) in association with the IAFOR ResearchCentre at Osaka University and IAFOR’s Global
University Partners

www.aceid.iafor.org

IAFOR Global Partners
www.iafor.org/about/partners

IAFOR has entered into a number of strategic partnerships with universities across the world to form
the IAFOR Global Partnership Programme. These academic partnerships support and nurture IAFOR’s
goals of educational cooperation without borders, connecting the organisation with institutions thathave an international and internationalising profile, and a commitment to interdisciplinary research.
The IAFOR Global Partnership Programme provides mutual recognition and scope for Global Partner
institutions and organisations to showcase their research strengths, as well as engage in thedevelopment of projects and programmes with IAFOR.
Programme Design by Thaddeus Pope, IAFOR Media

www.aceid.iafor.org

ACE2018
TOKYO, JAPAN
Come and join us in the capital of Japan, and one of the world’s greatest
cities, as we celebrate the 10th Asian Conference on Education in Tokyo.
October 13-15, 2018 | Toshi Center Hotel, Tokyo, Japan

www.ace.iafor.org

The Asian Conference on Education (ACE) was the first conference organised by The
International Academic Forum in Osaka in 2009, when the organisation was founded.
Since then, some 18,000 academics have presented at an IAFOR conference, whether
in Asia, the Middle East, Europe or North America, and that number is expected toreach 20,000 by the time we hold our 10th Anniversary Conference in Tokyo.
Founded in Japan at a time when English language conferences, and interdisciplinary
conferences did not exist, IAFOR quickly found support among a growing number ofscholars in Japan, Asia and beyond who came together to make friends, network, andat a time of rapid globalisation and technological advances, explore the latest ideas
and search for research synergies in the pursuit of addressing and finding solutions
to many of the myriad and complex challenges presented by the modern world.
2 | IAFOR.ORG | ACEID2018 | #IAFOR"Surviving andThriving: Education inTimes of Change"
Conference theme

IAFOR now has university partners across the globe, counts some of the world’s
foremost intellectuals as advisers, and boasts an interdisciplinary research centre in
Osaka University. The organisation also has a conference program that spans threecontinents, and in a divided world, IAFOR’s founding principles of nurturing ideas,
individuals and research projects across barriers of nation, culture, and discipline are
more timely than ever.
Join us in October in Tokyo to consider how we as educators do not only survive, butalso positively thrive, in these uncertain and changing times.
For more information please visit: www.ace.iafor.org#IAFOR | ACEID2018 | IAFOR.ORG | 3

ACEID2018

Organising Committee

Steve Cornwell

IAFOR & Osaka Jogakuin University, Japan

Barbara Lockee
Virginia Tech., USA

Joseph Haldane

Rachel Lam

The International Academic Forum (IAFOR)ETH Zurich, Switzerland

Ted O’Neill

Haruko Satoh

Gakushuin University, Japan

Osaka University, JapanThe Organising Committee of The Asian Conference on Education & International Development(ACEID) is composed of distinguished academics who are experts in their fields. Organising
Committee members may also be members of IAFOR's International Academic Advisory Board. The
Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers;
developing the conference programme, including special workshops, panels, targeted sessions, andso forth; event outreach and promotion; recommending and attracting future Organising Committee
members; working with IAFOR to select PhD students and early career academics for IAFOR-funded
grants and scholarships; and oversee the reviewing of abstracts submitted to the conference.

4 | IAFOR.ORG | ACEID2018 | #IAFORWelcome to

ACEID2018
Dear Colleagues,
Welcome to The Asian Conference on Education & International Development 2018 (ACEID2018).
Now in its fourth year, this event brings together academics and practitioners from all over the world
for interdisciplinary discussion and interaction here in the beautiful port city of Kobe, maritime
gateway to the Kansai region of Japan.
From the reopening of Kobe’s port to international trade in the mid-nineteenth century after Japan’s
centuries of self-imposed isolation, to the city’s settlement by European traders and subsequent
rapid industrial development, to its more recent devastation and then spirited recovery after theGreat Hanshin Earthquake of 1995, Kobe’s history spans periods of change and upheaval thathave shaped the city’s present-day identity, transforming it into an economic, cultural and culinary
centre with a lively, international atmosphere. It is in this place and country that has experienced
great development and change that we welcome some 200 delegates from more than 26 different
countries to a 2018 conference that explores the theme of “Surviving and Thriving” in an educational
context.
Within Japan, the Asia-Pacific and throughout the world, many worrying trends can be witnessed,
giving rise to the prospect of fearful futures in relation to human security, including increased
persecutions, forced migrations and a rise in refugee numbers, as well as nationalist and religious
extremism. We come together to discuss ideas, challenge paradigms, and consider practically in ourown contexts how we can be agents for positive change.
I would like to extend our thanks to the members of the ACEID2018 Organising Committee for thetime and expertise they have given to the preparation of this event, our plenary speakers, and ourinstitutional partner universities for their support.
Since its launch last year IAFOR has provided grants and scholarships providing financial support
for PhD students and early career academics to more than 50 recipients, and for this conference weare pleased to welcome Jenise Boland, Ngoc Nguyen, May Anne Joy de Lara-Romanes and Hillary
Swanson, who, as recipients of IAFOR grants and scholarships, we are recognising for the quality of
their academic achievements and their contribution to interdisciplinary research. We would like tocongratulate all our recipients on their award.
Last but by no means least, I would like to thank you. Whether you are a first timer at an IAFOR event,or whether you are coming back, I wish you an exciting, challenging and fun three days of conferencing,and hoping that you thrive (and not just survive) the incredibly exciting and stimulating program.
I look forward to meeting you all.
Warm regards,

Joseph Haldane
Chairman & CEO, The International Academic Forum (IAFOR)#IAFOR | ACEID2018 | IAFOR.ORG | 5

Conference Theme

Surviving and Thriving:
Education in Times of Change
In 2017, IAFOR education conferences in Asia, Europe, the Middle East and North America
brought together delegates from around the world to consider the theme of “Educating for
Change” from a variety of different perspectives and approaches, taking full advantage ofthe international make-up of the attendees and the huge diversity of experiences. A recurring
theme throughout the conferences was the reference to the future, be it immediate or longer
term, as being uncertain; the natural resilience and optimism was counterbalanced by both
apprehension; with hope also came fear.
In this period of great global political and economic instability, rising inequality and social
unrest, the role of education within society has never been more important, but never more
vulnerable. This brings us to our conference theme for 2018, which references these inherent
vulnerabilities in both educational systems and the individual students and teachers, as well as
the necessary resilience needed to not only survive, but also thrive.
How do we teachers, administrators and policymakers adopt and adapt to change outside ourcontrol? How do we nurture and encourage positive change, through the excitement of theimagination, innovation and creativity? How can technologies be better used to help us teach,and to help students learn? How do we sustain and manage change? How can we react positively
to negative change? How can we, our institutions and our students survive and thrive in thesetimes of change?

6 | IAFOR.ORG | ACEID2018 | #IAFORConference
Guide
Conference at a Glance
Directions & Access
Floor Guide
General Information
Presentation Guide
IAFOR Journals
Professor Stuart D. B. Picken (1942–2016)
IAFOR Academic Grant & Scholarship Recipients
Lunch & Dinner#IAFOR | ACEID2018 | IAFOR.ORG | 7

Monday at a Glance

March 26, 2018 | Art Center Kobe
09:30-10:30		

Conference Registration & Morning Coffee | Prokofiev Hall (2F)

10:30-11:00
						Announcements & Welcome Address | Prokofiev Hall (2F)
Kiyoshi Mana, Director of Events, IAFOR, Japan
Joseph Haldane, IAFOR, Japan

11:00-12:00
Keynote Presentation | Prokofiev Hall (2F)			The Quest for World-Class University Status: The Role of Liberal			
Arts University Nurturing Leaders for Uncertain Futures
			Joshua Mok Ka-ho, Lingnan University, Hong Kong
12:00-12:05		

Recognition of IAFOR Scholarship Winners | Prokofiev Hall (2F)

12:05-12:20

IAFOR Documentary Photography Award | Prokofiev Hall (2F)

12:20-12:30		

Conference Photograph | Atrium (2F)

12:30-14:00		

Lunch Break | Mame no Hatake

14:00-15:30
Featured Panel | Prokofiev Hall (2F)			The Challenge to Survive and Thrive in the 21st Global Learning			Space/Community: Technology and Ethics
			
Xu Di, University of Hawai’i at Manoa, USA			
Curtis Ho, University of Hawai’i at Manoa, USA
15:30-15:45		

Opening Wrap Up | Prokofiev Hall (2F)

15:45-16:45		

Conference Poster Session & Coffee Break | Open Studio (2F)

17:00-18:00		

Conference Welcome Reception | Grand Salon (3F)

8 | IAFOR.ORG | ACEID2018 | #IAFORTuesday at a Glance

March 27, 2018 | Art Center Kobe
08:30-09:00		

Coffee, Tea and Pastries | Room 504 (5F)

09:00-11:00		

Parallel Session I

11:00-11:15		

Coffee Break | Room 504 (5F)

11:15-12:45		

Parallel Session II

12:45-14:00		

Lunch Break | Mame no Hatake

12:45-13:30		

Shodō Workshop (Japanese Calligraphy) | Room 504 (5F)

14:00-15:30		

Parallel Session III

15:30-15:45		

Coffee Break | Room 504 (5F)

15:45-17:45		
Featured Symposium Presentation | Room 504 (5F)
			Embodiment and Learning			Dragan Trninic, ETH Zurich University, Switzerland			Rachel Lam, ETH Zurich University, Switzerland			Hillary Swanson, Northwestern University, USA			Jimmy Menkhaus, Gannon University, USA
19:00-21:00		

Official Conference Dinner (optional extra)#IAFOR | ACEID2018 | IAFOR.ORG | 9

Wednesday at a Glance
March 28, 2018 | Art Center Kobe

08:30-09:00		

Coffee, Tea and Pastries | Room 504 (5F)

09:00-11:00		

Parallel Session I

11:00-11:15		

Coffee Break | Room 504 (5F)

11:15-12:45		

Parallel Session II

12:45-14:00		

Lunch Break | Mame no Hatake

12:45-13:30

Japanese Tea Ceremony | Room 504 (5F)

14:00-15:30		

Parallel Session III

15:30-16:00		

Closing Remarks | Room 504 (5F)

10 | IAFOR.ORG | ACEID2018 | #IAFOR

THINK.IAFOR.ORG
THE ACADEMIC PLATFORM
THINK.IAFOR.ORG is IAFOR’s online magazine, launched in early 2016. THINK
is an ambitious project conceived by academics, for academics, with the following
objectives:
To provide an international, far-reaching platform for the best researchpresented at IAFOR conferences;
To make original, high-quality, thought-provoking multimedia content
freely accessible to a wide readership;
To facilitate the opportunity for academics to step outside of the
traditional research publishing status quo – to get creative, explore
different disciplines and to have their ideas heard, shared and discussed
by a diverse, global academic audience.
Content published on THINK spans a wide variety of disciplines and the format isvaried, encompassing full research papers, long-form journalism, opinion pieces,creative writing, interviews, podcasts, video, photography, artwork and more.
Current contributing authors include leading academics such as Professor Svetlana
Ter-Minasova, Professor A. Robert Lee, Professor Bill Ashcroft and Professor J. A.
A. Stockwin.
Get involved by visiting the website, following us on Facebook and Twitter andsigning up to our e-newsletter.
facebook.com/ThinkIAFOR
twitter.com/ThinkIAFORSUBMIT TO THINKWe are currently accepting submissions for publication in 2018. We welcome
photographs to accompany articles, as well as topical photo-essays.
Submissions should be between 500 and 2,500 words and sent topublications@iafor.org. Please include “THINK submission” in the subject line.
#IAFOR | ACEID2018 | IAFOR.ORG | 11

Directions & Access
From Kansai International Airport
Board the Kobe-bound Airport Limousine Bus from bus stop number 6 on the first floor of KansaiInternational Airport. Get off at Sannomiya Station (see "From Sannomiya Station" below).

By Bullet Train (Shinkansen)
The Art Center Kobe is a five-minute walk from the first-floor exit of Shin-Kobe Station. There areregular bullet train (Shinkansen) services from Osaka (15 minutes), Kyoto (30 minutes) Tokyo (2hours 48 minutes) and Hiroshima (1 hour 13 minutes).

From Sannomiya Station (Kobe Downtown Area)
The bustling downtown centre of Sannomiya, with a huge range of restaurants, bars, cafes andshops, is a 15-minute walk or a short direct subway ride away. The limited express train from Osaka
Station to Sannomiya takes around 30 minutes.
There are three options:•••

Take the subway to Shin-Kobe Station on the Seishin-Yamate Line (about two minutes)
Take a taxi to the Art Center Kobe (about five minutes)
Walk to the Art Center Kobe (about 15 minutes)

12 | IAFOR.ORG | ACEID2018 | #IAFORFloor Guide

Art Center Kobe

#IAFOR | ACEID2018 | IAFOR.ORG | 13

General Information
Registration
You will be able to pick up your registration pack and name card at the Conference Registration Desk.
The Conference Registration Desk and Publications Desk will be situated in the following locations
during the conference:
Monday		Tuesday		
Wednesday		

09:30-16:30
08:30-17:00
08:30-15:30

Open Studio (2F)
Room 504 (5F)
Room 504 (5F)

If you have any questions or concerns, IAFOR staff and volunteers will happily assist you in any way
they can.

Name Badges
When you check in, you will receive a registration pack, which includes your name badge. Wearing
your badge is required for entrance to the sessions. You must wear your badge at all times during
the conference. There are four colours of badges indicating the type of conference participant:
Red: Presenters and Audience
Yellow: Keynote and Featured Speakers
Blue: Conference Exhibitors and Affiliates
Black: IAFOR Staff

Internet Access
There is free Wi-Fi internet connection on the fifth floor of Art Center Kobe*. However, this canbe unreliable and we would strongly suggest that you do not rely on a live connection for yourpresentation.
Wi-Fi Connection Name: kobe-art
Wi-Fi Password: art12345*There is no Wi-Fi connection on the second floor of Art Center Kobe.

14 | IAFOR.ORG | ACEID2018 | #IAFORGeneral Information
Refreshment Breaks
Complimentary coffee, tea and water will be available during scheduled coffee breaks in Room 504(5F) of the Art Center Kobe on Monday, Tuesday and Wednesday. Pastries and fresh fruit will be
provided in the morning and light snacks in the afternoon.
Food and drink (excluding water) are not allowed in the presentation rooms. Also, please refrainfrom consuming food and drink in and around the 2F entrance area of the Art Center Kobe.

Printing
For your convenience, there will be an iMac computer (with Microsoft Office installed) and aprinter at the conference Registration Desk. We are able to offer a complimentary printing serviceof up to ten A4 sheets should you need this. Please be advised that printing may not be available
at peak times. The Crowne Plaza operates a business centre for copying, printing and scanning.
This business centre is staffed and open between 09:00 and 17:00 daily.

Smoking
Smoking is not permitted in the Art Center Kobe. Please smoke outside of the building in designatedsmoking areas.

What to Wear & Bring
Attendees generally wear business casual attire. You may wish to bring a light jacket or sweater as
meeting rooms are air-conditioned. Tour attendees are encouraged to wear comfortable shoes andbring an umbrella or waterproof in case of rain.

Photo/Recording WaiverDuring the course of a conference, attendees may have their voice, likeness and/or actions captured
in photograph, video and/or audio recordings. By attending a conference, attendees agree toirrevocably grant IAFOR, its assigns, licensees and successors the right to video, photograph, publish,
record, broadcast, exhibit, digitize, display, copyright, license, transfer, reproduce, translate, modify,
edit or otherwise use perpetually throughout the world, in all media now and hereafter known ordevised, in whole or in part, images, likeness, voice, name and actions in audio and video recordings,
photographs and materials prepared by and/or disseminated by IAFOR.
#IAFOR | ACEID2018 | IAFOR.ORG | 15

Presentation Guide
Conference Abstracts
All conference abstracts are available online. Please visit papers.iafor.org for a searchable databaseof abstracts.

Oral & Workshop Presentations
Oral Presentation Sessions will run from 09:00 on Tuesday and Wednesday morning. They are
generally organised into parallel sessions by streams. Oral Presentations are normally scheduled
in sessions comprising three presentations, lasting 90 minutes in total. In sessions with two Oral
Presentations, the session will last 60 minutes, and in the case of four Oral Presentations, anextended session lasting 120 minutes will be scheduled.
The time in the sessions is to be divided equally between presentations. We recommend that an Oral
Presentation should last 15–20 minutes to include time for question and answers, but should last no
longer than 25 minutes. Any remaining session time may be used for additional discussion.

Equipment
All rooms will be equipped with a MacBook computer pre-installed with PowerPoint and Keynote
and connected to a LCD projector. If you wish, you may directly link your own PC laptop, although
we advise you to use the computer provided by plugging in your USB flash drive. We recommendthat you bring two copies of your presentation in case one fails, and suggest sending yourself thepresentation by email as a third and final precaution.

Session Chairs
Session Chairs are asked to introduce themselves and other speakers (briefly) using the provided
printouts of speaker bios, hand out the provided presentation certificates at the end of the session,
ensure that the session begins and ends on time, and that the time is divided fairly between thepresentations. Each presenter should have no more than 25 minutes in which to present his or her
paper and respond to any questions. The Session Chair is asked to assume this timekeeping role,and to this end yellow and red timekeeping cards are used as a visual cue for presenters, letting
them know when they have five minutes remaining, and when they must stop.
Please follow the order in the programme, and if for any reason a presenter fails to show up, pleasekeep to the original time slots as delegates use the programme to plan their attendance.
16 | IAFOR.ORG | ACEID2018 | #IAFOR

Presentation Guide
Conference Poster Session
The Conference Poster Session is 60 minutes in length and takes place on Monday in the Open
Studio (2F) in the Art Center Kobe from 15:45 to 16:45. The poster display boards are 1800 mm highx 900 mm wide. Tape will be provided for putting posters up. Please be aware that there are no onsite facilities for printing posters.

Presentation Certificates
Poster Presenters can pick up a certificate of presentation from the Registration Desk. All otherpresenters will receive a certificate of presentation from their Session Chair or a member of staff at
the end of their session.

Conference Proceedings
The Conference Proceedings are published on the IAFOR website (papers.iafor.org), and can be
freely accessed as part of IAFOR’s research archive. All authors may have their full paper publishedin the online Conference Proceedings.
Full text submission is due by April 28, 2018 through the online system. The proceedings will be
published on May 28, 2018. Authors will have PDF copies of their offprints emailed to them by June
28, 2018.

A Polite Request to All ParticipantsParticipants are requested to arrive in a timely fashion for all presentations, whether to their own orto those of other presenters. Presenters are reminded that the time slots should be divided fairly andequally between the number of presentations, and that presentations should not overrun.
Participants should refrain from talking amongst themselves and ensure that mobile phones are
switched off or set to silent mode during presentations.

#IAFOR | ACEID2018 | IAFOR.ORG | 17

IAFOR Journals
www.iafor.org/journals

18 | IAFOR.ORG | ACEID2018 | #IAFORIAFOR Journals
www.iafor.org/journals

The International Academic Forum’s journals conform to the highest academic standards ofinternational peer review, and are published in accordance with IAFOR’s commitment to make all ofour published materials available online.

How are journal editors appointed?
Journal editors are appointed by The International Academic Forum’s leadership, under the guidance of theInternational Advisory Board. The term of appointment is for one issue, to be renewed by mutual consent.

How do we ensure academic integrity?
Once appointed, the journal editor is free to appoint his or her own editorial team and advisory
members. All papers published in the journal have been subjected to the rigorous and accepted
processes of academic peer review. Neither editors nor members of the editorial team are remunerated
for their work. Authors will never be asked to contribute to publication costs.

How are papers selected?
Journal editors may accept papers through an open call, and proposed articles may be sent directly tothe respective editors. A small number of papers from the associated Conference Proceedings may also
be selected by the journal editor(s) for reworking and revising, subject to normal processes of review. It is
expected that between five and ten percent of papers included in any given Conference Proceedings will
be selected for consideration and potential publication in the associated conference journal.

How are IAFOR journals related to IAFOR conferences?
IAFOR’s journals reflect the interdisciplinary and international nature of our conferences andare organised thematically. Papers included in the associated Conference Proceedings may beconsidered for reworking by the editor(s), and are then subjected to the same processes of peer
review as papers submitted by other means.

Journal Editors
IAFOR Journal of Arts & Humanities
Alfonso J. García Osuna, Hofstra University, USA

IAFOR Journal of Literature & Librarianship
Dr Richard Donovan, Kansai University, Japan

IAFOR Journal of Asian Studies
Dr Seiko Yasumoto, University of Sydney, Australia

IAFOR Journal of Media, Communication & Film
Dr Celia Lam, University of Nottingham
Ningbo, China

IAFOR Journal of Business & Management
Dr Anshuman Khare, Athabasca University, Canada
IAFOR Journal of Cultural Studies
Professor Holger Briel, Xi’an Jiaotong-Liverpool
University, China
IAFOR Journal of Education
Dr Yvonne Masters, University of New England,
Australia
IAFOR Journal of Ethics, Religion & Philosophy
Professor Lystra Hagley-Dickinson, Plymouth
Marjon University, UK

IAFOR Journal of Politics, Economics & Law
Dr Craig Mark, Kyoritsu Women’s University, Japan
IAFOR Journal of Psychology & the Behavioral
Sciences
Dr Shahrokh Shafaie, Southeast Missouri State
University, USA
Dr Deborah G. Wooldridge, Bowling Green State
University, USA
IAFOR Journal of the Social Sciences
Dr Tingting Ying, Ningbo University ofTechnology, China

IAFOR Journal of Language Learning
New Journal Editor will be announced shortly#IAFOR | ACEID2018 | IAFOR.ORG | 19

The Reverend Professor
Stuart D. B. Picken (1942–2016)
The late Reverend Professor Stuart D. B. Picken began his distinguished career in academia asa Rotary Scholar on a research trip to Japan. A native of Scotland who had dedicated himself toreligious studies, he immediately became fascinated by Japanese culture and the practice of Shinto.
He was particularly drawn to the parallels and differences he saw in Western pedagogy comparedto that of the East and began a lifelong mission to bridge the communication and knowledge gap
between the two worlds.
Picken was appointed Professor of Philosophy at the International Christian University (ICU) in
1972. Here he turned his Western theological and philosophical training to comparative religious
and cultural studies of Japan, at a time when the country was emerging from the shadows of theSecond World War.
His groundbreaking and controversial work on suicide in Japan made his name within the country,
but it was his subsequent work on Shinto that influenced the rehabilitation of the religion at a time
when it was dismissed in the West as pagan and primitive, or unjustly caricatured for its wartime
associations.
Whether in his research or teaching, Picken devoted much of his life to increasing understanding
between his adopted country of Japan and the West, and in 2007 he was recognised with the Order of
the Sacred Treasure, an imperial decoration for his pioneering research and outstanding contribution
to the promotion of friendship and mutual understanding between Japan and the United Kingdom.
He also served as the International Adviser to the High Priest of the Tsubaki Grand Shrine, one ofJapan’s largest and oldest shrines.
From 2009 he was the founding Chairman of The International Academic Forum (IAFOR), where he
was highly active in helping nurture and mentor a new generation of academics, and facilitating
better intercultural and international awareness and understanding.
Stuart D. B. Picken was a cherished friend and an inspiration to IAFOR and its community of
supporters. In honour of Professor Picken and his dedication to academia, the ideals of intercultural
understanding and the principles of interdisciplinary study, IAFOR has created the Stuart D. B.
Picken Grant and Scholarship, an award supported by the Stuart D. B. Picken Memorial Fund. Awards
will be made to PhD students and early career academics who are in need of funding to complete
their research, and whose work demonstrates excellence in the core values of academic rigour,intercultural sensitivity and interdisciplinarity.

20 | IAFOR.ORG | ACEID2018 | #IAFORIAFOR Academic
Grant & Scholarship Recipients
Our warmest congratulations go to Jenise Boland, Ngoc Nguyen, May Anne Joy de Lara-Romanes andHillary Swanson, who have been selected by the conference Organising Committee to receive grants
and scholarships to present their research at The Asian Conference on Education & International
Development 2018 (ACEID2018).
IAFOR's grants and scholarships programme provides financial support to PhD students and early
career academics, with the aim of helping them pursue research excellence and achieve their academic
goals through interdisciplinary study and interaction. Awards are based on the appropriateness of theeducational opportunity in relation to the applicant's field of study, financial need, and contributions
to their community and to IAFOR's mission of interdisciplinarity. Scholarships are awarded based on
availability of funds from IAFOR and vary with each conference. Find out more about IAFOR grants
and scholarships: iafor.org/financial-support

Stuart D. B. Picken Grant & Scholarship Recipient
Jenise Boland, Simon Fraser University, Canada

Jenise Boland earned her Master of Education at Churchill College, Cambridge University, and iscurrently a doctoral student of Education, Curriculum Theory and Implementation at Simon Fraser
University. Born in rural Canada, she graduated with a BA, English, from the University of British
Columbia before embarking on an academic career focussed on global education. As a member of theInternational Teachers Education Module in Oaxaca, Mexico, she graduated with a BEd at Simon Fraser
University, followed by three years as a classroom practitioner in Essex, England, UK. Miss Boland is acontributing author to numerous textbooks, journals and teacher guides on the subjects of Aboriginal
Peoples, Canadian History, and Social Studies. Concurrent with her PhD studies, she teaches History,
Law, and Global Studies at West Point Grey Academy and is affiliated with the Connected North program
as a facilitator-instructor for Inuit students in the remote Arctic regions of Canada.
Tuesday Session II | 12:15-12:45 | Room 505 (5F)
Global Education for All (But the Teachers): Considering the Role of the Traditional Teacher in New
Global Education Curriculum
Jenise Boland, Simon Fraser University, Canada
In the 1960s, R.S. Peters outlined the qualities of “The Educated Man” in his paper by the same name.
In 1981, Jane Roland Martin argued that this definition was no longer viable, opting instead for the“Educated Person.” Today in the 21st century, the ideal has shifted again towards global citizen –defined as an educated student who is technologically savvy, media literate, and globally competent.
This shift raises questions as to the limits of the traditionally trained teacher in the education of the
new global citizen. This paper simultaneously argues in favour of global competency education, withsupporting examples of international curricula, whilst contrasting its tenets against the current lackof diversity still present in both post-secondary teacher training programs and the profession as awhole. This means that learners identified as "other", such as students of color, low socioeconomic
background, and/or non-heteronormative gender, rarely see themselves reflected in their educators,
and often do not consider teaching as a viable career option. This in turn perpetuates the dominanceof a teaching population that is ideologically, culturally, and physically heterogeneous with minimal
exposure themselves to global competency education. The paper addresses the disconnect between
what is being taught and by whom it is taught, and concludes with the call for additional research to
be done in the area global competency education within national teacher training programs.

#IAFOR | ACEID2018 | IAFOR.ORG | 21

IAFOR Academic
Grant & Scholarship Recipients
IAFOR Scholarship Recipient

Ngoc Nguyen, National Chung Cheng University, Taiwan
Ngoc Bao Nguyen is currently a Master student in Educational Leadership and Management
Development, National Chung Cheng University, Taiwan. After obtaining her Bachelor degree inBusiness Administration, Hanoi University, Vietnam, Ngoc Bao Nguyen joined LCMS, an American
NGO working in community development, as a Program Assistant. Her work has relentlessly embraced
the asset-based or pride-based approach in working with marginalised communities, along with thestrong focus on education as the transformation catalyst to sustainable and inclusive development.
Virtual Presentation
Perception of Ethnic Hmong University Students Regarding Their Community Development
Ngoc Nguyen, National Chung Cheng University, Taiwan
As one of the most popular but vulnerable ethnic groups in the mountainous area in Vietnam, Hmongcommunities have experienced intensive discourse of inferiority regarding their socio-economic
development. A number of studies reveals how these discourses have been adversely influencing thevision for ethnic minority development, typically the pressure to "civilise" their practices in all walksof life. While the development path will be significantly tailored by the youth generation, they havenot been taken into account in these studies. Drawing specifically on Hmong youth generation, those
who made their way to universities in the capital city of Vietnam and overtime experience certain
acculturation along with the education system provided by the dominant group in the country, thisstudy will seek to explore their perceptions regarding the development picture in their hometown andhow their education experience could factor in better future for their communities. The mixed method
is utilised through in-depth interviews, talk show video record, and continuous Facebook observanceof members of Hmong youth-led activist group called Action for Hmong Development, combined with
online survey conducted to 20 other Hmong university students studying in the capital city of Vietnam.
Putting different perspectives of Hmong youth into a picture might render practical suggestions to
education pursuit of Hmong students in relation with the destiny of their communities.

IAFOR Scholarship Recipient

May Anne Joy de Lara-Romanes, University of the Philippines/Department of Education,
The Philippines
May Anne Joy de Lara-Romanes is currently working as a teacher in the Department of Education,
Philippines. She studied in Cavite State University for her Bachelors degree, with the distinctionof Magna cum Laude. At present, she is studying Master of Education major in Educational
Administration at the University of the Philippines, Diliman. Aside from teaching, she is a consistent
winner in various district and division contests. She is also into conducting researches about
educational administration and public school system.
Tuesday Session I | 10:00-10:30 | Room 501 (5F)
Differences Among Generational Groups of Teachers in a Public School District in Their Practice of
21st Century Teaching-Learning Skills
May Anne Joy de Lara-Romanes, University of the Philippines/Department of Education, The Philippines
Sofia Veniegas, University of the Philippines/Einstein School for Kids, The Philippines
This study explores the differences in the 21st century teaching and learning skills practices among
generational groups of teachers in the District of Indang, Cavite. It was conducted to find out if there
is any significant difference in the perceptions between and among generational groups of teachers
in terms of their overall application of 21st century teaching and learning skills. Included in this study
are eight key components commonly referred to by experts and practitioners in the field, namely:
22 | IAFOR.ORG | ACEID2018 | #IAFORIAFOR Academic
Grant & Scholarship Recipientscritical thinking, collaboration, communication, creativity and innovation, self-direction, global
connections, local connections, and the use of technology. Results revealed significant differences
between the Boomers (1946-1964) and the Generation Y (1981-1995) teacher-respondents in termsof their overall 21st century teaching and learning skills, particularly in their 1) critical thinking skills,2) creativity and innovation skills, and in 3) establishing global connections. Based on the results,
Boomers used the 21st century teaching and learning skills more profoundly than the younger
teachers. Findings also showed that Boomers perceived their practice of 21st century teaching skills
vary to a very great extent. No significant differences among the generational groups of teachers
were found among the rest of the skills under study, namely: 1) collaboration, 2) communication, 3)
self-direction, 4) local connections, and 5) the use of technology.

IAFOR Scholarship Recipient

Hillary Swanson, Northwestern University, USA
Hillary Swanson is a postdoctoral fellow at Northwestern University’s School of Education andSocial Policy. She conducts research in collaboration with both the Center for Connected Learning
and Computer-Based Modeling (CCL) and the Tangible Interaction Design and Learning (TIDAL)
Lab. Her research explores the productive role of prior knowledge in learning and how instruction
can be designed to leverage students’ everyday knowledge. Her current research focuses on the
joint development of scientific knowledge and computational thinking through engagement in acomputationally-rich science curriculum.
Tuesday, March 27 | 15:45-17:45 | Room 504 (5F)
Embodied Learning and Physics
Hillary Swanson, Northwestern University, USA
Einstein (1936) once said, “The whole of science is nothing more than a refinement of everyday
thinking.” Learning scientists have argued similarly, positing that the seeds of scientific reasoning
lie in learners’ intuitive sense of mechanism (Hammer, 1997). Numerous intuitions for explaining
physical phenomena have been documented, for example, “more effort begets more result,” and“force as a mover,” and it is posited that these are drawn from learners’ physical experience of theworld (diSessa, 1993). This study extends this work by suggesting that there exist intuitions usefulfor explaining physical phenomena that are grounded in learners’ social and emotional experienceof the world. I present evidence from a classroom discussion during which 8th grade students workon a theoretical explanation for why cold liquid warms quickly at first, and then more slowly as it
approaches room temperature. The students draw on intuitions grounded in not only physical but
also social and emotional experience to make sense of the phenomenon. Under the guidance ofthe teacher, they refine their intuitions over the course of the discussion and ultimately produce a
conceptual version of Newton’s law of warming.

#IAFOR | ACEID2018 | IAFOR.ORG | 23

Lunch & Dinner
Lunch Vouchers & Location
Lunch on Monday, Tuesday and Wednesday is included in the conference registration fee. Your
IAFOR lunch voucher can be exchanged for lunch at Mame no Hatake on those days.
If you have pre-ordered your meal, please collect your IAFOR lunch voucher from an IAFOR staff
member on the Conference Registration Desk. Otherwise please collect your lunch voucher from the
IAFOR staff member situated outside the restaurants at the ANA Crowne Plaza during the lunch period.
Located in the ANA Crowne Plaza, Mame no Hatake is a five-minute walk from the Art Center Kobe. This
Japanese buffet-style restaurant has a great variety of Japanese dishes available, including vegetarianand vegan options. The restaurant specialises in tofu-based and traditional Japanese vegetable dishes.
Lunch service includes an unlimited drinks bar, coffee station and dessert table.
Please remember to bring your conference name badge as you will need to show this in order toclaim your voucher. Please show your voucher to restaurant staff as you enter. See the map above
for directions to Mame no Hatake.
Restaurant name: Mame no Hatake (豆乃畑)Restaurant address: Shin-Kobe Oriental Avenue 2F (ANA Crowne Plaza), 1-1 Kitanocho Chuo-Ku, Kobe

Lunch Times
MondayTuesday
Wednesday

12:30-14:00
12:15-13:45
12:15-13:45

Mame no Hatake
Mame no Hatake
Mame no Hatake			Conference Dinner
The official Conference Dinner is a ticketed optional event (5,000 JPY). Please remember to bringyour name tag to the Conference Dinner. Conference Dinner attendees should meet in the Art Center
Kobe Lobby (2F) at 18:15 on Monday, March 26, 2018. The group leaves for the restaurant at 18:30.
It takes approximately 25 minutes to walk to the restaurant.
Restaurant name: Ganko (がんこ トアロード店)
Restaurant address: Kitanagasadori 3-1-17, Chuo-ku, Kobe(〒650-0012 兵庫県神戸市中央区北長狭通3-1-17 がんこ トアロード店)
24 | IAFOR.ORG | ACEID2018 | #IAFORMonday
March 26
Plenary Session
Speakers will provide a variety of perspectives from different academic andprofessional backgrounds on the ACEID2018 conference theme “Surviving andThriving: Education in Times of Change”. These presentations will be recorded soplease ensure that mobile phones are switched off or set to silent mode.

#IAFOR | ACEID2018 | IAFOR.ORG | 25

Conference Welcome Reception
Monday, March 26 | 17:00-18:00 | Grand Salon (3F)
Join fellow delegates for a drink or two at the Conference Welcome Reception. This
event provides a great opportunity for delegates to network and get to know each other.
All registered presenters and audience members are welcome to attend. Admission is
included in the conference registration fee.

26 | IAFOR.ORG | ACEID2018 | #IAFORMonday Plenary Session
09:30-17:00 | Art Center Kobe

09:30-10:30		

Conference Registration & Morning Coffee | Prokofiev Hall (2F)

10:30-11:00
						Announcements & Welcome Address | Prokofiev Hall (2F)
Kiyoshi Mana, Director of Events, IAFOR, Japan
Joseph Haldane, IAFOR, Japan

11:00-12:00
Keynote Presentation | Prokofiev Hall (2F)			The Quest for World-Class University Status: The Role of Liberal			
Arts University Nurturing Leaders for Uncertain Futures
			Joshua Mok Ka-ho, Lingnan University, Hong Kong
12:00-12:05		

Recognition of IAFOR Scholarship Winners | Prokofiev Hall (2F)

12:05-12:20

IAFOR Documentary Photography Award | Prokofiev Hall (2F)

12:20-12:30		

Conference Photograph | Atrium (2F)

12:30-14:00		

Lunch Break | Mame no Hatake

14:00-15:30
Featured Panel | Prokofiev Hall (2F)			The Challenge to Survive and Thrive in the 21st Global Learning			Space/Community: Technology and Ethics
			
Xu Di, University of Hawai’i at Manoa, USA			
Curtis Ho, University of Hawai’i at Manoa, USA
15:30-15:45		

Opening Wrap Up | Prokofiev Hall (2F)

15:45-16:45

Conference Poster Session & Coffee Break | Open Studio (2F)

17:00-18:00

Conference Welcome Reception | Grand Salon (3F)

#IAFOR | ACEID2018 | IAFOR.ORG | 27

ACEID2018

Featured Speakers

Joshua Mok Ka-ho
Lingnan University, Hong Kong

Curtis Ho

University of Hawai’i at Manoa, USA

28 | IAFOR.ORG | ACEID2018 | #IAFOR

Xu Di

University of Hawai’i at Manoa, USA

Rachel Lam

ETH Zurich University, Switzerland

Keynote Presentation: Joshua Mok Ka-ho
Monday, March 26 | 11:00-12:00 | Prokofiev Hall (2F)The Quest for World-Class University Status: The Role of the Liberal
Arts University Nurturing Leaders for Uncertain Futures
With a strong intention to rank higher in the global university leagues, governments in Asia havemade serious efforts to concentrate resources to groom a few universities to become globallycompetitive. In addition, the massification of higher education in Asia has also created the growing
concern of graduates confronting under and unemployment. This presentation sets out against thewider policy context outlined above to examine what major challenges face higher education in Asia,with particular reference to critically reflect upon the purpose of higher education. With a special
focus on addressing a growing diversity of learning needs, this presentation critically examines therole of liberal arts education in Asia, especially exploring how important role differentiation and fitfor-purpose education for nurturing caring leaders with global vision for uncertain future.

Biography
Professor Joshua Mok Ka-ho is the Vice-President and concurrently Lam Man Tsan Chair Professorof Comparative Policy of Lingnan University, Hong Kong. Before joining Lingnan, he was the Vice
President (Research and Development) and Chair Professor of Comparative Policy of The Hong
Kong Institute of Education, and the Associate Dean and Professor of Social Policy, Faculty ofSocial Sciences of The University of Hong Kong. Prior to this, Professor Mok was appointed as theFounding Chair Professor in East Asian Studies and established the Centre for East Asian Studies at
the University of Bristol, United Kingdom.
Professor Mok is no narrow disciplinary specialist but has worked creatively across the academic
worlds of sociology, political science, and public and social policy while building up his wide
knowledge of China and the region. Professor Mok completed his undergraduate studies in Publicand Social Administration at the City University of Hong Kong in 1989, and received an MPhil and
PhD in Sociology from The Chinese University of Hong Kong in 1991 and The London School of
Economics and Political Science in 1994 respectively.
In addition, Professor Mok has published extensively in the fields of comparative education policy,
comparative development and policy studies, and social development in contemporary China and East
Asia. In particular, he has contributed to the field of social change and education policy in a variety ofways, not the least of which has been his leadership and entrepreneurial approach to the organisationof the field. His recent published works have focused on comparative social development and social
policy responses in the Greater China region and East Asia. He is also the founding Editor-in-Chief of
the Journal of Asian Public Policy (London: Routledge) and Asian Education and Development Studies(Emerald) as well as a Book Series Editor for Routledge and Springer.
#IAFOR | ACEID2018 | IAFOR.ORG | 29

Featured Panel Presentation: Xu Di & Curtis Ho
Monday, March 26 | 14:00-15:30 | Prokofiev Hall (2F)

The Challenge to Survive and Thrive in the 21st Century Global
Learning Space/Community: Technology and Ethics
The challenges for education are paramount globally with the drastic educational development,
diversity, and complexity, and they are systematic, interconnected, and intricate. In order to go
beyond survival and truly thrive in a sustainable manner, this panel will examine seemingly unrelated
fields of educational technology and philosophy to point out what is missing in our current system.
It aims at seeking synergetic elements in education for profound, innovative, and effective teaching
and learning globally. How has the learning space and community changed? What are the needs andimportance to fully engage effective pedagogies and create new interrelated teaching and learningin education today? Why should humanity connect all space, community, fields, and purpose in thiscentury? Both panelists are from graduate programs that face many of these challenges and they
will share examples and practices they have experienced and observed.

Biographies
Dr Xu Di (许笛) is a professor in the department of Education Foundations, College of Education,
University of Hawai’i-Mānoa. She is a member of the board of examiners for the National Council for
Accreditation of Teacher Education (NCATE, now Council for Accreditation of Educator Preparation[CAEP]), which has provided national accreditation for teacher education programs in the UnitedStates since 2007. Her recent publications focus on bridging Eastern and Western philosophy foreducational practices and include Chinese Philosophy on Teaching & Learning: Xueji (学记) in the
Twenty-First Century (2016), The Wisdom from the East: A Holistic Theory and Practice of Healthand Wellness (2013), Spiritual Heritage and Education Today (2013), Taoism: Origin, Essence, andPractice (2013), and A Reading of Lao Zi for Educational Philosophers Today (2012). In addition, shepublished A Comparison of the Educational Ideas and Practices of John Dewey and Mao Zedongin China (1992) and various chapters and articles on teacher education, educational foundations,multicultural education, international education, and ESL education. She worked as an international
consultant in teacher education and educational reforms in Central Asia and Africa for the WorldBank in 2002 and 2001. She served on the Hawai’i Teacher Standard Board (2005–2008) and as thepresident of the American Association of Colleges of Teacher Education (AACTE) Hawai’i Chapter
as well as Hawai’i state representative (2006–2008). She was a visiting scholar and research
associate at the Philosophy of Educational Research Center at Harvard University (1999–2000), a
visiting professor in Peking University (2015, 2011, 2009, and 1997) and in Renmin University (2012,2014, and 2016), and an exchange professor at National Kaohsiung University in Taiwan (1998).
30 | IAFOR.ORG | ACEID2018 | #IAFORShe served as manuscript editor as well as editorial board member for Harvard Educational Review
during 1988–1990. She was honored in Who’s Who among American Teachers in 1996, 1998, 2000,
2001, and 2008.

***

Dr Curtis Ho is Professor, Department Chair and Graduate Chair of the Learning Design andTechnology department at the University of Hawai’i at Manoa. He has been a UH faculty member
for over 30 years, teaching graduate and undergraduate courses in educational media research,
interactive multimedia, web-based instruction, distance education, video technology, and computerbased education. He has taught courses in American and Western Samoa and Saipan, and was thefirst to offer a course statewide over the Hawai’i Interactive Television System.
Curtis Ho received his PhD in Educational Technology from Arizona State University where he served
as instructional designer. He has consulted for public and private schools, financial institutions, andhigher education. For several years he directed the Office of Faculty Development and Academic
Support for the University of Hawaii’s Manoa campus. He has presented extensively at national andinternational conferences at locations including Beijing, Copenhagen, Eskisehir, Hanoi, Ho Chi Minh
City, Lugano, Rome, Kumamoto, Kyoto, Melbourne, Montreal, Osaka, Panang, Taipei, Takamatsu,
Tokyo, Toronto, and Vancouver.
Professor Ho was a Principal Investigator, Co-Principal Investigator and Project Director for three
US Department of Education grants totalling over 9.8 million US dollars. He is a co-organiser of
TCC Worldwide Online Conference, an executive committee member of E-Learn, Association for the
Advancement of Computers in Education, and is also past-President of the Pan Pacific Distance
Learning Association, a chapter of the United States Distance Learning Association and of the
Pacific Association for Communications and Technology, a chapter of the national Association for
Educational Communications and Technology.

#IAFOR | ACEID2018 | IAFOR.ORG | 31

The IAFOR Silk Road Initiative

Nurturing interdisciplinary research in the global public interest
As an organisation, IAFOR’s mission is to promote international exchange, facilitate interculturalawareness, encourage interdisciplinary discussion, and generate and share new knowledge. In 2018,
we are excited to launch a major new and ambitious international, intercultural and interdisciplinary
research initiative that uses the silk road trade routes as a lens through which to study some of theworld’s largest historical and contemporary geopolitical trends, shifts and exchanges.
IAFOR is headquartered in Japan, and the 2018 inauguration of this project aligns with the 150th
anniversary of the Meiji Restoration of 1868, when Japan opened its doors to the trade and ideas thatwould precipitate its rapid modernisation and its emergence as a global power. At a time when global
trends can seem unpredictable, and futures fearful, this Silk Road Initiative gives the opportunity torevisit the question of the impact of international relations from a long-term perspective.
This ambitious initiative will encourage individuals and institutions working across the world to encourage
research centring on the contact between countries and regions in Europe and Asia, from Gibraltar to
Japan, and the maritime routes that went beyond into the South-East Continent and the Philippines, andlater out into the Pacific Islands and the United States. The IAFOR Silk Road Initiative will concern all
aspects of this contact, and will examine both material and intellectual traces, as well as consequences.
A series of round tables on the IAFOR Silk Road Initiative were held in Japan, the UK and Spain in
2017, and the initiative will become a central aspect of a series of conferences, meetings, seminars
and workshops from 2018 in Asia, Europe and North America.

Rationale
The occidentalisation of history and the grand narrative of European and American progress has
consigned the Silk Road instead to historical quaintness, exotic literary caricature in the adventuresof Marco Polo, or the sort of esoteric academic investigations that receive little attention. This largely
ignores its huge historical and present-day importance and relevance to the routes and paths that
continue to connect humans through trade and exchange.
In a world of rankings, algorithms, unedited “news”, and self-referential “centres of excellence”, it isfacile to conclude that the centre and pinnacle of all knowledge is held by a few pockets of venturecapital-backed open-plan offices in Silicon Valley, or schools and universities in which the cloisteredarchitecture does not even offer the pretence of openness. Globalisation, and the technology thathas enabled it, has allowed an immense flowering of possibilities in communication and access toknowledge, while at the same time increasing alienation from self and society, encouraging “virtual”
worlds, creating and cementing fissures, and encouraging fear of the foreign.
It is only through encounters with difference that we are able to shape ourselves and our ideas, andphysical human interaction is and remains at the source of all value. The international, interculturaland interdisciplinary meetings that lie at the heart of IAFOR and this research initiative have neverbeen more important in our globalised world.

Lead Institutions
•
•
•
•
•
•
•

The International Academic Forum (IAFOR), Japan
Osaka University, JapanThe IAFOR Research Centre (IRC), Japan
Belgrade University, Serbia
École Normale Supérieure (ENS), France
DAMIN, France
MONETA, France

If you wish to be informed of the latest news and developments, please subscribe to the mailing liston the IAFOR Silk Road Initiative website: www.silkroad.iafor.org
32 | IAFOR.ORG | ACEID2018 | #IAFORMonday
March 26
Poster Presentations#IAFOR | ACEID2018 | IAFOR.ORG | 33

Monday Poster Session
15:45-16:45 | Open Studio (2F)

39238 | Open Studio (2F)

Exploring the Process of Reading Science Text with Multiple Representations for Low-Achieving Elementary
School Students
Hsiu-Hua Lin, Dengkong Elementary School, New Taipei City, Taiwan
Shin-Ping Tsai, National Taipei University of Education, Taiwan

The purpose of this study is to explore how low-achieving students in elementary schools read science text with multiple representations.
In this study, the participants’ fixation duration, fixation count, observation duration, and observation count of eye movement, as well as
the participants’ preference toward science reading materials, were analyzed by utilizing eye tracking technology and semi-structured
interviews. A quasi-experimental design was utilized by randomly assigning 54 fifth graders from an elementary school in Taiwan into
two groups, where the experimental group read science text with multiple representations and the control group read the original science
textbook. The results showed that there were no statistically significant differences in general between the two groups on fixation countand observation duration. However, significant differences were found on the fixation duration and observation count, which indicated asmall positive effect of multiple representations on science reading of low achieving students. Depending on the participants’ processesof reading both reading materials, three types were identified, including (1) reading mainly text and rarely images, (2) reading mainly text
and some images, and (3) reading mainly images and some text. Regardless of the type of science materials, the highest proportion of thetype of reading process was reading mainly text with some images. In other words, low-achieving fifth graders built up their knowledge
mainly based on the text. Finally, the majority of the participants preferred reading the science textbook with multiple representations
because the text with multiple representations was easier to understand.
39410 | Open Studio (2F)Black Students in China: Identity, Environment, and Institutions in the Individual's Perception of Racial Encounters
Nia Hamilton, Tufts University, USA

In recent years, study abroad and scholarship programs have profoundly targeted the black demographic, a group largely underrepresented
amongst the study abroad community. Researchers have contributed a wealth of understanding about the personal and professional
benefits of study abroad, and how to make these benefits more accessible to black students. However, a general lack of understandingof the black study abroad population's perceptions of racial encounters, and the specific variables that shape these perceptions, posea problem both for administrators and recruitment efforts for study abroad. This study, focused on black students who have studied in
China, identifies three lenses, identity, institution, and environment, that allow us to better describe the student’s process of interpreting
racial encounters while abroad. Results found that of these three factors, identity and environment were equally significant to the student’s
understanding of racial encounters in China, while institution held little to no significance. Students’ lack of confidence in and connection totheir study abroad institutions cause them to place larger weight on the self and the study abroad environment, while the institution remains
a passive entity. This information raises a host of questions about the role of the study abroad institution in the minority student’s uniqueexperiences abroad, and to what extent they can adapt to better serve an increasingly diverse study abroad population. Further researchis suggested to measure the effectiveness of study abroad programs in creating an optimal environment for diverse cohorts of students.
39563 | Open Studio (2F)

Enhancing Learning on the Interrelationship Among the Living Organism Using Pop-Up Books with Grade Six
Pupils, Cawayan Integrated School
Analyn Ejercito, Cawayan Integrated School, Division of Northern Samar, The Philippines

This is a mixture of quasi-experimental single group design and qualitative research, with 82 respondents chosen through purposive
sampling design. In data gathering, the researcher made use of triangulation technique with a questionnaire, school records and interview
records as sources of data. The instrument used was pre-tested and validated by experts. To compare the result of the Pre-test and Posttest as well as the grades of the first grading with the second grading, mean and T-test were used. The findings of the study show that pop-up
books can enhance the learning of the Grade Six (6) pupils on the topic, “Interrelationship Among Living Organisms”. The results also showthat pop-up books increase the attention span of the learners on the topics mentioned above. This is evidenced by comparing the numberof minutes and seconds spent by pupils in going over the ordinary textbooks and with the pop-up books. The research further shows that
pupils seldom lost interest in scanning the pop-up books. They look forward to turning each page, they investigate and manipulate it. Somewould have difficulties finishing even one page of an ordinary textbook, whereas here they pause and process. The data shows that learners
have a longer attention span with the pop-up books than when using ordinary text books. The study further revealed that pop-up books canenhance the academic performance of the grade six (6) pupils as evidenced by their grades in the first and second grading period.
39780 | Open Studio (2F)A Survey of the Mathematics Problem Solving Ability of Grade 10 Students in Thailand
Apisit Thngkingdang, Mahasarakham University, Thailand
Montri Thongmoon, Mahasarakham University, Thailand

The purpose of this study was to survey the Mathematics Problem Solving ability of grade 10 students. The participants were 51 grade 10
students that were selected by purposive sampling at Sarakhampittayakhom school in Mahasarakham province, Thailand. The instrument
was a Mathematics Problem Solving ability test. It was a multiple-choice test with 30 articles. The data was analyzed by using mean,
percentage and standard deviation. It was found that the mean score of Mathematics Problem Solving test was 15.57 of 30. In addition,
the percentage of Mathematics Problem Solving score can show the qualitative score as follows: More than 79 percent is excellent,
60–79 percent is good, 50–59 percent is medium, and less than 50 percent is weak. The results show that there were four excellent level
students, six good level students, 17 medium level students, and 22 weak students.

34 | IAFOR.ORG | ACEID2018 | #IAFORMonday Poster Session
15:45-16:45 | Open Studio (2F)

39683 | Open Studio (2F)The Implementation of Peer Instruction in Mathematics and Physics Lectures
Tomoshige Kudo, Kanazawa Institute of Technology, Japan
Hidetaka Yamaoka, Kanazawa Institute of Technology, Japan
Tetsuya Taniguchi, Kanazawa Institute of Technology, Japan
Makoto Nishi, Kanazawa Institute of Technology, Japan
Akiomi Mishima, Kanazawa Institute of Technology, Japan

Peer Instruction (PI) is getting much more attention as one of the interactive teaching-learning methods. There are many practical reports
of PI in physics, but in mathematics, there are a few. Multiple-choice conceptual question, “concept test” is a key part of PI. As a trial, we
made over one hundred concept tests of mathematics, and implemented PI lectures in mathematics as well as in physics at the university.
The subjects were calculus I, calculus II, linear algebra I, linear algebra II, probability statistics, and introductory physics. From the firstsemester in fiscal 2016 to the first semester in fiscal 2017, the total number of PI lectures in mathematics was 29 and that in physics
was 4. We conducted the quantitative survey for the students before and after PI lectures. For example, the favorable percentage of thestudents for physics increased from 49% to 69% and that for mathematics increased from 49% to 61% after PI lectures. Following thelecture, the unfavorable percentage of the students for physics decreased to 12% and that for mathematics decreased to 8%. Histogramof clickers’ responses for concept tests helps the teacher to grasp the level of students’ understanding. We collected the data of clickers
before and after peer discussion. It is important to analyze which unit or concept the students are or are not good at, and the data give us
the information to improve our lectures and the concept tests.
39695 | Open Studio (2F)North Korean Defector Youth: Issues and Problems of Academic Literacy
Wonki Lee, Seoul National University, South Korea
Hojung Kim, Seoul National University, South Korea

North Korean Defector Youths, usually growing up amid native Mandarin-speakers, will likely be isolated in the Korean language education
system because they were easily considered to speak Korean like parents. Few have investigated the change of socio-cultural context
and its impact on North Korean defectors’ literacy. When they were in North Korea, they had the Great Famine in the 1990s, and it had areal impact on school education. All these aspects together created a gap between North Korean Defector students and other students.
According to a pilot test for this study, North Korean Defector Youths showed similar levels of Foreign Language Reading Anxiety Scale(FLRAS) with foreign student counterparts. Their anxiety level was slightly higher than heritage speaker counterparts. According to theinterview, what makes them more anxious and uncomfortable is that reading materials are written in “South Korean Styles”, as they
perceive, including 1) Too much academic jargon in English loanwords; 2) Different ideological perspective; capitalism, democracy andhistorical interpretation. This study examines 1) The level of reading anxiety of North Korean Defector Youths; 2) What cultural context
plays an important role when they are experiencing reading anxiety; and 3) What are the kinds of factors that North Korean Defectors’
associate with the reading anxiety. 30 Participants of North Korean Defector Youths, Foreign students, Heritage speakers in university
were firstly asked to answer the questionnaires based on modified FLRAS. Additional information was gathered in focus group interviews
and in-depth interviews with 10 North Korean Defector Youths.
39740 | Open Studio (2F)

Development of Mathematical Connection Skills of Grade II Students by Using Problem-Based Learning with
GeoGebra Program
Sornchai Prapngoolueam, Mahasarakham University, Thailand

The aims of this study were 1) To develop the students’ mathematical connection skills in order to pass the criteria of 50 percent of fullscore; 2) To study the relationship between the students’ learning achievement and mathematical connection skills; and 3) to study thestudents’ satisfaction toward the problem-based learning with GeoGebra program learning activities. The target group was 38 students ofMatthayom Soekasa 5/6 students in the 2017 academic year from Sarakhampittayakhom School, Muang, Mahasarakham. The researchmethodology is classroom action research which consists of three cycles. The research instruments were 1) 12 lesson plans of the
problem-based learning with the GeoGebra program; 2) The mathematical connection skills test; 3) The learning achievement test; 4)
The observation form; 5) The interview form; and 6) The satisfaction toward learning activity test. The data was analyzed by using
mean, percentage, standard deviation and Pearson Product Moment Correlation Coefficient. The results were as follows: 1) The students’mathematical connection skills mean scores in the first, the second, and the third cycle were 45.43, 57.47 and 62.76 percent respectively,
It is obvious to see that the students’ mean score passed the criteria in the second cycle; 2) The relationship between students’ learningachievement and mathematical connection skills in the first, the second and the third were 0.85, 0.87 and 0.81 respectively, It could beseen that there were highly positive relationships in each circle; 3) The level of students’ satisfaction toward problem-based learning with
GeoGebra program learning activities was at a high level.
39763 | Open Studio (2F)A Survey of Scientific Concept of Grade 11 Students in Thailand
Chanapong Khumtha, Mahasarakham University, Thailand

The purpose of this study was to survey scientific concepts understanding of grade 11 students. The sample was 116 students fromthe 2017 academic year from a school in Thailand that selected by purposive sampling. The instrument was an electricity conceptual
understanding test consisting of 15 questions for pretest. Scientific concept understanding was divided into 5 levels, 1) Complete
Understanding, CU; 2) Partial Understanding, PU; 3) Partial Understanding with Specific Alternative Conception, PS; 4) Alternative
Conception, AC; and 5) No Understanding, NU. The results showed percentage of CU and PU were only 4.36 and 4.20 but the percentage
of PU, PS and NU were 7.87, 12.47 and 71.10 respectively. The results indicated that for most grade 11 students, scientific understanding
was at a low low level.

#IAFOR | ACEID2018 | IAFOR.ORG | 35

Monday Poster Session
15:45-16:45 | Open Studio (2F)

39782 | Open Studio (2F)Transferring Receptive Knowledge to Productive Knowledge through Project Based Learning using Picturebooks
for Intermediate Adult English Language Learners
Sunhwa Jeong, International Graduate School of English, South Korea

This study aims to develop ELT materials to help intermediate level adult learners in Korea to transfer their receptive knowledge to
productive knowledge through Project Based Learning (PBL) using picturebooks. The proposed materials are targeted for intermediatelevel adult English learners in Korea who have lots of receptive knowledge of English but have limited productive knowledge respectively.
To bridge the gap, learners need lots of production opportunities. To help the learners, this study will introduce the usage of picturebooks
and PBL in the context learning English as a Foreign Language (EFL). Picturebooks can help EFL learners to talk and write in English
as utilizing their critical and creative thinking because using picture books decreases learners’ affective filter and increases humanwants to express one’s opinions. Likewise, PBL facilitates language learning by using language. Furthermore, PBL is action-oriented
forward completing a project, so the outcome makes learners feel a sense of achievement and self-esteem. Therefore, PBL coupled withpicturebooks as material for teaching and learning English will contribute to learners’ production such as speaking and writing using
their receptive knowledge. In developing the materials, the following process consists of: First, previous literature on Picturebooks usage
and Project Based Learning has been thorough. Second, analyzing existing materials on domestic market is evaluated for filling the gap.
Finally, the effect of the developed sample materials is supposed to be tested through piloting.
39783 | Open Studio (2F)

Developing an ELT Speaking Materials for One-To-One English Program for Korean Teenage Learners Through Skype
Matthew Saunders, International Graduate School of English (IGSE), South Korea

This study introduces an ELT one-on-one program and materials for Korean teenage learners using various patterns in improving their
Speaking skill through Skype. Teenage learners are busy studying in school and have no time to practice their speaking skills. They arefocused on studying for their examination and attending English Institution late at night in order to compete in the future. Speaking has
been a problem for teenagers since they do not have the chance to speak outside their classrooms. The purpose of this study was toexplore if this one-to-one program through Skype will be effective in increasing teenage learners oral fluency with the help of native
speakers without the stress of having to study more difficult materials. Need Analysis was used by having an semi-structured interview
and Skype observation. Existing materials and reviewing of other materials were also included to understand the needs of the students
so that it can be included in the syllabus design part of the materials development section. Then, sample chapters were shown andpiloting was tested to get feedback on areas that needs to be changed. It was found that students were satisfied with the convenienceand usefulness of Skype and felt more open and confident in speaking in English. Several implications pertaining the usage of speaking
materials through Skype will be discussed during the presentation.
39861 | Open Studio (2F)

Development of Mathematics Problem Solving Ability by Using the Problem Solving Model of Metacognitive
Process of Grade 11 Students
Wilawan Chantowat, Mahasarakham University, Thailand
Montri Thongmoon, Mahasarakham University, Thailand

The proposes of this study were to develop the students’ mathematics problem-solving ability in order to make the 70 percent pass score.
The target group was 21 grade 11 students from the 2017 academic year from Sarakhampittayakhom School, Muang, Mahasarakham.
The research methodology used was classroom action research which consisted of four cycles. The research instruments were 1) 11
lesson plans of the problem solving model of metacognitive process; 2) Mathematics problem solving ability test; and 3) an interview
form. The data was analyzed by using mean, percentage, and standard deviation. The results were as follows. The students mathematics
problem solving ability mean scores in the first, the second, the third and the fourth cycle were 55.23, 60.47, 71.76 and 78.89 percent
respectively. The results showed that the students’ mean score passed the criteria in the third cycle.
40369 | Open Studio (2F)

Impact on Attitudes of Junior High-School Students After a Short-Term Study-Abroad Program
Hanayo Hirai, Iwate University, Japan
Megumi Abe, National Institute of Technology, Hachinohe College, Japan
Natsumi Onaka, Iwate University, Japan

It has been increasingly recognized that study abroad programs (including short-term programs) significantly impact students’intercultural and communication skills and self-awareness (Griffiths and Chieffo 2004, Gaia & College 2015). However, such studies areoften limited to university students; younger students (e.g., junior high-school students) are rarely assessed and the impacts are hardly
known (Hachinohe City Board of Education 2016, Morioka International Exchange Association 2017). This paper aims to 1) Examine
whether such young students can acquire “global awareness” and personal growth and development, through short-term study-abroad
programs; and 2) Whether a long-term effect is expected in their attitudes afterwards. A questionnaire survey was conducted among 94
such students in three Japanese cities, including semi-structured interviews with four university students who had similar experiences
while in junior high-school, in order to observe any long-term effects. Applying SCAT (Ohtani 2011) for the interview analysis, the results
first showed that such programs, regardless of the country visited, have a significant positive impact on fostering an intercultural friendshiporientation, interest in foreign affairs, self-esteem, and a positive attitude toward new challenges. Second, a long-term positive impact
was observed particularly in their willingness to communicate, as well as their self-confidence and motivation to take on new challenges.
These findings suggest that study-abroad programs for junior high-school students not only positively impact the acquirement of global
awareness but also likely foster long-lasting benefits of self-confidence and intrinsic motivation.

36 | IAFOR.ORG | ACEID2018 | #IAFORMonday Poster Session
15:45-16:45 | Open Studio (2F)

39864 | Open Studio (2F)

Correlations Between Premenstrual Syndrome, Premenstrual Distress, and Self-Care in Female Students
Huei-Mein Chen, Chung Hwa University of Medical Technology, Taiwan
Yi- Han Cai, Chung Hwa University of Medical Technology, Taiwan

The purpose of this study was to examine the key predictors for premenstrual syndrome (PMS) among young students by examining
relevant factors. Adopting a cross-sectional design and using a convenience sampling method, we recruited female students withpremenstrual syndrome from two universities of science and technology in Southern Taiwan. A total of 250 female students participated.
Data were collected from September 2016 to May 2017 using a demographic characteristics information form, a visual analog scale for
pain, the short-form McGill Pain Questionnaire, the Premenstrual Assessment Form, the Moos Menstrual Distress Questionnaire, and theDysmenorrheic Self-Care Behavior Scale. The results showed that the three most severe premenstrual symptoms, whose scores were
all greater than 3, were lower abdominal pain (134, 53.4%), breast swelling and pain (109, 43.6%), and backache (108, 43.2%). The scoreson the Premenstrual Assessment Form were significantly and positively correlated with absence from classes, the use of analgesics,
premenstrual distress, and the self-care behavior of women with menstrual pain; these four variables explained 48% of the variance inpremenstrual syndrome among female students.
39940 | Open Studio (2F)

A Novel Acupuncture Simulation Module for the Training of Ultrasound-Detection AcupunctureMark Chun Cheng Hou, Changhua Christian Hospital Chinese Medicine, Taiwan
Jian-Gou Bao, Hungkuang University, Taiwan
Po-Hsu Chen, Changhua Christian Hospital Chinese Medicine, Taiwan
Yuan-Jun Luo, Yue-Yi-Yuanshin Chinese Medicine Clinic, Taiwan
Ying Ling Chen, Changhua Christian Hospital Chinese Medicine, Taiwan

Acupuncture is a unique treatment method in traditional Chinese medicine (TCM) and has been accepted worldwide. Ultrasound-detection
acupuncture ensures safe needling depth and prevents severe adverse effects. To apply this novel technology to the human body, priortraining is required on simulation modules. This study combined ultrasound-penetrable material and photosensors to construct the
Acupuncture Simulation Module Gb21 (ASM21) specifically for the acupoint Gall Bladder 21 (GB21). ASM21 broadens TCM practitioners’
clinical acupuncture training. The ultrasound image presentation facilitates identifying the pleura, fulfilling the necessity to identify thesafe needling depth in the human body. The validity test on acupoint GB21 yielded a score of 0.8-1.0, indicating that ASM21 is a crucial
assistive instrument for developing ultrasound-detection acupuncture.
40268 | Open Studio (2F)

Validation of the Measurement Model of Academic Self-Regulation Learning Strategies Among University Students
Sittipong Wattananonsakul, Srinakharinwirot University, Thailand

The objectives of this research were to develop and to validate the measurement model of academic self-regulation learning strategies among
university students in Bangkok. Reliability and factor analyses were employed to develop a measurement model of academic self-regulation
learning strategies. The model was tested with 389 university students by using exploratory factor analysis. Additionally, The confirmatory factor
was employed to test the measurement model. The model was tested with 410 university students through stratified sampling. The results
showed that the 56-item pool had a very good internal consistency (Cronbach's alpha = 0.93). The results from the exploratory factor analysis
indicated three domains of academic self-regulation learning strategies which is consisted of the three domains of cognition, motivation,and behavior. The details are as follows: 1) Strategies for the regulation of academic cognition consisted of four main components: rehearsal
strategies, elaboration strategies, organization strategies, and metacognitive self-regulation. 2) Strategies for the regulation of achievement
motivation consisted of six components: mastery self-talk, relevance enhancement, situational interest enhancement, performance/relative
ability self-talk, performance/extrinsic self-talk, and self-consequating. 3) Strategies for the regulation of behavior consisted of threecomponents: effort regulation, regulating time and study environment, and seeking help. Additionally, the measurement model of academic
self-regulation learning strategies with three domains and thirteen components was a good fit with the empirical data indicated by the Chisquare, GFI, AGFI, RMR, and RMSEA criteria. (Chi-Square= 53.44, df=40, p = .076, GFI =.98 , AGFI =.95, RMSEA .029)
40446 | Open Studio (2F)

Digitalization of Traditional Marking

Alex Q. Chen, Singapore Institute of Technology, Singapore
Chu Yeong Lim, Singapore Institute of Technology, Singapore
Liming Lu, Singapore Institute of Technology, Singapore
Chi Ngai Christopher Lo, Singapore Institute of Technology, Singapore
Desi Arisandi, Singapore Institute of Technology, Singapore
Educational institutions need to provide ever more timely feedback to students in times of change. Our project investigates possible automatedassessment solutions to improve student-learning experience while lightening the administrative workload of tallying assessment marks.
We propose a novel marking approach designed for structured and diagrammatic questions that can achieve more detailed and targeted
feedback to students. The solution would support better analysis of student performance. Our approach uses a masked layer that will besuperimposed on a digital marking booklet for marking on a touchscreen device like tablets. The markers are to mark the answers in thedigital marking booklet as if the answers were written in a physical answer booklet. The system could analyse the superimposed layer to
identify parts where the marker awards a “correct” or “wrong” indicator, the scores and provide comments in the answer booklet. The system
would tabulate the scores for each question and section of the test automatically. This technique standardizes and systematizes the practicemarking is conducted while facilitating the development of marking rubrics in a structured manner. Initial survey results indicate that amajority of the markers use “correct” or “wrong” indicators as proposed in our solution. This result provides early evidence on the viabilityof our proposal. Our approach is beneficial to a variety of learning pedagogies, particularly for national standardized tests, and tests of large
scale. Faculty could also better spend their time on teaching students, instead of non-value adding activities of tally marks.

#IAFOR | ACEID2018 | IAFOR.ORG | 37

Monday Poster Session
15:45-16:45 | Open Studio (2F)

40553 | Open Studio (2F)

Applied Lab Learning

Bernard Loo, Singapore Institute of Technology, Singapore
Kok Hwa Lim, Singapore Institute of Technology, Singapore
The applied learning pedagogy for the SIT Pharm Eng labs will be shared in this poster using the biofermentation laboratory classes
as an example. The biopharmaceutical industry has a need for competent chemical engineer with strong applied hands-on capability
to handle specialized equipment such as stainless steel bioreactors and single-use bioreactors. To equip students such capabilities,
lab sessions were designed to reinforce concepts in bioreactor reactor and design, incorporating hands-on experimentation tools thatsimulate industrial environments. Following industrial practices, students will first be trained to perform large scale cell culture media
preparation using mechanical pumps, filtration, tube wielders and tube sealers. Next, cell inoculum for later stage bioreactor operation will
be cultivated in a series of expansion procedures in tissue flask cultures and eventually transferred to large-scale bioreactors. Throughout
the lab practical, students work in teams and peer teaching are encouraged, allowing them opportunities to simulate future working
conditions in groups and practice mastery of the fundamental chemical engineering concepts.
40590 | Open Studio (2F)The Impact of Professional Development Among Secondary School Music Teachers
Christine Augustine, Sultan Idris Education University, Malaysia
Huey Yi Colleen Wong, Sultan Idris Education University, Malaysia

Student learning priorities have been given emphasis in building a healthy and positive school culture that leads to student achievement.
The teacher’s work should demonstrate the importance and value for the individual and for the organization. The aims of professional
development (PD) need to be proved in data to outline the important issues of teaching and learning within the context of the school or
institution. Teachers learn to apply new knowledge, skills, ideas and attitudes in all situations to be implemented into their routines. In
Malaysia, Standard Documents Curriculum and Assessment (DSKP) for secondary schools which was implemented last year integrates
knowledge, skills and value, 21st century learning skills and Higher Order Thinking Skills (HOTS). The integration is done to produce balanced
and harmonious human beings in terms of intellectual, spiritual, emotional and physical as stated in the National Education Philosophy.
Many studies have shown the lack of skills and knowledge among music teachers in Malaysian secondary schools. This study sought
to look into the impact of professional development as well as challenges faced among secondary school music teachers in the state ofPerak, Malaysia. It includes the latest trends in the field of music education especially in new tools application, theory and practical skills,
technology, and innovative teaching strategies and methods. A set of questionnaires will be used to acquire the details. At the end of thestudy, the data will be collected and analysed concerning the challenges faced by the music teachers in their respective secondary schools.
40601 | Open Studio (2F)The Effects of Video Modeling on Shopping Skills of Students with Intellectual Disability in Elementary School in Taiwan
Chulung Wu, National Taichung University of Education, Taiwan

This study was aimed to investigate the effects of video modeling on shopping skills for students with intellectual disability in an elementary
school in Taiwan. This multiple-probe across subjects was used in this study. The independent variable was the video modeling teachingstrategies. The dependent variable was the shopping skills. There were three participants recruited for the study that had been diagnosed
with an intellectual disability and placed in the special regular classes in elementary school of Taichung. The program lasted for about
twelve weeks, three times a week. The data collected through direct observation was analyzed by using visual analysis and the C statistic.
Results of this study can be summarized as follows: 1) The video modeling instruction showed immediately effectivity on shopping skills;
2) The video modeling instruction maintained effectiveness even when the intervention terminated; and 3) The instructions received highsocial validity and was recommended by parents. According to the results, discussions and limitations of this study, as well as somesuggestions for the teaching, further studies were made.
40606 | Open Studio (2F)

Parent's Involvement in Early Childhood Process of Migrant Families with Low Income Level in Surabaya
Dinda Rizki Tiara, Yogyakarta State University, Indonesia
Sugito, Yogyakarta State University, Indonesia

Surabaya is the capital city of East Java, a province which has population growth every year and has the largest number of poor people inIndonesia. Migrant families with low income levels are at risk with their children’s education. The purpose of this study is to investigate
parents’ involvement in children’s educational environment, the influencing factors and programs that parents want to allow increased
involvement in their children’s education. The finding are collected by interviews, observation, and documentation on five migrant families
with low income levels taken from five different kindergartens and analyzed through a qualitative approach. The result suggest parental
involvement can be shown through an infiltration of religious values. However, the study also suggests that parents were giving lessattention to their children’s food consumption, and parents with infants would usually pay more attention to their youngest children.
Some parents are able to show attention to the development of the children’s ability despite busy working lives. Parental involvement
hinged on several factors, such as culture, time, parents’ characteristics, number of children, school, family, and programs in school andcommunity. Unfortunately, the investigation of parental interest in intervention programs suggested that only one-in-five parents desired
health and academic programs to increase their involvement in children’s education. This study also discussed the relevant implicationsof enhancing the parents’ involvement in early childhood education to improve children’s learning outcomes. These are implications
which affect the parents’ desired programs.

38 | IAFOR.ORG | ACEID2018 | #IAFORMonday Poster Session
15:45-16:45 | Open Studio (2F)

40618 | Open Studio (2F)Integrating Local Potentialities for Developing TEFL Professionalism in Nepal
Taranath Bhattarai, Tribhuvan University, Nepal

This poster presentation illustrates how the local potentialities and TEFL are linked together bound by local knowledge, skills andtechnologies based on locally available tourist spots. It will demonstrate the significant roles of TEFL for developing tourism, a potential
area for economic growth in Nepal. It highlights the need for the local curriculum to develop TEFL professionalism in Nepal and developing
countries in general. Nepal is supposed to be a storehouse of potentialities containing natural diversity and beauty. It is known as a
dreamland for tourists, ecologists and researchers. The Nepal people possess varieties of indigenous knowledge, skills, and technologies.
Tourism is supposed to be the largest industry in Nepal and the largest source of foreign exchange and revenue. The development of
tourism primarily requires contextual English from the local manpower with practical skills as well as cultural and socio-geographic
insights. It has been found in studies that Nepal lacks efficient manpower with communicative skills in English at tourist spots. Realizing
this, the presenter highlights the importance of a local resource-based curriculum in order to develop the TEFL professionalism in Nepal.
The purpose of this inductively structured presentation is to put emphasis on the English required in geographical pocket areas in regards
to tourism, and provide some rationale on the strategies for the development of a contextual local curriculum.
40626 | Open Studio (2F)

Factors Influencing the Ability of Nurses Working in a Convalescent Rehabilitation Ward to Collaborate with
Other Professionals
Yukari Yoshie, Fukui Health Science University, Japan
Takae Yokoyama, Fukui Health Science University, Japan
Mayumi Kato, Institute of Medical, Pharmaceutical and Health Sciences, Kanazawa University, Japan

Purpose: To identify factors influencing the ability of nurses working in a convalescent rehabilitation ward to collaborate with otherprofessionals. Methods: An anonymous self-administered questionnaire was distributed by post to 245 nurses working in convalescentrehabilitation wards in the Hokuriku district of Japan. The questionnaire included items concerning personal attributes, team structure,team competency, and team approach, as well as items from the Chiba Interprofessional Competency Scale (CICS29). Multiple regression
analysis was used to investigate factors influencing the ability of nurses to work with other professionals. The survey was carried out
after being reviewed and approved by the Kanazawa University Medical Ethics Review Board (review number: 735-1). Results: Responses
were obtained from 102 nurses (response rate: 41.6%). Of these, data from 98 respondents were included in the analysis (valid response
rate: 96.1%). Two variables were extracted as the factors that influence the ability of nurses working in a convalescent rehabilitation ward
to collaborate with other professionals, namely, "leadership skills" (β= 0.438) and "monitoring skills" (β= 0.319) (R2 = 0.455, ANOVA p< 0.001). Conclusion: The survey results suggest that education to improving the team competency skills (including "leadership skills"
and "monitoring skills") of individual nurses is key to enhancing the ability of nurses working in a convalescent rehabilitation ward tocollaborate with other professionals#IAFOR | ACEID2018 | IAFOR.ORG | 39

Shodō Workshop (Japanese Calligraphy)
Tuesday, March 27 | 12:45-13:30 | Room 504 (5F)
A continuing feature of IAFOR’s Kobe-based conferences is the showcasing of the artsand culture of Japan. As part of a workshop provided by the Japanese calligraphygroup Wa, conference attendees have the opportunity to gain knowledge and practicalexperience of the Japanese art of calligraphy through an informative demonstration.
After the demonstration, delegates will have the opportunity to try their hand at
calligraphy, and write their own names in Japanese.
40 | IAFOR.ORG | ACEID2018 | #IAFORTuesdayMarch 27
08:30-09:00

Coffee, Tea and Pastries | Room 504 (5F)

09:00-11:00

Parallel Session I

11:00-11:15

Coffee Break | Room 504 (5F)

11:15-12:45

Parallel Session II

12:45-14:00

Lunch Break | Mame no Hatake

12:45-13:30

Shodō Workshop (Japanese Calligraphy) | Room 504 (5F)

14:00-15:30

Parallel Session III

15:30-15:45

Coffee Break | Room 504 (5F)

15:45-17:45

Featured Symposium Presentation | Room 504 (5F)
Embodiment and Learning
Dragan Trninic, ETH Zurich University, Switzerland
Rachel Lam, ETH Zurich University, Switzerland
Hillary Swanson, Northwestern University, USA
Jimmy Menkhaus, Gannon University, USA

19:00-21:00

Official Conference Dinner (optional extra)#IAFOR | ACEID2018 | IAFOR.ORG | 41

Tuesday Session I

09:00-11:00 | Room 501 (5F)
Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Lauren Candemeres
40412

09:00-09:30 | Room 501 (5F)

Effects of Different Annotation Strategies on Flow Experience, Attention Distribution in Collaborative Concept
Mapping Process: An Eye-Tracking Study
Jhih-Jie Jhuang, National Taiwan University of Science and Technology, Taiwan
Gloria Yi-Ming Kao, National Taiwan University of Science and Technology, Taiwan

Collaborative concept maps were usually used to foster group discussion between students in social constructive learning activities compared toindividual concept maps. However, concept maps were traditionally expressed with text only and were therefore in lack of emotional expression.
The way people communicate with each other is not only through a cognitive level but also an emotional level. Without the clue of emotions
in group discussion, students might spend more time to communicate with each other to finally figure out the others’ preferences or dislikes.
Consequently, the discussion on concept map will be disturbed. Thus, team members would have different interpretations and make a different
conclusion about the meaning of the concepts.In this study, we applied emoticons annotation strategy to collaborative concept maps in orderto help students to communicate both in cognitive and emotional levels. Group members could mark emoticons along with specified concepts
and left textual comments at the same time. In order to analyze students’ attention distribution behaviors during collaborative concept mapping,an eye-tracking technique was applied. The results showed that when students read comments from their group members, the average fixation
duration on the concept map and the total fixation counts on the concept map were higher for emoticon group (EG) than for text group (TG),indicating that the students could easily realize what team member want to show and students. In addition, the EG group’s concept map
evaluation is higher than the TG group’s, which showed that students in groups can put more focus on their main topic of story.
39283

09:30-10:00 | Room 501 (5F)

Non-Profit Organizations and Mobile Fundraising on Wechat in China
Lauren Candemeres, Concordia University, Irvine, USA

Philanthropy in China has an unprecedented opportunity to take advantage of continuing economic development, easing regulations on publicfundraising and increasing exposure on social media. WeChat, a popular social media platform in China, has revolutionized public and online
fundraising by providing a mobile donation service known as Tencent Charity. Available on any smartphone and as a web browser, Tencent
Charity is a service on WeChat that allows users to donate to any organization registered on the platform. As this form of fundraising becomes
more popular and accessible, it leads to the following questions: Have certain types of organizations raised more money or received more
donations than others on Tencent Charity? How can fundraising networks between contacts on WeChat further the progress of a fundraising
campaign on Tencent Charity? How do specific marketing tools lead to greater success in mobile fundraising? This study collected data from
300 organizations on Tencent in March 2017, and statistically analyzed the information using Statplus. This study found that education andschooling assistance organizations raised more money and received more donations than other types of organizations at the time of datacollection. Fundraising networks may lead to more donations and funds raised, and organizations can list calls to action and publish reports to
attract WeChat users to establish fundraising networks. These findings indicate that the ability to access and create networks can have a positive
impact on the mobile fundraising process and that organizations can take advantage of certain marketing tools to facilitate fundraising success.
39198

10:00-10:30 | Room 501 (5F)

Differences Among Generational Groups of Teachers in a Public School District in Their Practice of 21stCentury Teaching-Learning Skills
May Anne Joy Romanes, University of the Philippines & Department of Education, The Philippines
Sofia Veniegas, University of the Philippines & Einstein School for Kids, The Philippines

This study explores the differences in 21st century teaching and learning skills practices among generational groups of teachers in the Districtof Indang, Cavite. It was conducted to find out if there is any significant difference in the perceptions between and among generational groups ofteachers in terms of their overall application of 21st century teaching and learning skills. Included in this study are eight key components commonlyreferred to by experts and practitioners in the field, namely: critical thinking, collaboration, communication, creativity and innovation, self-direction,
global connections, local connections, and the use of technology. Results revealed significant differences between the Boomers (1946–1964) and
the Generation Y (1981–1995) teacher-respondents in terms of their overall 21st century teaching and learning skills, particularly in their 1) criticalthinking skills, 2) creativity and innovation skills, and in 3) establishing global connections. Based on the results, Boomers used the 21st century
teaching and learning skills more profoundly than the younger teachers. Findings also showed that Boomers perceived their practice of 21st
century teaching skills to a very great extent. No significant differences among the generational groups of teachers were found among the rest of
the skills under study, namely: 1) collaboration, 2) communication, 3) self-direction, 4) local connections, and 5) the use of technology.
39710

10:30-11:00 | Room 501 (5F)

A Symbolic Interactionist Study on Blended Learning in Hong Kong
Shui Kau Chiu, The Hong Kong Polytechnic University, Hong Kong

Information and communication technology (ICT) has been widely adopted in teaching and learning activities as a way of supplementing
with conventional one-way pedagogy. The mixture of lecturing and ICT-mediated activities is usually referred as blended learning. However,there are considerations on the rationale behind its adoption in enhancing students’ learning desires. Some support using blended learning
to meet students’ learning needs. On the contrary, under competitive nature of knowledge society, others may cast doubt on its effectivenesswhen students put emphasis on acquiring qualifications and ignoring essence of education. In a sense, the discussion is about how andwhy students perceive blended learning in that manner. By understanding how the perception is mediated, educationalists can incorporate
the mechanism when designing teaching and learning activities. As symbolic interactionism is one of the theories in understanding how
one perceive surroundings, this paper borrows the theory and probes into how university students perceive blended learning and the way
in shaping their perceptions. Through semi-structured interviews and observing undergraduate students in Hong Kong, this paper argues
that some students may not perceive ICT as a medium to experience learning. Their perceptions towards blended learning can be mediatedby the social desirable behaviours among people with whom they are interacting with. This paper calls forth educationists to take students’surrounding social environment into consideration before rationalizing and effectively enhancing an adoption of blended learning.

42 | IAFOR.ORG | ACEID2018 | #IAFORTuesday Session I

09:00-11:00 | Room 503 (5F)
Social Justice and Social Change in Education
Session Chair: Elizabeth Enverga
39860

09:00-09:30 | Room 503 (5F)

The Lived Experience of Educators Teaching Incarcerated Adults

Vina Rose Dahilig, Emilio Aguinaldo College & De La Salle University, The Philippines
Anne Marie R. Ramos, De La Salle University Manila, The Philippines
Studies have shown that a post-secondary correctional education (PSCE) contributes to decreased risks of recidivism and increased
chances for post-release employment. Earlier studies on PSCE focused on the perspectives of policymakers, and the viewpoints ofeducators, who are the primary stakeholders, has not been given equal attention. The phenomenon of what it is like to be an educator
for incarcerated adults needs to be investigated to foster understanding of the primary goal of education in transforming the lives ofthe learners in improving their opportunities for a better position in the society. This qualitative study delves into the lived experiencesof college teachers educating incarcerated adults in Muntinlupa City, Philippines. The primary means of data collection will be throughin-depth interviews with college teachers who are currently engaged in college prison education. The output of this study may offer
education leaders a potential program offering as part of its organizational social responsibility.
40592

09:30-10:00 | Room 503 (5F)Child Sexual Abuse Prevention Program: A Response to Emergency of Pedophiles for Preschool in Indonesia
Dhian Gowinda Luh Safitri, Monash University, Indonesia

Child sexual abuse is a worldwide global issue which currently is threatening Indonesian children. The massive amount of child sexual
abuse and the various models of cases such as intrafamilial sexual abuse, child prostitution, online sexual exploitation of children, andmuch more mean that Indonesia in the emergency stage of child sexual abuse. In this essay, I will propose child sexual abuse prevention
in preschool as a viable solution to address Indonesian child sexual abuse and suggest the strategies of implementation which might suit
the Indonesian context. This investigation is conducted by reviewing a range of literature which mainly discusses three core concepts:
1) The need for child sexual abuse prevention in Indonesian preschool; 2) The implementation of child sexual assault prevention in a
global context; and 3) The strategies to implement child sexual abuse prevention which might suit Indonesia. The key finding of myinvestigation indicates that the taboo perception and lack of sexual education exposure share an essential premise that there is areciprocal relationship between them. Furthermore, there is also a suggestion from evaluated studies that child sexual abuse prevention
intervention programs are effective in enhancing self-protection of young children. Two elements that should be considered to implement
child sexual abuse intervention programs in Indonesia are that prevention programs should be in multi-systemic intervention focused,
and the sexual education content should be culturally/religiously relevant.
39703

10:00-10:30 | Room 503 (5F)

Teachers at the Forefront of Educational Change: A Mixed Methods Study of Senior High School Teachers
in the Philippines
Elizabeth Enverga, International School for Better Beginnings, The Philippines
Hans Steven Moran, De La Salle University, The Philippines

In 2013, the Philippine legislature passed the Republic Act 10533, a milestone in the country’s educational institutions because it
established what is commonly referred to as the K-12 system. In so doing, basic education was expanded from its previous ten-year
form, to the thirteen years required at present. The law, which is commonly referred to as the “Enhanced Basic Education Act of 2013”,
was deemed necessary in order to maintain the global competitiveness of Philippine citizens who competed in a global labour market inwhich their counterparts had at least twelve years of basic education, two years more than they did. Among basic education institutions,the addition of two new levels in the curriculum entailed the delivery of new subjects, many of which formerly taught in the college level.
Consequently, schools had to hire new faculty members. Some of these were recruited from the elementary and junior high school levels,
while others included former college faculty members who were displaced by the curriculum change. To be a senior high school teacher
in the Philippines at present is akin to being an explorer, having to navigate your way through a hitherto unexplored territory. Individuals
in this situation have had to obtain new skills and knowledge and confidently conduct classes. Using a sequential exploratory research
design, this paper examines teachers’ experiences in transitioning to the senior high school level, and explores the challenges they facein implementing a major change in Philippine education.
40568

10:30-11:00 | Room 503 (5F)

Factors Influencing Teens to be Involved in Social Problems in a Protection Center
Absha Atiah Abu Bakar, Universiti Kebangsaan Malaysia, Malaysia
Nurfitrianti Misheila, Universiti Kebangsaan Malaysia, Malaysia

This study was conducted to identify factors that influence behavioral depravities among teens. Respondents in this study consistof trainees aged 13 to 19 years old and above. The methodology of this study is a survey using questionnaires as the instrument.
Respondents were selected using a purposive sampling technique involving 70 teenage girls in a state protection center of Selangor.
The findings of the pilot study on 30 teenage girls involved with social problems at the protection centre in Selangor showed that items
had high reliability with alpha Cronbach values above​​
0.8. The data analysis of this study uses SPSS (Statistical Package for the Social
Sciences) version 23.0 to analyze descriptive statistical data, mean and standard deviation. The results showed that the influence of self
factor, parent factor, mass media factor and peer factor was moderate. Hence, this study can be used as a guide to finding solutions forrelevant authorities by taking into account the factors that influence teen involvement in social issues. In conclusion, all parties should
work hand in hand to address this increasingly worrisome social problems.

#IAFOR | ACEID2018 | IAFOR.ORG | 43

Tuesday Session I

09:00-11:00 | Room 505 (5F)
Professional Training, Development & Concerns in Education
Session Chair: Rungkiat Siriwongsuwan
40646

09:00-09:30 | Room 505 (5F)

The Trend to Develop Learning and Teaching for Music Student to become Music Business Owners
Yutakorn Sarikkaganon, Suansunandha Rajabhat University, Thailand

This research is qualitative research collecting data by in-depth interview with four entrepreneurs from a music store in Bangkok to study
instrument types, musical equipment, as well as the individuality qualities or personality for a good music entrepreneur, and guidelines for
curriculum in Suan Sunandha Rajabhat University for this to be a career focus for bachelor degree students. The research results trend
to the development of learning and teaching materials for bachelor degree students at SSRU. To be a music entrepreneur, it was foundthat students should play various basic musical instruments and should be able to demonstrate sound knowledge to customers. In depth
knowledge of each musical instrument is required, along with IT ability, and the skill to communicate effectively in English.
40647

09:30-10:00 | Room 505 (5F)

Pipat Ensemble Management for Music Teacher in Secondary School
Prasan Briboonnanggoul, Suansunandha Rajabhat University, Thailand

The objective of this qualitative research was to study the skills and knowledge for the management of a Pipat ensemble by musicteachers in secondary schools. The research tool was an in-depth interview with music teachers. For the study, the sample used was 17
secondary school music teachers in Bangkok. The results of the study reveal that the skills and knowledge important in the managementof a Pipat ensemble are 1) Basic knowledge of each musical instrument in a Pipat ensemble such as the Ra-Nad Ake, Ra-Nad Tum, KongWong Yai, Pee Nai, Ta Poon, and so on; 2) An understanding of the songs used in various festivals, for example, wedding ceremonies,
ordination ceremonies, as well as house-warming ceremonies; and 3) An understanding how to control the Pipat ensemble especially interms of the main melody and rhythm.
40629

10:00-10:30 | Room 505 (5F)

How to Play the Drum Set for Teachers in Private Schools
Rungkiat Siriwongsuwan, Suansuanadha Rajabhat University, Thailand

The objective of this research is to study how to teach playing the drum set for teachers in private schools. This is qualitative research thatcollects data, in-depth information and interviews, with private music school teachers – with at least three years experience – in Bangkok.
The study finds that the necessary skills needed for effective teaching are good techniques in teaching, communicative skills, the ability
to motivate the learner, as well basic broad musical skills. Reading music for the basic drum kit is needed, as well as more higher-leveltechniques such as wood catching and snarling techniques. The technique for pedaling, and the ability to play in different styles is also
important. Some of these skills are what could be expected as guiding principles for students in higher education.
40628

10:30-11:00 | Room 505 (5F)Role of Teachers in Teaching Piano for Children

Sirima Panapinun, Suansuanadha Rajabhat University, Thailand
The objective of this research was to study piano teaching skills for children. The research tool was an in-depth interview with a sample
of 17 piano teachers. The main issues in interviews focused on the skills and knowledge required for piano teachers. The results of thestudy found that the skills necessary for piano teachers can be summarized into four main areas: 1) Piano skill; piano teachers must pass
the piano examination from Trinity or ABRSM at the level of at least Grade 6; 2) Knowledge of music theory, such as music notation, scales
and intervals, and so on; 3) Understanding about teaching techniques and pedagogy, for example, understanding how to use instructional
media or how to best impart knowledge for piano students; and 4) Understanding the psychology of learning in each age range as well asmusic-learning behavior for maximum benefit for piano students.

44 | IAFOR.ORG | ACEID2018 | #IAFORTuesday Session I

09:00-11:00 | Room 506 (5F)
Professional Training, Development & Concerns in Education
Session Chair: Sansanee Jasuwan
39231

09:00-09:30 | Room 506 (5F)

Utilizing Life Orientations Method in Education to Develop Soft Skills and Organizational Development Among
Graduating Students for Career Readiness
Jonathan Chiong, Jose Rizal University, The Philippines
Ana Belen Cuyugan, Jose Rizal University, The Philippines

Values are the foundation of all our thinking and behavior. We grow up in a home that is characterized by values. No matter in what kind of
traditional or modern form of family we grow up in, we are shaped by it. In addition, peer groups “determine” what we consider important andwhat we are to think and do, and play an important role in shaping our values. With these values came the Life Orientations Method (LIFO) where
the leadership style of an individual is being applied in the workplace learning environment. LIFO Styles also describe behavioral preferences,not competencies. Participants are not labeled, judged, or limited by their survey results. Labeling someone with a personality type canbecome an excuse for substandard performance. In LIFO training, differences in behavior are described quantitatively, not qualitatively. Thereis no reference to good or bad, right or wrong, strong or weak. Qualitative or categorical judgments often lead to oppositional thinking "myway" vs. "your way" which can promote conflict, impede teamwork, and make people less willing to change their behavior. The leadershipstyles are Supporting Giving, Controlling Taking, Adapting Dealing and Conserving Holding. Students who are graduating are encouraged toundergo LIFO training. Ten soft skills are identified: team building, interpersonal communication, leadership development, problem solving,change management, strategic planning, performance appraisal, time management, diversity training, and executive coaching.
40645

09:30-10:00 | Room 506 (5F)

Roles of Administrators in Supporting Science Study for the Basic Education of the Secondary Educational
Office, Bangkok
Sansanee Jasuwan, Suansunandha Rajabhat University, Thailand

The purposes of this research was to study the factors that affect the development of science study and the roles of administrators insupporting science study in basic education at the Secondary Educational Office, Bangkok. The sampling groups were school directors,
heads of science departments, or science teachers at the Secondary Educational Office. In total, 400 questionnaires were returned and
15 people were interviewed. The research tools were interview forms and 5-level questionnaires. Statistical tools used in analysis were
frequency, percentage, mean, standard deviation, factor analysis and content analysis. The results of the study were as follows: 1) Factorsthat influence the development of science study were the education institute, scientific skills, course management, and student factors;
2) The role of administrators in supporting science study are: (2.1) managing courses to efficiently improve scientific learning skills
by focusing on learning activities and teaching innovation in accordance with scientific learning skills, the problem-solving skills andanalytical skills of students; (2.2) to develop students' competencies along with science course management in relevance to measurement
and evaluation; (2.3) to design courses by focusing on knowledge application skills so that students have scientific attitude and scientificlearning skills to apply in daily life; and (2.4) to give importance to and continuously encourage science study.
40539

10:00-10:30 | Room 506 (5F)

Educators Shift Pedagogy and Policy for International Student Success in New Zealand: Examining One
Tertiary InstituteHeather Vail, Toi Ohomai Institute of Technology, New Zealand

As “global classrooms” continue to direct business and learning platforms worldwide, educators are tasked to promote intercultural competence(Huber & Reynolds, 2014). Within New Zealand’s tertiary sector international student populations have increased rapidly (Education New
Zealand, 2017). At the polytechnic where I am a communications lecturer, a lack of resources for educators to address new student learningneeds became apparent from my professional interactions with international students, as well as with similarly-positioned colleagues. In
response to this gap, I used evaluation methodology (Davidson, 2005) to develop a framework of inquiry into current pedagogical practices
relating to international students. Four Western educational values guided my inquiry: the educator leadership role, experiential learning, criticalthinking and praxis. These values guided my analysis of mixed data collected from staff interviews and institutional documents. Based on thedata collected, I discuss the tensions between educators’ pedagogical aspirations and their established classroom practices. In response tothese tensions, as part of the process of a shared reflective practice, strategies emerged to develop more effective student learning: i) wear a“dualistic mask” to accommodate both situational and educational needs of students; ii) appreciate the variation among learner norms; and iii)
continually reflect on their own perceptions and struggles with teaching international students. I conclude that such reflective practice provides
the connection between the promise and praxis of responding to the educational needs of international students, allowing educators and otherstakeholders to survive and thrive with a much needed dialogue that addresses complex and emerging learning platforms.
39360

10:30-11:00 | Room 506 (5F)

The Influence of Culture on Teachers' Appropriation of Tools
Soon Koh Poh, National Institute of Education, Singapore

This presentation will share the findings of a qualitative study that seeks to investigate the appropriation of tools by two novice teachers of English
language who have completed their teacher preparation programmes in Singapore and are in their first year of teaching in their school. In the initial
years of their teaching, novice teachers draw on a variety of conceptual (e.g., learning theories) and pedagogical tools (e.g., classroom activities) for
teaching. These tools include the subject-related knowledge learnt when they were a student in schools and when they were an undergraduate anda trainee teacher. They are also drawn from school’s curriculum materials and the internet. Teachers appropriate these tools (with varying degree ofappropriation, including a lack of appropriation) when they use and adapt the tools to suit their purpose. This study examines the cultural influenceson the novice teachers’ appropriation of tools. Scholars who recognise the influence of cultural activities on psychological phenomena see culture
as ideational systems that people have in their mind which they draw on to perceive and interpret phenomena in the world. These ideational
constructs or cultural models are shared meanings that have emerged through natural language encounters in interaction with the environment
within cultural communities. They are largely tacit, unexamined assumptions highly resistant to change. This presentation will explain how thecultural models that novice language teachers hold are employed to guide action and judgements for the appropriation of tools.

#IAFOR | ACEID2018 | IAFOR.ORG | 45

Tuesday Session I

09:00-11:00 | Prokofiev Hall (2F)
Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Feng-Lan Kuo
39512

09:00-09:30 | Prokofiev Hall (2F)

Learning Outside the Classroom: Internship and Its Impact on Students' Self-Efficacy and Employability
Min-Hsun Su, Ming Chuan University, Taiwan
Fan-Kai Syu, Ming Chuan University, Taiwan

With the growing focus on internship, this study describes an undergraduate summer internship program that provides students with real-life
work experience in Taiwan and foreign countries. According to Cheers (2017), enterprises in Taiwan now emphasize new graduates’ internshipexperience the most, among other elements, when considering whether they would hire a new college graduate as their staff. Internshipexperience was proved to influence students’ self-efficacy and employability (Li, Pan, & Tsao, 2016). The study adapted the Questionnaireof Self-Efficacy Scale and Internship students’ employability as the major research instrument. The participants were 21 English majorinternship students who participated in the 2016 summer internship program in a university in northern Taiwan. The quantitative data wereanalyzed with a statistical Package for the Social Science (SPSS) version 18.0, while the qualitative data were analyzed through NVivo.
The findings indicated that after their summer internship, participants reported to have a high level of self-efficacy and a moderate levelof employability. They demonstrated positive working attitude, great cooperative ability, and a medium level of career planning skill andknowledge management and application. This study offers a precise picture about the correlation among variables. Furthermore, several
pedagogical and theoretical applications and suggestions are discussed and future research directions suggested.
39515

09:30-10:00 | Prokofiev Hall (2F)

Revisit English Speaking Anxiety and Self-Determination of EFL Learners
Hsiang-I Chen, Ming Chuan University, Taiwan
Jing-Yi Lin, Ming Chuan University, Taiwan

Numerous studies have indicated that EFL learners have difficulties and anxieties in improving English speaking skills, especiallyin Asian contexts. It is likely because learner’s reflections are not encouraged in a language classroom and it results in their lack ofconfidence about their ability with speaking English. Recently, research has shown that learning confidence might be increased throughthe development of an autonomous learning environment. As a result, strategies regarding building an autonomous classroom will bebeneficial for language teachers. However, the relationships between self-determination, speaking anxiety, and English achievement was
little discussed in the Taiwanese context. Therefore, in addition to the investigations of the differences in self-determination and English
speaking anxiety among students with different individual backgrounds, correlations between the research variables in the present study
were explored as well. Nearly two hundred senior high school students participated in the data collection process. One of the important
findings in this study is that significant negative correlation was found between English learning anxiety and the self-determinationlevel of the participants. More relevant results are presented and discussed in this study. It is hoped that the findings will provide useful
information for English teachers to create an autonomous learning environment for English learners and ultimately help them enhancetheir confidence and interest with English learning and improve their English proficiency.
39511

10:00-10:30 | Prokofiev Hall (2F)

Becoming a Global Citizen: A Study of University English Majors' Global Awareness and Attitudes
Pey-Chewn Duo, Ming Chuan University, Taiwan
Li-Jiuan Tsay, Ming Chuan University, Taiwan

Cultivating students’ global awareness and their understandings for different cultures have became an important educational goal thathas taken on increasing importance in today’s world. Clarke (2004) believed that there is a need to develop an educational system that
nurtures students with “global knowledge, skills, attitudes, and values”. As part of the global community, we need to help our students todevelop a sense of awareness and understanding for internationalism. Braskamp and Engberg (2011) stated that when students develop
global perspectives, they would incorporate the notion of intercultural awareness into their belief systems, which would in a result help
them to gain an understanding and compassion for differences. Based on these notions, the purpose of this study is to investigate
university English majors’ global awareness and attitudes. A total of 55 senior students enrolled in a required course, Special Topics
Reports, participated in this study. One major learning objective set forth for the class was to develop students’ knowledge and awarenessof global issues before they set foot into the work fields. Results indicated that students showed an average sense of global awarenessand positive attitudes toward international affairs. While most students reported to have paid attention to global news, they follow news
related to entertainment and travel closely, and spent less time on news such as war and conflicts or economics. It is hoped that theresults of this study may shed some light on the discussion regarding global perspectives and attract more attention for future studies.
40026

10:30-11:00 | Prokofiev Hall (2F)An Investigation on Reading Rate and Reading Comprehension Performance of EFL Pre-Service English Teachers
Feng-Lan Kuo, National Changhua University of Education, Taiwan
Anthony Robins, Aichi University of Education, Japan
Heien-Kun Chiang, National Changhua University of Education, Taiwan
Szu-Yun Lai, National Changhua University of Education, Taiwan
Meng-Hua Li, National Changhua University of Education, Taiwan

Yamashita & Ichikawa (2010) found that phrasing affected reading fluency for participants of different proficiency levels. Since teachers’ modelingcan provide extensive input to facilitate learners’ oral reading fluency, therefore, this study aims to examine EFL pre-service English teachers’
performance in reading paragraphs with longer sentences. Participants are 53 freshman English majors with TOEIC scores ranged from 540 to945. They were further divided into the advanced proficiency subgroup with mean scores of 839.2, and the intermediate proficiency level subgroupwith mean scores of 646.48. The reading passage discussing the top three vacation spots to learn English was retrieved from the English.com.
tw website and was modified to suit the research need. The finalized passage is 399 words in length. Further readability analysis revealed that thepassage has an average of 28 words per sentence. The longer sentences allow the researchers to probe into the factors of pausing and phrasing
on the participants’ oral reading fluency. The readability of the passage was 13.1 determined using the Flesch-Kincaid Grade Level Test. The
difficulty level of the passage was thus assumed to be appropriate for our participants. With a reading rate of 128.28 WCPM for the advanced
group and 109.71 WCPM for the intermediate group, the independent samples t-test analyses showed that the advanced group outperformed theintermediate group in reading rate and reading comprehension. These indicated that higher level of reading rate and reading comprehension arelearnable. Pedagogical suggestions for improving intermediate learners’ reading rate and reading comprehension will be provided.

46 | IAFOR.ORG | ACEID2018 | #IAFORTuesday Session I

09:00-11:00 | Schumann Hall (2F)
Primary and Secondary Education
Session Chair: Jesper Tinggaard Svendsen
40234

09:00-09:30 | Schumann Hall (2F)

Promoting Science Learning Achievement and Scientific Creativity Through STEAM Learning Activities
Porntip Siripatharachai, Srinakharinwirot University, Thailand

Technology and the knowledge base are key factors in globalization. Content learning alone is not enough in this era. To encourage students tolove and value the learning of science, STEAM learning activities are being used in Thailand and elsewhere. The purposes of this research is todevelop and study the effects of STEAM learning activities for 2nd grade students. The research procedures consisted of four phases: Phase
1) Review of literature in regards to STEAM education and the Thai curriculum; Phase 2) The development of STEAM learning activities that areverified by experts; Phase 3) Try out the research design with an experimental group (one group/pretest-posttest design); Phase 4) Assessand evaluate STEAM Education learning activities. The experimental group consisted of 28 students of Srinakharinwirot University, Prasarnmit
Demonstration School (Elementary). They were chosen by purposive sampling. The period of study was 30 hours. 5E’s learning cycle model
was used in the study which composed of 5 stages; engage, explore, explain, elaborate, and evaluate stage. The Engineering Design Process,Engineering is Elementary, developed by the Museum of Science, Boston, USA, was applied for this study. The Engineering Design Processcomposed of six stages; problem/ask, imagine, plan, create, test/improve, and present/reflect stage. The results reveal that the average scoreof science achievement of experimental group from pretest to posttest increased at .01 statistical differences level and higher than the criteria(60%) at .01 statistical differences level. The scientific creativity score of the experimental group was higher than the criteria (70%), as well.
39907

09:30-10:00 | Schumann Hall (2F)

Communicating Science Through Exhibits

Subramaniam Ramanathan, National Institute of Education, Nanyang Technological University, Singapore
Primary school teachers in Singapore generally do not have a science degree. As part of their professional development, they regularly
attend in-service courses to upgrade their competencies. The present study, part of a full-time in-service course conducted at the university,
had an assignment that requires teachers (N=28) to work in groups and fabricate an exhibit that can be used to communicate scientificconcepts in an interactive manner. They need to make use of commonly available materials and, where items need to be purchased, the costshould not exceed S$10. Teachers were given about 4 weeks to work on this project not continuously but during breaks in the in-service
course schedule and, where necessary, during their free time outside the course schedule. The activity affords teachers enormous scopeto acquire better understanding of key scientific concepts when working in an applied context. Evaluation of the activity was done througha validated survey, teacher reflections, demonstration of the exhibit by teachers for communicating science and document analysis of thewritten reports. Results show that the activity produced significant gains in conceptual understanding of key concepts by the teachers,
more confidence by them in communicating science to their peers, and high interest levels when learning by doing in an applied context.
Images of selected exhibits will also be shared during the presentation. Some implications of the study are discussed.
40610

10:00-10:30 | Schumann Hall (2F)

Learning Environment, Metacognitive Awareness and Problem Solving Ability Among Form Four Students
Nor Suhaila Abdul, Universiti Kebangsaan Malaysia, Malaysia
Siti Mistima Maat, Universiti Kebangsaan Malaysia, Malaysia

A conducive learning environment can also help to create the comfort of teaching and learning while maintaining the focus and interestof students in mathematics. The classroom environment and psychosocial interactions of students can bring about changes towards
achieving teaching and problem-solving goals. The aim of this study is to identify the level of the learning environment, metacognitiveawareness and mathematical problem-solving skills among form four students. In addition, this study also aims to determine the relationshipbetween learning environment, metacognitive awareness and problem-solving skills. A total of 420 form four students in Alor Gajah Melaka
were randomly selected as respondents for the study. This study is a survey study using instruments consisting of two parts. Part A is a
student demographic; part B is a questionnaire related to the learning environment (WIHIC), metacognitive awareness and problem-solving
skills. The data were analyzed descriptively using frequency, percentage, min and inferential analysis involving Pearson's correlation. The
findings showed that mathematical learning environment, metacognitive awareness and problem-solving skills were at moderate level. This
study also shows that there is a moderate positive significant relationship between learning environment and metacognitive awarenessand learning environment with problem-solving skills. While there is a strong positive relationship between metacognitive awareness andproblem-solving skills. This study provides an important indicator as it demonstrates that the importance of the learning environment isnoted by the teacher as it is capable of raising metacognitive awareness and improving students' mathematical problem-solving skills.
39364

10:30-11:00 | Schumann Hall (2F)

Challenges and Possibilities of Web Resources in Educational Contexts
Jesper Tinggaard Svendsen, University of Southern Denmark, Denmark

In today's classrooms an infinite number of learning resources and tools are available through the Internet (Kiili et al, 2008; Blikstad-Balas, 2015).
In that regard, several researchers have emphasized that using the Internet as an information source is a challenging educational task often outof the teachers control and that students need to be scaffolded to be able to find, select and use information from the Internet critically (ibid.).
Furthermore, specific challenges arise when Internet-sites are explicitly recommended as learning resources in digital educational media or on
official educational websites without being didacticized. Official recontextualization agents hereby function as critical selectors of websites andthus legitimate the recommended sites. Using the theoretical frameworks from Bernstein (2000) and Fairclough (2010) as a theoretical starting
point this study shows how these sites legitimize knowledge that is not part of the official pedagogical discourse. It furthermore shows how
the sites construct the pupils’ identities in ways that are different to the purpose of the educational institution. Internet-sites recommended ona formal state-governed homepage (emu.dk) as learning resources for teaching PE in upper-secondary school in Denmark are analysed as acase-in-point to address the problems. Thus, the aim of this study is two-fold: (i) to contribute to the understanding of education in times ofchange with a specific focus on the challenges that arise when Internet-sites are officially legitimated as learning resources in school-settings,
and (ii) to discuss how we can empower teachers as well as students to meet these challenges.

#IAFOR | ACEID2018 | IAFOR.ORG | 47

Tuesday Session II
11:15-12:45 | Room 501 (5F)

Design and Implementation of Technology-Mediated Teaching and Learning:
The Conundrum Between Innovations and Challenges
Session Chair: Wei Leng Neo
Discussant: Wei Ching Lee
Symposium Overview
Despite promises of technology-mediated teaching and learning, particularly in process-oriented pedagogy, teachers are often caught
in a conundrum. On the one hand, existing schooling focuses on content mastery mainly through direct instruction. On the other hand,
new technological innovations afford process-oriented learning in 21st century competencies such as critical thinking and creativity. In
this symposium, we present three papers to illustrate this quandary. The first paper is a funded research proposal on promoting criticalthinking by digital storytelling, where we will work with school teachers to create an agentive and participatory learning experience. The
second paper documented the various challenges teachers faced in their science classrooms when they introduced computer simulations.
Extending beyond classroom to cross-school setting, the third paper illustrated an attempt to tackle the aforementioned challenges inusing computer simulations via a cross-school teacher professional learning community (PLC). We hope the presentations will ignite avibrant discussion and collectively brainstorm possibilities for successful technology-mediated learning with the audience.
39769

11:15-11:45 | Room 501 (5F)

Promoting Critical Thinking by Digital Storytelling

Jing Wu, National Institute of Education, Nanyang Technological University, Singapore
Wei Ching Lee, National Institute of Education, Nanyang Technological University, Singapore
Der-Thanq Chen, National Institute of Education, Nanyang Technological University, Singapore
Critical thinking, a key component of 21st century learning, refers to active and purposeful processing of information gathered fromdifferent sources of experience, reasoning, or reflection so as to guide beliefs or actions. It involves examining subtle and often implicit
elements in reasoning. Promoting critical thinking in Character Education (CE) has the potential to contribute to the identity formation andrelationship building, two big ideas in Singapore’s CE curriculum. However, teachers find it is challenging to design and promote criticalthinking in CE because it requires them to move away from direct instruction to a more apt process-oriented learning. This design-based
study aims to explore the use of digital storytelling (DS), a multimodal self-authoring practice. We conjectured that the agentive andparticipatory learning design of DS may promote critical thinking in CE. In four cycles across 30 months, the research team will lead andfacilitate the DS workshop in the first cycle in two Singapore primary five CE classrooms, using three initial design principles that arederived from the literature. The subsequent cycles are iterative processes of the first cycle, where participating teachers will co-facilitate.
We posit the results of the four-cycle study shall delineate design principles of DS for CE and shed lights on DS design deliberations.
39771

11:45-12:15 | Room 501 (5F)

Technical, Pedagogical and Institutional Challenges in Adopting Computer Simulations for Inquiry-Based Pedagogy
Der-Thanq Chen, National Institute of Education, Nanyang Technological University, Singapore
Wei Leng Neo, National Institute of Education, Nanyang Technological University, Singapore
Wei Ching Lee, National Institute of Education, Nanyang Technological University, Singapore

This study investigated teachers’ adoption, integration, and customization of open source computer simulations for inquiry-based pedagogy.
Using case study, we interviewed 12 science teachers across Singapore to understand their experiences in adopting simulations in theirclassrooms, and collected the teachers’ lesson plans and students’ learning artefacts. Our findings revealed that teachers encountered
technical, pedagogical and institutional challenges when integrating simulations for inquiry-based pedagogy. Technical challenges weremainly caused by the poorly designed user interface and rigidity for customization. Pedagogical challenges were related to (a) unfamiliarity
with the affordances of simulations, (b) inexperienced in designing good lesson plans, and (c) unaccustomed to facilitating inquiry-based
lessons. Specifically, technical challenges in using simulations impeded the potential for inquiry-based pedagogy, as teachers often settled
for direct instruction rather than engaging students with underlying scientific procedures. Institutional challenges included (a) accessibility toresources, (b) availability of technical support, (c) student profiles, and (d) prevalent learning culture in school. With these findings, we propose
a professional learning community (PLC) approach to address issues related to these challenges. Future research directions are discussed.
39773

12:15-12:45 | Room 501 (5F)

“Legitimizing” a Teacher Professional Learning Community?

Wei Leng Neo, National Institute of Education, Nanyang Technological University, Singapore
Wei Ching Lee, National Institute of Education, Nanyang Technological University, Singapore
Der-Thanq Chen, National Institute of Education, Nanyang Technological University, Singapore
This case study was on a teacher professional learning community (PLC) at its inception stage. We held five hands-on workshops onteaching physics with computer simulations, recruited new PLC members, and encouraged the members to interact among themselvesin face-to-face meetings and in a dedicated online platform. Interview data was analyzed to learn about the teachers’ perceptions on the
PLC, particularly the constraints they perceived in making the PLC vibrant. Our findings showed the teachers in PLC faced constraints
in terms of (a) shared vision, and (b) endorsement. As the PLC was at its budding phase, participants brought in varying expectations,interests, and needs that required sufficient runway for negotiation and consensus. Participants also required endorsement from bothschool leaders and colleagues to “legitimize” their active participation in terms of sharing resources developed within school, spendingtime away from school and supporting the education fraternity beyond their respective schools. Hence, incepting a PLC is one that
requires strong support from leadership, organizational structures and teacher voluntarism.

48 | IAFOR.ORG | ACEID2018 | #IAFORTuesday Session II
11:15-12:45 | Room 503 (5F)

Educational Policy, Leadership, Management & Administration
Session Chair: Yiran Li40534

11:15-11:45 | Room 503 (5F)

Teacher Workplace Commitment: A Case Study of Government School in Al Ain City, UAE
Fawzia Aljneibi, United Arab Emirates University, UAE

Although the complexity of educational change and reform have been much researched and written about elsewhere, little systematic
documentation is found concerning the educational reform movement in the United Arab Emirates (UAE), due to its constant-changing
nature. Furthermore, teachers of the UAE are exerting great pressure for reform in schools due to the sense of urgency about the need for
improving student achievement to compete on the worldwide scale. This change needs committed teachers to face these rapid alterationsin teaching requirements as they play a significant role in increasing the achievement of students. Commitment of teachers becomes
essential to consider particularly in times of change in the UAE. The case study focused on uncovering the mechanisms by which teacher
commitment is formed and enhanced in the school of concern. A semi-structured interview was conducted with a conveniently-selectedprincipal of a government school located in Al Ain, UAE, to understand the dynamics of teacher commitment in her school. The mostimportant finding was that both the work and the workplace influence teacher commitment in the school. Five mechanisms were identified
from this case study that help explain how teacher commitment can be affected by the work climate, and academic climate of a school. Thiscase study was based on the mechanisms recognized by Kushman, 1992 in his research on inner-city elementary schools that provided
education to disadvantaged students. The study draws implications for improving teacher commitment and reforming schools.
40109

11:45-12:15 | Room 503 (5F)

Strategies of Creating School Intellectual Capital by Technology Leadership
Wei-Hsiu Chang, National Taiwan Normal University, Taiwan

Technology equipment can effectively capture, accumulate, spread and create knowledge, making knowledge management moreconvenient and helping to create intellectual capital. As a school leader, a principal might make good use of the advantages of technology
tools to make the flow of knowledge more frequent. Technology leadership could increase the opportunity for "information access"and create an information environment conducive to the accumulation of intellectual capital. The purpose of this study is to explore
how a principal can implement technology leadership to form a practical strategy in the process of developing their intellectual capital.
This study adopted qualitative approach, and 6 middle school principals were interviewed, data analyzed by NVivo. Conclusions weremade as follows: a) Data analysis and sharing findings might accelerate the acquisition of intellectual capital; b) Strategic partnership
relationship might promote the accumulation of intellectual capital; c) Training courses on the use of technology tools might stimulate
the diffusion of intellectual capital; and d) Innovation might occur through technology so as to facilitate the creation of intellectual capital.
The suggestions of this research conclude: a) Establishing a communication mechanism in the professional learning community tocreate a platform for exchange and interaction; b) Setting up a virtual organization platform to encourage inter-school members to shareknowledge across schools; c) Promoting members’ technological literacy to increase the conversion and circulation of different forms ofknowledge; and d) Making good use of electronic brainstorming to trigger creative thinking.
39892

12:15-12:45 | Room 503 (5F)

Basic Education Incorporated: University-Run Public-Private Partnership Projects in Rural China
Yiran Li, University of New South Wales, Australia

With China’s fast pace of urbanization, basic education in rural areas suffers from accelerated shrinkage and persistent inequity,
despite drastic increase in government funding in the last decade. Responsive to these issues, local authorities are experimenting new
approaches, which includes seeking partnerships with private enterprises in provision of education. My PhD project looks into a latest
public-private partnership (PPP) model, which has been promulgated as a remarkable success and spreading rapidly across China. The
private sector in this model is Basic Education Groups (BEGs), which are business entities owned by universities. Claiming that BEGs is
an innovative solution to the inferior quality of rural education, more local governments purchase BEGs’ education services to operate
newly-built schools or to improve the quality of existing ones. However, the stunning expansion of BEGs has raised great concerns thata monopolistic education market is being formed to further marginalise rural communities with low socio-economic status and enlarge
education disparity. Is incorporating rural schools under BEGs an effective means to improve school quality? To what extent has thisincorporation alleviated or aggravated existing educational inequity? How has it impacted the landscape of rural education market? Apartfrom depicting the mechanism of BEGs, my paper discusses preliminary findings to these inquiries.

#IAFOR | ACEID2018 | IAFOR.ORG | 49

Tuesday Session II
11:15-12:45 | Room 505 (5F)

Perspectives in Learning and Teaching
Session Chair: Jenise Boland
40895

11:15-11:45 | Room 505 (5F)

Research into Metaphor-type Art Teaching

Yuan-Lung Yu, National Yunlin University of Science and Technology, Taiwan
Ming-Chang Wu, National Yunlin University of Science and Technology, Taiwan
In the description of metaphor, the Western Metaphor Theory is applied to the word “the wicker swaying in the wind is the lithe and gracefuldance” and its allusion is transformed into linguistic phenomenon in the idiom, but it implies the more meaningful mental phenomena(Wang, 2011). The means of metaphor is used as the art teaching mode and it is expected that the art has the function of conveying
thematic meaning and artistic conception by virtue of “metaphor” in rhetoric. This research adopted the literature exploration method
to discuss Metaphor Theory and rhetoric and applied a questionnaire survey to analyze the effect of students in an Art Department on
metaphor-type creative teaching. The research objectives for the possibility to apply Conceptual Metaphor Theory to art teaching are: 1)
To research Conceptual Metaphor Theory and analyze the possibility to apply Conceptual Metaphor theory to art teaching; 2) To set up
the teaching method where visual elements are converted into creation contents; 3) To apply the figures of speech of metaphor to develop
art teaching mode having the metaphor effect. The method where visual elements are converted into creation contents is sought fromthe metaphor and combination skills and the combination contains the creation methods of concept formation, material expression andsymbolic implication to construct the metaphor art form constituted by tenor, vehicle and comparative word. This innovative teaching
method integrating metaphor and combination should have the innovative significance to art teaching and creation.
39522

11:45-12:15 | Room 505 (5F)

How a Pluralistic Approach to Philosophy of Education Can Benefit Education Research and PracticeYann Wong, National Institute of Education, Nanyang Technological University, Singapore

This presentation proposes and discusses a pluralistic approach to the discipline of Philosophy of Education, and how this approach
can benefit both education research and practice. The presentation consists of four sections: The first section describes the proposed
approach – an exploration of key questions in education through different lenses of established philosophical schools of thought, forexample, analytical philosophy, continental philosophy, critical rationalism, American pragmatism, Asian philosophy. The purpose of thisapproach is to present a clearly articulated and accessible “marketplace of paradigms”. The second section explores examples of how
this approach can benefit education research, the third section discusses how this approach can benefit education practitioners, and thefinal section discusses potential challenges and objections to this approach.
39550

12:15-12:45 | Room 505 (5F)

Global Education for All (But the Teachers): Considering the Role of the Traditional Teacher in New Global
Education Curriculum
Jenise Boland, Simon Fraser University, Canada

In the 1960s, R. S. Peters outlined the qualities of “The Educated Man” in his paper by the same name. In 1981, Jane Roland Martin argued
that this definition was no longer viable, opting instead for the “Educated Person.” Today in the 21st century, the ideal has shifted again
towards global citizen – defined as an educated student who is technologically savvy, media literate, and globally competent. This shift
raises questions as to the limits of the traditionally trained teacher in the education of the new global citizen. This paper simultaneously
argues in favour of global competency education, with supporting examples of international curricula, whilst contrasting its tenets against
the current lack of diversity still present in both post-secondary teacher training programs and the profession as a whole. This meansthat learners identified as “other”, such as students of color, low socioeconomic background, and/or non-heteronormative gender, rarely
see themselves reflected in their educators, and often do not consider teaching as a viable career option. This in turn perpetuates thedominance of a teaching population that is ideologically, culturally, and physically heterogeneous with minimal exposure themselves toglobal competency education. The paper addresses the disconnect between what is being taught and by whom it is taught, and concludes
with the call for additional research to be done in the area global competency education within national teacher training programs.

50 | IAFOR.ORG | ACEID2018 | #IAFORTuesday Session II
11:15-12:45 | Room 506 (5F)

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Min-Yee Angeline Yam
40564

11:15-11:45 | Room 506 (5F)English Camp as a Strategy to Enhance English Proficiency Level in Indonesian Junior High School
Abdur Rosyid, Monash University, Australia

English teaching in the English as foreign language (EFL) context has focused on classroom learning while students only have limitedaccess to develop their language skills out of the classroom with real situations. Providing students with the combination of classroom
and out of classroom learning while giving them more opportunities to practice English in a real-world situation is the aim of English
Camp. However, there are only a few studies related to English Camp and how to maximise its potential in supporting students’ language
learning. Therefore, first, this essay aims to provide discussion on English Camp in Indonesia context. Second, it also attempts to propose
some recommendations on conducting English Camp namely the teaching and learning approaches which cover four English skills, theuse of English during the camp and English camp as an edutainment site.
40251

11:45-12:15 | Room 506 (5F)Team-Based Learning of the Mercato Project to Nurture Criticism, Creativity and Problem Solving During theOrientation Camp of ESC-KMUTT
Nion Vinarukwong, King Mongkut’s University of Technology Thonburi, Thailand
Jintana Wongta, King Mongkut’s University of Technology Thonburi, Thailand
Jutharat Sunprasert, King Mongkut’s University of Technology Thonburi, Thailand
Chanakan Chomngam, King Mongkut’s University of Technology Thonburi, Thailand
Sukanyapat Dokkhularb, King Mongkut’s University of Technology Thonburi, Thailand

Team-based learning (TBL) is a learning practice supporting small group for powerful instructional effect. There are four essential
elements of TBL including groups, accountability, feedback and assignment design (Michaelsen & Sweet, 2008). The objectives of thisstudy were to use team-based learning for instructing “The Mercato Project” and nurture soft skills such as criticism, creativity andproblem solving to freshman students during orientation camp. The project was organized to nurture 70 new students of Engineering
Science Classroom, King Mongkut’s University of Technology Thonburi (ESC-KMUTT). They were divided into two groups of different
feedback teacher’s team receiving the same team assignment. Data were collected from 34 questionnaires, 6 open-ended questions
and model evaluation. The result showed the most of students agreed that working as a part of Mercato team to be a valuable experience(4.41±0.69) and working in teams helped to learn better than working alone (4.41±0.81). Quantitative analyses confirmed that although
the construction of Mercato model was built differently, there was no significant difference of overall student TBL self-evaluation byusing independent sample t-test (p<0.05). In addition, we also found that they used criticism, creativity and problem solving much
more during working in Mercato team. In conclusion, the Mercato project was accomplished using TBL to expose students and help
them improve their soft skills for applying course content during orientation camp.
39785

12:15-12:45 | Room 506 (5F)

Singapore Tertiary Students' Feedback and Learning Experiences of an Interactive Pedagogy for Typography
in Visual Communication Classrooms
Min-Yee Angeline Yam, Nanyang Technological University, Singapore
Ai-Girl Tan, National Institute of Education, Singapore

The 21st century learning framework highlights the need to continuously develop open-minded learners with the ability to work, respect,share and collaborate with others. This paper reports on a group of Singapore tertiary Art & Design Visual Communication learners’
feedback and learning experiences in a thirteen-week typography course using a pedagogy of peer review, small group critiques, one-toone instructor consultation and large group active learning. The participants enrolled into an intermediate course of typography that is
structured to allow them to engage multiple rounds of providing and receiving feedback from their peers and instructor in group settings andindividual consultations. The activities of the course were innovative. During lectures, experiential learning was incorporated. Interaction
among group members were carefully facilitated by the instructor and aimed to enhance process of learning through sharing, providing
and receiving verbal or written feedback. Materials were disseminated through a digital platform or email reminders regularly. Feedback ofparticipants’ learning experiences were gathered immediately after each assignment submission via innovative technology as part of thelearners’ reflective learning. The reflective feedback was analyzed and showed that an interactive pedagogy highlights the continuationof experiences of learning from group to individual and from self to the knowledgeable others and vice versa. The presentation highlights
the strengths of an interactive pedagogy with ample structures that support engaged dialogues within the community of learner and how
it enhances quality of designing and experiencing typography of the learners.

#IAFOR | ACEID2018 | IAFOR.ORG | 51

Tuesday Session II

11:15-12:15 | Prokofiev Hall (2F)
Higher Education
Session Chair: Yaoko Matsuoka
39760

11:15-11:45 | Prokofiev Hall (2F)Internationalization of Higher Education and English Medium Instruction in Mongolia: A Case of Two Private
Higher Education Institutions
Sainbayar Gundsambuu, Osaka University, Japan

Since the 1990s, a large number of private higher education institutions (HEIs) have been founded when the government of Mongoliaceased its funds for the state-owned HEIs. Currently, 157,000 students are studying in 95 HEIs in Mongolia. The language instruction of
the higher education system is Mongolian, but due to the internationalization of higher education (IoHE), there is an increasing emphasis
on English language instruction (EMI).The impact of globalization requires HEIs to be internationalized to survive in the increasing
competency in higher education. Plus, different global higher education rankings such as World University Rankings are speeding up theinternationalization process in HEIs. Following the global trend of internationalization, Mongolian HEIs plan to increase EMI courses andprograms to improve the quality of programs and their competitiveness, and ultimately to become internationally visible at least in Asia.
This paper discusses the current process of IoHE in Mongolian HEIs with a special focus on private HEIs. The analysis explores how the
top-down national-level policies to internationalize the higher education sector result in both public and private HEIs, and what drives theprivate HEIs run a policy to adopt EMI, a growing global phenomenon of IoHE. This paper intends to answer these questions through thecase study of two private HEIs of Mongolia which have introduced EMI courses and programs. Currently, no information is available about
EMI courses and programs in Mongolian HEIs. This paper draws from the scholarly review, policy document analysis, and online survey
as part of an ongoing doctoral dissertation.
40366

11:45-12:15 | Prokofiev Hall (2F)

Conversation Analysis of Japanese EFL Learners’ Responses in Five Speech Act Situations
Yaoko Matsuoka, Kokugakuin University, Japan

This paper analyzes Japanese EFL learners’ responses in the five situations of different speech acts, aiming to examine their pragmaticcompetence in English. The research was conducted from late 2016 to the beginning of 2017 at a self-access English language learning
center of a private university in Tokyo. Oral discourse completion test (DCT) was developed based on five speech acts: suggestion, request,
apology, refusal, and agreement. The DCT was administered to 22 undergraduates in the form of a semi-structured oral interview with aresearch assistant, a native English speaker. The interaction of the assistant and each participant was audio-recorded and transcribedbased on the conversation analytic approach. Results of the analysis suggest that request and apologies are the most familiar speechacts for students, while, suggestion is the least familiar one for them. Further, self-underestimation of English language competence,anxiety to utter longer sentences, tendency to use easy and short expressions, influence of social norms, and fear of threatening other’s
face may disturb the flaw of language production. The findings will shed light on the problems of Japanese EFL learners’ improvement oforal English production, since pragmatic competence significantly affects the success of communication.

52 | IAFOR.ORG | ACEID2018 | #IAFORTuesday Session II

11:15-12:45 | Schumann Hall (2F)
Primary and Secondary Education
Session Chair: Chih-Hsuan Chang
39798

11:15-11:45 | Schumann Hall (2F)The Effects of Physical and Mental Quality Promotion Program: An Action Research About "Mindsight"
Chih-Hsuan Chang, National Taiwan Ocean University, Taiwan

Mental, neurological and substance use disorders contribute to a significant proportion of disease burden. In 2010, mental, neurologicaland substance use disorders accounted for 10.4% of global Disability-adjusted life years (DALYs). Mental disorders accounted for thelargest proportion of DALYs (56.7%), followed by neurological disorders (28.6%) and substance use disorders (14.7%)（Whiteford, Ferrari,
Degenhardt, Feigin, & Vos, 2015). Give this, the school education system must respond by implementing evidence-based interventions todevelop a better prevention and mental health program. The purpose of this program is to cultivate the important "mental and physicalqualities" that our students needs for development. Based on the theory of “Mindsight” and interpersonal neurobiology (Siegel, 2010),
we explored the theoretical transformation through the University & School Partnership mechanism and developing the strategies ofaction. To understand more objectively the effectiveness of the project, we conducted research and assessment as well as implement
it as a reference for the program in the future. Participants (n = 30) were gifted students in elementary schools in Taiwan. Students’
Emotional Styles were assessed via the administration of the Emotional Styles Questionnaire (https://goo.gl/HGXUbx). By rigorous action
research design, we keep a reflective process of progressive problem-solving. We have preliminary evidence to prove that students canchange their emotional styles through effortful training. We are committed to developing effective physical and mental quality promotion
programs for the benefit of more students.
39913

11:45-12:15 | Schumann Hall (2F)

Examining Bidirectional Relations Between Parental Involvement and School Adjustment
Eva Yi Hung Lau, The Education University of Hong Kong, Hong Kong
Thomas Power, Washington State University, USA

This study utilized a two-wave longitudinal design with an 8-month interval to explore the bidirectional relations between parental
involvement and school adjustment. The participants were children (mean age: 70.39 months at Time 1 and 76.98 months at Time 2),mothers, and kindergarten and primary school teachers from 324 and 247 Hong Kong families at Time 1 and Time 2, respectively. At
both time points (Time 1: approximately three months before the children finished kindergarten; and Time 2: 3 months after they enteredprimary school), the mothers and teachers reported on parental involvement and the teachers rated the children’s school adjustment,
while children completed a child assessment session to test their cognitive skills. The results revealed that the mothers’ involvement inlanguage and cognitive activities during kindergarten predicted better school adjustment after school transition. The mothers were also
more involved at their children’s primary schools when their children demonstrated lower cognitive skills in kindergarten. The findings
highlight the importance of examining the bidirectional relations between parental involvement and children’s school adjustment.
Implications for parent education will be discussed.
39148

12:15-12:45 | Schumann Hall (2F)

Back-To-School Each Day and On-Time: Connecting Missed School in Early Months to the Months That Follow
Jacob Kirksey, University of California, Santa Barbara, USA

Educational researchers and advocacy organizations have increased attention and awareness placed on student attendance during thefirst months of school. Thus, numerous school interventions focus on reducing student absenteeism and tardies early in the year, with thehope that this will cut back on missing school in later months. However, little empirical research serves to support the notion that improved
attendance in the early months of school predicts attendance later in the year. Further, no research has examined whether being late forschool associates with later attendance. The purpose of this study was to fill this gap in the literature by examining whether absences,tardies, and truant tardies (being more than 20 minutes late to school) in the first quarter of the school year associated with attendancein the following quarter. This study used unique district data containing information on student demographics, classroom identifiers, andteacher characteristics, totaling 14,776 student observations over three academic years. The analytic approach of this study involved theuse of the rich set of student, peer, and teacher covariates while also controlling for unobserved heterogeneity at the school, classroom,and student levels. The results indicate that first-quarter absences, tardies, and truant tardies each consistently predicted greater levelsof absenteeism in the second quarter of the school year. This association was most pronounced for truant tardies. These findings support
the existing dialogue promoting early year attendance. This study also draws additional attention to the consequences of truant tardies
as potential precursors of absenteeism in later periods.

#IAFOR | ACEID2018 | IAFOR.ORG | 53

Tuesday Session II

11:15-12:45 | Chopin Hall (2F)
Economics of Higher Education
Session Chair: Phoebe Wong
40171

11:15-11:45 | Chopin Hall (2F)Conceptualizing Brand Preference of Higher Education Institutions in Hong Kong

Phoebe Wong, School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong
Peggy M. L. Ng, School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong
This study investigates factors that influence the brand preferences for self-financed higher education among Hong Kong secondary
school students. To this end, it will conceptualize a model of education marketing in brand preference that will contribute to ourunderstanding of the current literature. Due to the Hong Kong education reform in higher education system from elite to populist(Kember, 2010, Wan, 2011), the participation rate in higher education ascended from 33% in 2000 to 66% in 2005 (Education Bureau,2008). Hence, the competition in attracting and recruiting students has increased among tertiary institutions including publicly-funded
universities and self-financed higher institutions (Soutar and Turner, 2002, Maringe, 2006, Kusumawati, 2013). To remain competitivein this sector, management teams of self-financed higher education institutions (HEIs) must vie for prospective students in a moreproactive manner by identifying and understanding potential secondary school students’ preferences. While prior research mainly
focused on students’ perception and choice of institutions at the publicly-funded universities, surprisingly little attention has been
paid to the influence of secondary school students’ preferences with respect to self-financed higher education institutions (HEIs).
Thus, this area is under-explored and under-theorized (Hemsley-Brown and Oplatka 2006, Ng et al 2013). Addressing this researchgap, the contribution of this study is to provide insightful information of secondary school students’ preferences in order to develop an
education marketing model of brand preference, and enrich the existing literature on marketing in the education sector.
40644

11:45-12:15 | Chopin Hall (2F)Key Performance Indicators for Higher Education. Lessons From Poland
Katarzyna Joanna Błocka, SGH Warsaw School of Economics, Poland
Tomasz Szapiro, SGH Warsaw School of Economics, Poland

It has been argued that quantitative KPIs for academics can create perverse incentives. By narrowing the attention of academia tomeasurable outcomes rather than its broader mission, they can be a distraction from maximizing universities' positive impact on society.
Quantitative assessments are nonetheless required, among others by governments which finance or co-finance the higher education
institutions in many countries. This work presents an analysis of past regulations concerning the evaluation of universities and their impact
on the Polish higher education sector. Quantitative as well as qualitative aspects are discussed. The results illustrate the Goodhart's law
stating :“When a measure becomes a target, it ceases to be a good measure.” However in some aspects the case study of Poland also
shows how the absence of quantitative assessments is likely to result in undesired outcomes.
40641

12:15-12:45 | Chopin Hall (2F)

On Funding Algorithm in Control of University System. The Case of Poland
Ada Alicja Cierkowska, SGH Warsaw School of Economics, Poland
Tomasz Szapiro, SGH Warsaw School of Economics, Poland

The research is inspired by the decades-long debate on the effectiveness of education and steering of educational systems in Europe
and in particular – in Poland. Government funding serves to stabilize the functioning of public universities and to influence them toget compatibility with the educational raison d’etat. In the presentation an attempt to measure the effect that government funding
has on the educational system and public universities is presented. The algorithms which describe the rules of the division of funds
between universities serve as the instrument to impact universities’ policies. Modifications of a real algorithm and their consequences
are investigated both theoretically and practically. The data from Ministry of Science and Higher Education in Poland are used to perform
simulations which aim at evaluation of results due to pro-quality elements introduced in the algorithm.

54 | IAFOR.ORG | ACEID2018 | #IAFORTuesday Session III
14:00-15:30 | Room 501 (5F)

Education for Intercultural Communication
Session Chair: Monty P. Satiadarma
40627

14:00-14:30 | Room 501 (5F)

Cultural Adaptation of Foreign Students at Belgrade Faculty of Philology
Ljiljana Markovic, University of Belgrade, Serbia
Biljana Djoric Francuski, University of Belgrade, Serbia

This Paper purports to analyze both the theoretical foundations of second language learning at an adult age (such as University students
studying within a new linguistic and cultural environment), as well as a survey of actual difficulties experienced by foreign students
learning Serbian as a second language at the Center for Serbian as a Foreign Language, at the the Faculty of Philology, University ofBelgrade, for one academic year with a view to passing entrance examinations in order to study their chosen field at a BA level. We havecompared the difficulties and specific learning stumbling blocks of students over the last decade together with the results of introducing
elements of Serbian culture into their education. We have arrived at the conclusion that getting to understand the cultural environmentof the society where the students are studying their target language markedly increases the correctness of their oral production as wellas the quality of their written production and enables them to attain a better foundation for studying Serbian within the CLIL Language
Program designed to prepare them for their intended University course study.
40734

14:30-15:00 | Room 501 (5F)

Xenophobic Racism and Puffed-Up Colonialism: The Classroom Scenario
James Briganti, Nagasaki University, School of Medicine, Japan

Misunderstandings rooted in cultural differences in educational foundations can lead to poor classroom outcomes. This presentation will
examine the root concepts behind the theory of Western-style education through an examination of principle education terminology. These
concepts will be compared cross-culturally with root concepts of education in the Japanese context in order to understand any foundational
congruences or conflicts between the two that may be hindering the establishment of learner-instructor discourse in a multicultural setting.
40498

15:00-15:30 | Room 501 (5F)

Social Identity, Cognitive Dissonance, and Tolerance
Monty P Satiadarma, Tarumanagara University, Indonesia

While a sense of belonging motivates people to achieve their needs (Maslow, 1954), social identity also creates conflicts in inter-group
activity context (Tajfel & Turner, 1979). People in nature tend to categorize, identify, and compare. Such tendency motivates people topursue their needs. However, once they identify themselves with a specific group, they tend to also seek for the negative aspect of the outgroup in order to enhance their self-image. Meanwhile, numbers of people are also experience dissonance (Festinger, 1957), a condition
where one experiences mental discomfort for having or simultaneously holding two or more contradictory beliefs, ideals or values. Living
in a multi-cultural society creates challenges for being tolerant in such conditions. However, tolerance also contains paradox (Popper,
1945) since people often must tolerate the intolerants. This paper discusses issues on social identity, cognitive dissonance and tolerance
in a multi-cultural nation that needs more attention to survive in diversity.

#IAFOR | ACEID2018 | IAFOR.ORG | 55

Tuesday Session III
14:00-15:30 | Room 503 (5F)

Special Education, Learning Difficulties, Disability
Session Chair: Hsiu-Lan Chin
39766

14:00-14:30 | Room 503 (5F)

The Research of Hand-Grip Strength for Adults with Intellectual Disability
Hsiu-Lan Chin, Toko University, Taiwan
Yu-Fen Hsiao, Toko University, Taiwan
Hua-Ying Chuang, Chi Mei Medical Center, Taiwan
Wei Lee, Graduate Institute of Life Sciences, National Defense Medical Center, Taiwan

The research is about the investigation on hand-grip strength of adults with intellectual disabilities. The participants are 197 male adults
and 114 female ones. The aim of the study is figure out the performance of their hand-grip strength, and initiate the setting of training
on hand-grip strength in their daily life which will decrease the weakening on their physical condition. Test items include weight, bonedensity, basal metabolic rate static body balance except hand-grip strength. Hand-grip strength was measured by a hand dynamometerand classiﬁed as normal group (≧30 kg for male and ≧20 kg for female) and weak group (<30 kg for male, <20 kg for female)The analysis
indicates: (1) The correlation between hand-grip strength and degree of the intellectual disability, basal metabolic rate, and static bodybalance as well. Nevertheless, there is no significant correlation between grip strength and basal metabolic rate which had been having asignificant correlation with hand-grip strength. (2) The difference between male and female subjects in hand-grip strength is significant,the hand-grip strength of male subjects is much higher than female ones. Compared to the female counterparts, male participants indicate
greater individual differences. And the proportion of weakness between male and female subjects is also different. (3) The regression
indicates the main factors related to grip strength performance include degree of the intellectual disability, height, static body balance,
training and weight sequentially. (4) There is a significant difference on both hand-grip and static body balance between participants infacilities and workshops.
39601

14:30-15:00 | Room 503 (5F)

Vocational Curriculum for Learners with Special Educational Needs
Von Erick Dumagtoy, Montessori de San Juan, The Philippines
Camilla Cassandra Arellano, Montessori de San Juan, The Philippines
Candice Robyn Trilles, Montessori de San Juan, The Philippines
Myrna Nidea, Jose Rizal University, The Philippines
Gina Agus, Jose Rizal University, The Philippines

In the past three decades, children with special needs are considered invincible persons of the society (Burtner, 2017). One of the fears ofparents of children with special needs is to leave their children behind helpless and dependent in all their needs. The thought of leaving
behind a child who cannot take care of himself and cannot provide for himself financially are part of these fears. That is why schools thatprovide curriculum for children with special needs include transitional programs for these children. These transitional programs include
vocational programs such as weaving, food tending which include pizza making. Transitional program or programs and activities given
to children with special after high school such as vocational programs is mandated by the government to schools that offer educational
curriculum to children with special needs in line with the implementation of K to 12 Curriculum in the Philippines. Children with special
needs have limitations when it comes to performing tasks that unlike persons without special conditions. Children with special needs’
ability to do organize items, perform motor skills and to work with pattern makes pizza making vocational skills a good choice oftransitional activity for these students. This prompted the researcher to promote the identified activity program suited for learners withspecial needs based on their ability and interest as a vocational transitional program for children with Autism Spectrum Disorder.
39521

15:00-15:30 | Room 503 (5F)

Full Inclusion in a Pre-School Setting: A Singapore Case Study
Wen-Pin Leow, University of Aberdeen, UK

Although present-day societies are rapidly changing and evolving, educational paradigms for people with special needs have unfortunately
often lagged behind. One such area this has happened in is preschool education. This is of serious concern, especially since scholarshiphas demonstrated the critical role that quality preschool education plays in promoting social equity. Therefore, there is a need to bring
to bear new approaches towards special education in preschool settings, especially interdisciplinary approaches that bring together thebest of scholarship in early childhood education, special education, and disability studies in a praxis-focused setting. This presentation
provides a case study which uses such an approach. In 2014, Awwa (a Singapore-based voluntary welfare association with a history ofinnovation in the disability sector) was awarded a SGD $3.6 million grant to pilot a new fully-inclusive model of preschool education.
This presentation will discuss (i) the conditions that led to the creation of preschool, (ii) the planning process of the preschool, (iii) someobservations of the preschool since its opening in 2016, and (iv) the impact that the preschool has created in Singapore. The presentation
concludes with some reflections on how further change could be precipitated in the preschool and disability sectors in Singapore in order
to allow people with disabilities to better thrive and flourish.

56 | IAFOR.ORG | ACEID2018 | #IAFORTuesday Session III
14:00-15:30 | Room 505 (5F)

Education for Intercultural Communication
Session Chair: Cynthia Wong
39792

14:00-14:30 | Room 505 (5F)

An Analysis of Cultural Influence on Speech Act Performance: A Comparison of Japanese Culture and Culturesof Western Countries
Chiaki Hiramatsu, Osaka university, Japan

Ease of travel to foreign countries can encourage us to interact through face-to-face communication with people from different
cultures. The increase of opportunities to have online interactions with people from across the world can be seen due to the progress oftechnology and wide spread use of the Internet. When we meet people from dissimilar cultures, it may be significant for us to understandthe differences and embrace them in order to avoid possible misunderstandings. Culture and communication seem to have a close
connection and analyzing this reciprocal relationship would help us to become a better communicator. This study applied a qualitative
methodology to analyze the possible influence of culture on our linguistic usage focusing specifically on, choice of expressions anddegree of directness/indirectness in speech act performance when making requests. Key concepts employed were speech act strategy,
positive and negative politeness, Face-Threatening Acts, Hofstede’s theory of power distance and individualism, as well as high and low
context culture. Participants were asked to complete the Discourse Completion Task (DCT). 10 Japanese participants and 10 participantsfrom western counties were recruited in 2014. In addition, 3 Japanese participants were invited to be interviewed after completing the DCT.
In conclusion, the results in my study suggest that culture seems to affect our linguistic use such as word choices or expressions and ourlevel of directness or indirectness. However, culture cannot be the only factor and, for example, individual differences of personality canbe considered as one of the other factors.
39787

14:30-15:00 | Room 505 (5F)

An Introduction to Intercultural Communication Using Scenes From the Film, Zootopia
Mikako Nobuhara, Tokyo Metropolitan College of Industrial Technology, Japan
Satomi Yoshimuta, International Christian University, Japan

This study reports on the utilization of the Disney film Zootopia in a college English class. The Ministry of Education, Culture, Sports,
Science and Technology clearly prioritizes the advancement of international education, or education that opens the students’ minds tothe wider world, in Japan. To achieve this educational ideal, the authors believe that more activities promoting intercultural understanding
should be performed in classes. Using materials from films is an effective way of motivating students and nurturing their understanding
as such materials contain attractive visual scenes and interesting scripts with sound or songs. The classes in this study taught English as
a foreign language (EFL) and also aimed at developing students’ intercultural understanding in communication. Students were provided
materials for pair work or group work and were asked to discuss and write their ideas on worksheets. These continuous activities wereconducted for approximately half a year. The results of questionnaires administered before and after the classes revealed that students
became more motivated and their intercultural competence improved after they used the materials. Screening certain scenes from
Zootopia helped students improve their competence in understanding intercultural communication. In this study, the authors provide
ideas for classes and propose class materials. These materials will be useful for teachers as examples of practical lessons that encourage
students’ intercultural understanding in EFL classes.
39649

15:00-15:30 | Room 505 (5F)

Nobel Authors in the Literature Classroom: 2017 Laureate Kazuo Ishiguro and the Case for Conscious Empathy
Cynthia Wong, University of Colorado Denver, USA

Many years before the Swedish Academy honored Japanese-born, British-educated writer Kazuo Ishiguro with the Nobel Prize in Literaturefor his resilient works about the human spirit, the author said, “I feel I am part of that generation for whom making something good outof your life, morally good, was a very conscious thing.” I have published on Ishiguro and his works for over 20 years, and I interviewed
Ishiguro twice (2000 and 2006). I can attest to the “ethics of empathy” he creates in his fiction to broaden cultural understanding andcommunication. Critics note, “[Ishiguro is able to] make us care about the world, about other people, about ourselves.” We may discover inliterary fiction ways to explore our human condition, recognize suffering, and find ways to be allies to one another in times of change andinstability. I advocate for the teaching of Nobel authors in the literature classroom – particularly focusing on Japanese-origin laureatessuch as Ishiguro, Oe Kenzaburo, and Kawabata Yasunari for this presentation. I will discuss how their books create wider communities ofkinship and induct readers to bear witness to human experiences through literature. Indeed, these laureates fulfill Alfred Nobel’s legacy
that literature can bestow “the greatest benefit to mankind.” In particular, I will interpret the Academy’s accolade for Ishiguro, “who innovels of great emotional force, has uncovered the abyss beneath our illusory sense of connection with the world.”#IAFOR | ACEID2018 | IAFOR.ORG | 57

Tuesday Session III
14:00-15:30 | Room 506 (5F)

Education for Interdisciplinary Thinking
Session Chair: Pei-Fen Chang40258

14:00-14:30 | Room 506 (5F)The Multidisciplinary Project to Promote Story-Based Learning and Soft Skills: Integrating Biology, Technology,
Engineering and Mathematics Study
Jintana Wongta, King Mongkut’s University of Technology Thonburi, Thailand
Nion Vinarukwong, King Mongkut’s University of Technology Thonburi, Thailand
Ekapong Hirunsirisawat, King Mongkut’s University of Technology Thonburi, Thailand
Kitsada Doungjitjaroen, King Mongkut’s University of Technology Thonburi, Thailand
Sukanyapat Dokkhularb, King Mongkut’s University of Technology Thonburi, Thailand

Story-based learning is part of the Engineering Science Classroom of King Mongkut’s University of Technology Thonburi (ESC-KMUTT)
curriculum promoting high school students to learn through “stories” by which all learning topics are interwoven and integrated. For
applying knowledge, the multidisciplinary project called “Ecobox” was created by integrating ecosystem, computer programming,
engineering drawing and mathematical modeling topics. Our previous research indicated that this project could enhance the student’s
soft skills. Therefore, the aim of this study was to find out how and why ecobox project could promote students’ soft skills such as
teamwork skills, problem-solving skills, criticism and creativity. Data was collected from 45 questionnaires, 12 open-ended questions
and model evaluation. The participants were 10th grade students from 3 classrooms (n=70). The result found that 12 groups of student
in 3 classrooms accomplished to create ecobox models during one month. In term of teamwork skills, the most of students had foundthat working in an ecobox team made them more respect and listen to friend’s opinion (4.43±0.65) while mean value of team conflict waslow (2.70±1.14). For problem-solving, work as part of a team helped students to solve problems better (4.25±0.77). For criticism, working
in teams could increase the use of critical thinking (4.29±0.84). For creativity, the ecobox project helped students to know how to use
creativity when constructed ecobox model and increase the creative problem solving (4.06±0.80). The finding of this study could bringmore understanding on nurturing students’ soft skills using multidisciplinary project.
40786

14:30-15:00 | Room 506 (5F)

Public-Private Partnerships in Cross-Disciplinary Learning: A Case Study
Richard Lachman, Ryerson University Canada“Design Solutions” is a cross-disciplinary course that matches student-teams with external institutions to engage with real-world
challenges. Companies, government ministries, and arts organizations identify challenge-areas for mentor-supported student teams toaddress, using a design-thinking methodology. Coursework focuses on solution methodologies, best practices in group dynamics, social
ventures, and entrepreneurship. The trial-and-error approach to refining the coursework over five years of iterations are discussed, alongwith lessons for cross-disciplinary and industry collaboration in higher education.
40098

15:00-15:30 | Room 506 (5F)

How to Enhance Multi-Disciplinary Students' Courage to Think Creatively?
Pei-Fen Chang, National Central University, Taiwan
Yen-Wen Chen, National Central University, Taiwan

The main goal of the "Creativity and Innovation" course is to teach students how to learn actively, as opposed to traditional methods ofpassive learning. In this course, the professor leads students from various backgrounds to think of how to start their own businesses,
what processes they will have to go through, how to write a startup business plan, what kinds of contents a plan should compose of,and how to make their business plans attract venture capital and raise funds. Basically, this course was designed based on the CDIO
(Create-Design-Implement-Operate) model. For the final report of this course, students have to collaborate with their group members
from diverse backgrounds to create an innovative entrepreneur idea. Next, students have to design their own business plan regarding
how to implement their entrepreneur business. This way, they can operate their business plans and adjust them if necessary. The sample
for this study includes 76 students from the humanities, engineering, management, and science departments. According to the analysis
results from the learning outcomes questionnaire survey, "the courage required to encounter challenges in starting up a business" is thecompetency that students learned the most from this course, while "knowing what kinds of skills I lack" is the ability that students felt theylearned the least from this course. Finally, the implications and future directions of this study will be described.

58 | IAFOR.ORG | ACEID2018 | #IAFORTuesday Session III

14:00-15:30 | Prokofiev Hall (2F)
Higher Education
Session Chair: Annemari Munk Svendsen
39974

14:00-14:30 | Prokofiev Hall (2F)

Empowering the Disempowered: Leadership Development Strategies for Women in Higher Education
Anju Giri, Tribhuvan University, Nepal

In Nepal, women are disempowered and marginalized as they have been facing social, economic, political and physical discrimination interms of position, power, education, role and opportunity. As a result, women have held very low positions in the home, community, andeducational institutions. In developed countries, women are indeed making progress personally and professionally. They have occupied
higher positions in government offices and universities. Although women have made great advances there, very little is explored on theirstrategies and what they deem important for their success. The main objective of this study was to explore the experiences of women in
their successful ascendancy and learn from those women who have broken the glass ceiling and obtained leadership positions in higher
education. Adopting a qualitative approach, twelve female faculty members holding top level positions in five different UK universities
were interviewed (in-depth). Fourteen questions were asked. The major themes emerged were categorized under: Motivations, Strategies,
Obstacles and Advice. The sub-themes emerged under “Strategies” were: their preparation for leadership positions, the strategies they
employed for their success. The major sub-themes under Obstacles in their career paths were: gender, ethnicity, social class, work- life
balance, lack of confidence among women. This research revealed many eye-opening obstacles and challenges they faced on theirpathways, and concluded with a list of important leadership strategies they used to overcome those obstacles, as well as a number of
useful pieces of advice given by them for future female leaders.
39320

14:30-15:00 | Prokofiev Hall (2F)Partnership for Student Success: Collaboration Between Librarians and Faculty
Lili Luo, San Jose State University, USA

The way society produces, distributes and consumes information has undergone drastic changes in the past few decades, which has
created an environment where librarians are well positioned to become an integral partner in education. Reinforcing librarians’ role asfacilitators, navigators and teachers in the educational landscape, prominent librarian scholars John Shank and Steven Bell state that“it is imperative and no exaggeration to claim that the future of academic librarianship depends on our collective ability to integrate
services and practices into the teaching and learning process.” Collaborating with the teaching faculty is an essential way for librarians
to engage in the education process and contribute to student success. In this study, a comprehensive content analysis is conducted on
publications about librarian-faculty collaboration in the three most important academic library journals (College & Research Libraries,
Journal of Academic Librarianship and portal: Libraries and the Academy) in the past decade (2007-2017). The analysis seeks to
identify 1) motivations for librarian-faculty collaboration; 2) types of collaboration; 3) procedures and outcome of collaboration; and 4)
challenges in the process of collaboration. Findings of the study will help both librarians and teaching faculty gain insights on how toeffectively and efficiently work with each other to optimize the teaching and learning experience for students, as well as develop better
strategies to contribute to student success.
39366

15:00-15:30 | Prokofiev Hall (2F)

Perceived Barriers to Application of Research Literature by Teaching Staff in Danish Physical Education
Teacher Education
Annemari Munk Svendsen, University of Southern Denmark, Denmark

To educate pre-service teachers to become life-long learners capable of following, changing and critically discussing new tendencies insociety is extremely relevant in times of change. In that regard, teacher education should develop pre-service-teachers’ competences
to base their decisions on professional and up-to-date arguments and to critically reflect upon their choices (Toom et al., 2008).
Training student teachers to become competent readers and users of research literature is in that regard a central element (Jyrhämä
et al., 2008; Munthe & Rogne, 2015; Reis-Jorge, 2005). Among the main agents here are teacher educators who are supposed to havethe competences to integrate research literature into teacher training and to teach teacher students to read and use research literature.
This presentation will give first-hand accounts of barriers to using research literature as experienced by a group of Danish teacher
educators teaching Physical Education Teacher Education (PETE). It is based on a case study of a course developed to qualify PETE
teacher educators’ competences in the use of research literature (Svendsen, 2017). The discussion addresses some general focus
point for supporting the application of research in teacher education and to develop teacher education programmes that support preservice-teachers’ competences to act in times of change.

#IAFOR | ACEID2018 | IAFOR.ORG | 59

Tuesday Session III

14:00-15:30 | Schumann Hall (2F)
Primary and Secondary Education
Session Chair: Nilda Aggabao
40359

14:00-14:30 | Schumann Hall (2F)

Repetition in Myanmar's Primary Education by Analysing with Longitudinal Data
Natsuho Yoshida, Kwansei Gakuin University, Japan

After the introduction of the “Continuous Assessment and Progression System” into primary education in Myanmar, the repetition rate
improved remarkably from 17.7% (1990) to 0.3% (2012). Conversely, according to the Household Living Conditions Survey in Myanmar, it
has been reported that repetition rate, especially in Grade 1, is much higher than the repetition rate calculated by cross-sectional data.
Therefore, this study reveals the actual situation of repetition in Myanmar’s primary education by analysing promotion to next grade andrepetition(s) and so on, with longitudinal data drawn from school-records, including the information of individuals’ enrolment situation.
This paper examines 3,317 students who entered the three government schools (School 1 = upper class, School 2 = middle class, School
3 = lower class) in Myanmar, between 2001 and 2006. The highlighted findings were as follows: First, according to the longitudinal data,
the repetition rate in School 1 and School 2 was extremely low (0.0% and 0.7% respectively) as reported by cross-sectional data, whereas
the repetition rate in School 3 was much higher (18.1%). Second, more than half of the students who had repeated the same grade(s)repeated at Grade 1 in School 2 and School 3, but the frequent reasons for repetition in each school were quite different. Third, in School
3 the proportion of students who had repeated grades two or more times was more than 30% of all students who had repeated the same
grade(s). Detailed reasons behind an individual’s repetition(s) in the context of Myanmar will be discussed.
39796

14:30-15:00 | Schumann Hall (2F)The Mother Tongue-Based Multilingual Education (MTB-MLE) Program in the Philippines: Teachers'
Competencies and Pedagogical Practices in Teaching Mother Tongue
Eileen Bernardo, Isabela State University, The Philippines
Nilda Aggabao, Isabela State University, The Philippines
Jaine Tarun, Isabela State University, The Philippines

The K to 12 Program of the Department of Education in the Philippines was implemented in 2012. Some implications of the K to 12
Program include the following: graduates will be better prepared for higher education; graduates will have a better mastery of basics, andremedial courses will no longer be necessary, graduates will be better prepared for work, thus they have the option to go directly to work.
One of the features of this program is the Teaching of Mother Tongue and Multilingual Education. The primary purpose of this study is todetermine the competencies of teachers in the teaching of mother tongue and/or use of MTB-MLE as a medium of instruction. Secondly,
it is also aimed to determine the pedagogical practices of teachers in the teaching of MTB-MLE. This paper focused on selected public
elementary schools in three municipalities in Northern Isabela in the Cagayan Valley Region namely Cabagan, San Pablo and Santa Maria.
The study utilized mixed methods, the quantitative and qualitative research designs. Triangulation of data was used both for method ofgathering and sources. Document analysis, survey, interview/focus discussion and observation were used as method of gathering data
and while sources of information are the administrators, teachers, and students. The results of this study showed that the teachers are
satisfactory in their competencies in the teaching of mother tongue and/or in using MTB-MLE as a medium of instruction, and in theirpedagogical practices.
39734

15:00-15:30 | Schumann Hall (2F)The Implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) Program in thePhilippines: Reactions, Attitudes and Perceptions of Teachers
Eileen Bernardo, Isabela State University, The Philippines
Nilda Aggabao, Isabela State University, The Philippines
Jaine Tarun, Isabela State University, The Philippines

In June 2012, the K to 12 Curriculum was implemented in the Philippines. Basic education is now thirteen years instead of the usual ten
years. In the K to 12 Curriculum, the elementary grades will focus on the core learning areas namely: languages, mathematics, scienceand social studies. One of the highlights of the K to 12 Curriculum is the use of the eight major Philippine languages to teach Kindergarten
to Grade 3 students. The Department of Education adopted the “Mother Tongue-Based Multilingual Education (MTB-MLE)” after pilot
tests showed students learn better when the language used at home is also used in the classroom. This study aimed to determine thereactions and attitudes of the teachers and the problems they encountered on the implementation of the Multilingual Education andthe Teaching of Mother Tongue in the Philippines. The study utilized quantitative and qualitative research methods through document
analysis, survey, interview and observation. Triangulation of data in terms of method of gathering and validation was undertaken. This
paper focused in selected public elementary schools in three municipalities in Isabela namely Cabagan, San Pablo and Santa Maria.
Survey questionnaire, interview guide and observation checklist were used to document the problems, attitudes and perceptions of K
to 3 teachers in the implementation of MTB-MLE for the K to 12 program Results showed that the feelings, reactions and attitudes ofteachers on the implementation of the MTB-MLE are generally favorable. However, the teachers encountered problems on the availabilityof instructional materials and facilities.

60 | IAFOR.ORG | ACEID2018 | #IAFORTuesday Session III

14:00-15:00 | Chopin Hall (2F)
Higher Education
Session Chair: Michelle Meiling Yeo
39478

14:00-14:30 | Chopin Hall (2F)An Exploratory Study on the Change of Pre-Service Music Teachers' Pedagogical Content Knowledge (PCK)
Through Reflective Practice in Learning Communities
Jihae Shin, Ewha Womans University, South Korea

Reflective practice has been an important issue in teacher education. Pre-service music teachers have an opportunity to learn practicalknowledge through reflective practice in field and student-teaching experience. Also, in a teacher preparation program, they learn bothcontent knowledge and pedagogy and develop pedagogical content knowledge (PCK) which integrates pedagogical with subject matterknowledge (Schulman, 1987). Reflective practice in field and student-teaching experience would help pre-service music teachers figureout their implicit knowledge on teaching and learning and find out a foundation to improve their teaching practice, which would further
contribute to PCK development. Recently, many researchers emphasized that collaboration in communities promotes reflective thinking(Stanley, 2009). Teacher learning community is a group where teachers collaborate with each other and discuss specific issues to develop
their professional expertise in education (Seo, 2009). Previous research studies found that music teacher learning communities helped
teachers have critical thinking toward their classes (Chadwick, 2015) and contemplate their teaching practice (Conway & Jeffers, 2004).
However, there is a lack of research on pre-service music teachers’ PCK. Therefore, the purpose of this study was to explore the changeof pre-service music teachers’ pedagogical content knowledge (PCK) through reflective practice in learning communities. The study
participants were seventeen pre-service music teachers enrolled in a course, “Practice in Music Education Professional Careers” at a
graduate school located in Seoul, Korea. Through participant observation, reflective journals, the PCK survey, and interviews, pre-service
music teachers’ perceptions of their PCK development will be discussed.
40467

14:30-15:00 | Chopin Hall (2F)

From Information to Empowerment: Tertiary Students’ Experiences with the Use of Social Media in Learning
Michelle Meiling Yeo, University of Newcastle, Australia

The aim of this paper is to examine tertiary students’ learning outcomes, experiences and perceptions of using social media; YouTube
to enable a collaborative and participatory learning process. From a survey of literature on tertiary students’ use of social media forexperiential and participatory learning, there seems to be very little evidence of detailed examination to gather students’ perceptions
and experiences and to determine learning outcomes. Thus, this present study of participatory and collaborative learning supported byscaffolding provides an attractive glimpse of the use of social media, such as YouTube videos created by groups of tertiary students inclass. Two groups of tertiary students, adult learners from the University of Arts and Social Sciences in Singapore, were the participants
as case study of this study. This paper, with a discussion of social-constructivist learning theory, is to determine if the leveraging ofsocial media is able to provide adult learners with a tool to implement a collaborative and participatory process in which students movefrom being informed to an active learner and self-directed learner of their own, hence an empowerment of learning from information toempowerment of information.

#IAFOR | ACEID2018 | IAFOR.ORG | 61

Featured Symposium: Rachel Lam (Session Chair),Dragan Trninic, Hillary Swanson & Jimmy Menkhaus
Tuesday, March 27 | 15:45-17:45 | Room 504 (5F)

Embodiment and Learning
Educating for change requires opportunities for learners to embody and experience the principles andconcepts that help to make sense of the world around them. We propose a symposium from experts in various
areas of educational research, each to present work showing the impact that learning-by-doing has onknowledge acquisition, understanding, and transfer. The collection of these works highlights the advantagesof complementing traditional, typically lecture-based, forms of education with active and authentic learning
driven by the student. Below we briefly describe the work from our experts, with expanded abstracts following.
••••Work from embodied cognition suggests that even mathematical abstractions are ultimately groundedin sensorimotor experience; consequently, some aspects of mathematics may be better taught throughembodied activities.
When children engage in real-world problem-solving activities in the classroom, knowledge in maintaining
and promoting a sustainable environment can transfer beyond school, directly impacting their behaviors
in their own communities.
Students draw rich intuitive knowledge from their lived experience of the world. With the support of
instructional scaffolding, they can use their intuitions to make sense of physical phenomena and constructscientific knowledge.
Student understanding of suffering is enhanced when they directly encounter the experiences of suffering
peoples. Real encounters lead students to make new connections between concepts such as poverty andjustice, and inspire discussion around taking action in the world.

We will first present these four works, and then provide a consolidation that integrates them under the themeof embodied learning towards positive action. In our consolidation, we will address how learning-by-doing can
be channeled into learning-for-doing, for positive change we hope to see in the world. Afterwards, we will open
up the floor for audience questions and discussion.
Presentation #1

Embodied Learning and Mathematics

Dragan Trninic, ETH Zurich University, Switzerland
A pedagogical orientation shared by all the presenters in this symposium is that ideas must be experientiallyfelt rather than merely talked about in order for learning to occur. This orientation is supported by the embodied
cognition framework, which argues that an organism’s cognition is grounded in its sensorimotor capacities(Kiefer & Barsalou, 2013). In this talk, I argue for why and how theories of embodied cognition can be leveraged
in educational design. Specifically, I focus on the neuroanatomical argument that human cognitive processes
utilize the same systems that support perception and action. This hypothesis is called neural reuse (Anderson,2010) and explains, for instance, why thinking about a hammer activates the same neurons used when
actually using a hammer (Martin, 2007). Furthermore, the cognitive processing of even abstract ideas, such as
those in mathematics, contains elements of kinesthetic sensations, the “sensations and experiences that are
62 | IAFOR.ORG | ACEID2018 | #IAFOR

associated with . . . movement” (Vygotsky, 1997, p. 161). Consequently, mathematics education may benefit
from providing students with opportunities to ground abstract ideas in felt "sensations and experiences.” Theoverall argument is contextualized through a case of an educational design where students learn about themathematical principle of proportion through initially engaging in overtly physical, bimanual movements.
Presentation #2

Embodied Learning and Sustainability

Rachel Lam, ETH Zurich University, Switzerland“How would you convince your neighbor to recycle?” Singaporean children in the 4th year of primary school
were posed this question during a lesson on the overproduction of waste in densely populated urban areas.
After learning about low domestic recycling rates and being presented with various reasons why residents do
not recycle, the students were then tasked to create the script for a YouTube show that would help encourage
more people to recycle. Through peer collaboration and brainstorming, students “acted out” the YouTube
show during the lesson, overall producing a wide variety of ideas in their scripts. Some children focused onpractical solutions, for example, creating recycling chutes for all buildings, some addressed residents’ lackof environmental awareness, and others described punishments by law for not recycling. In the embodied
experience of creating and acting out their YouTube shows, the students displayed several complex problemsolving behaviors, without being explicitly instructed how to collaborate or problem-solve. Our prior work has
shown that students are capable of engaging in effective collaboration in complex problem-solving, generating
innovative and creative solutions, and learning new concepts in environmental science after experiencing peer
collaboration lessons (Lam & Low, 2016; Lam, Low, & Li, in press). In addition, a fieldtrip to a beach cleanup
showed evidence of knowledge transfer as students engaged in positive actions around recycling.
Presentation #3

Embodied Learning and Physics

Hillary Swanson, Northwestern University, USA
Einstein (1936) once said, “The whole of science is nothing more than a refinement of everyday thinking.” Learningscientists have argued similarly, positing that the seeds of scientific reasoning lie in learners’ intuitive sense of
mechanism (Hammer, 1997). Numerous intuitions for explaining physical phenomena have been documented,
for example, “more effort begets more result,” and “force as a mover,” and it is posited that these are drawn fromlearners’ physical experience of the world (diSessa, 1993). This study extends this work by suggesting that there
exist intuitions useful for explaining physical phenomena that are grounded in learners’ social and emotional
experience of the world. I present evidence from a classroom discussion during which 8th grade students workon a theoretical explanation for why cold liquid warms quickly at first, and then more slowly as it approaches
room temperature. The students draw on intuitions grounded in not only physical but also social and emotional
experience to make sense of the phenomenon. Under the guidance of the teacher, they refine their intuitions overthe course of the discussion and ultimately produce a conceptual version of Newton’s law of warming.
Presentation #4

Embodied Learning and Suffering

Jimmy Menkhaus, Gannon University, USA
The former Jesuit Superior General Fr. Pedro Arrupe, S. J. and Pope Francis both centralize the importance of
encountering the poor as a form of education. Such encounters exemplify the application of embodiment towards
learning concepts in theology. For a student to understand concepts such as “human dignity” and "suffering,” it isimperative that the students not merely hear about them, but genuinely encounter the experiences of them in theworld. One way that students can engage in these experiences is through service learning and immersion trips. In
this presentation, I share how students from a Catholic university in Pennsylvania, USA, travelled to Immakalee,
Florida, and engaged with migrant farm workers in order to better understand how they live and how they suffer.
These workers are denied basic dignity and human rights in their daily lives. As opposed to reading about migrant
workers from a textbook, the encounters that the students experienced helped them to realize the interlinked
notions of poverty and justice. They were able to reach new conclusions about the concept of suffering in waysthat inspired further thought and consideration around taking action towards positive change for suffering peoples.

Session Chair Biography
Dr Rachel Lam is currently a Research Scientist in the Learning Sciences Lab at the National Institute of
Education in Singapore. She earned a PhD in Educational Psychology with an emphasis in Learning andCognition at Arizona State University in the United States. Dr Lam has conducted research in educationalsettings in a variety of subject areas (psychology, chemistry, social studies) that has focused on designingpeer collaboration activities to support conceptual understanding and deep learning. She uses pre-posttest
measures, discourse from student dialogues, and other student artifacts to assess student content knowledge,
application of knowledge to real-world problems, and transfer to novel contexts. In addition, Dr Lam hastaught classes at the Bachelor’s and Master’s level on a variety of topics in educational psychology, learningtheories, and child development for seven years. Prior to an academic career, she worked in public libraries andcommunity education organizations in the US.
#IAFOR | ACEID2018 | IAFOR.ORG | 63

Japanese Tea Ceremony
Wednesday, March 28 | 12:45-13:30 | Room 504 (5F)
A continuing feature of IAFOR’s Kobe-based conferences is the showcasing of the artsand culture of Japan. This demonstration gives conference attendees the opportunity
to gain knowledge and practical experience of the Japanese art of tea making throughan informative workshop given by a local Japanese cultural group. As part of of thisdemonstration, delegates will have the opportunity to try some delicious green tea.

64 | IAFOR.ORG | ACEID2018 | #IAFORWednesday
March 28
08:30-09:00

Coffee, Tea and Pastries | Room 504 (5F)

09:00-11:00

Parallel Session I

11:00-11:15

Coffee Break | Room 504 (5F)

11:15-12:45

Parallel Session II

12:45-14:00

Lunch Break | Mame no Hatake

12:45-13:30

Japanese Tea Ceremony | Room 504 (5F)

14:00-15:30

Parallel Session III

15:30-16:00

Closing Remarks | Room 504 (5F)

#IAFOR | ACEID2018 | IAFOR.ORG | 65

Wednesday Session I
09:00-10:30 | Room 501 (5F)

Education for Sustainable Development
Session Chair: Maddalena Taras
39562

09:00-09:30 | Room 501 (5F)Internationalization Through Living and Learning in a Tropical Rainforest: A Phenomenological Case Study ofChinese Students in Macau
Nga Ian Tam, Macau Polytechnic Institute, Macao

The phenomenological case study covers the limited research on Chinese students’ international experience in a sustainable community in
Thailand and its impact on their lives a year after the experience. Chinese students in the School of Arts, Macau Polytechnic Institute neverexperience living and working in a tropical rainforest as learning always takes place in the classroom and in cities such as Hong Kong andChina. This paper tends to cover the value of this experience in fostering Chinese students’ awareness in environmental protection and ininternationalizing their local norms and practice. Findings review the importance of living in a small, harsh and multicultural environmentin enhancing Chinese students’ awareness in environmental protection and in challenging traditional learning in a classroom as a step
towards internationalization. Methodology: The phenomenological case study tends to examine how the experiential learning programin a tropical rainforest encourages internationalization on Chinese students a year upon their return to Macau. The research seeks toanswer the following questions: 1) What are the vital elements of the experience that impact Chinese students’ international thinking
and behavior? 2) To what extent Chinese students’ traditional value, norms and practice are being challenged through the rainforest
experience? Instruments: Participants’ 2015 journal and 2017 interview transcripts will be analyzed by using a five-step approach thatinvolves reviewing, coding, categorizing, refining and themes generation.
40589

09:30-10:00 | Room 501 (5F)

Touring Malay Gamelan: Sustaining the Tradition Through Community Music
Wong Huey Yi Colleen Wong Wong, Sultan Idris Education University, Malaysia
Christine Augustine, Sultan Idris Education University, Malaysia

Music is a medium in connecting people regardless of age and culture. Empowering people through music has been an ultimate aims
in many local music groups in Malaysia. Rhythm in Bronze (RiB) is a Malay gamelan ensemble in Malaysia that has been touring locallyand internationally in promoting Malay gamelan music. The creativeness of RiB in representing their music to the public has become an
inspiration for other groups in Malaysia to find their own root and identity in sharing their work. Malay Gamelan has not been highlighted
as compared to Javanese and Balinese gamelans because it has been given minimal exposure among communities around the world.
This research oversees the touring of with the Malay gamelan by RiB in sustaining the tradition through community performances. A
qualitative approach was used where RIB activities were documented and analyzed through interviews and participation in their upcoming
performances. Through this study, the researcher hopes to contribute to the promotion and sustainability of the Malay gamelan as well as
documenting new learning experiences to the people whom are not able to have a “formal” education with the Malay gamelan.
39694

10:00-10:30 | Room 501 (5F)

Assessment Theories & Methodologies: How Do These Support Dialogic Learning?
Maddalena Taras, University of Sunderland, UK

This paper examines and evaluates current assessment theories across the international Anglophone communities in order to ascertain
commonalities and differences. Subsequently, these theories are evaluated according to how they may be translated into practice:
the differences in theories will be scrutinised to understand how practices in assessment may be changed and/or limited. The mostimportant aspect of this evaluation is how and whether practices can be optimised so as to maximise student involvement and choicesin their own learning. Student development of their own assessment literacies and self-regulation is an integral and necessary aspectof becoming independent learners. An initial evaluation of assessment theories highlights that the principal definitions of assessment(including summative and formative assessment) have very different perspectives: one school of thought bases these on the processesof assessment while the other bases the definitions on functions of assessment. How these may be reconciled is also examined. In
practice, these differences tend to be reflected in explicit procedures when definitions are linked to processes, and to implicit procedures
when definitions are based on functions of assessment. Student involvement can be achieved in both scenarios, however, problems insharing assessment literacies between tutors and students may arise if aspects of assessment remain implicit. Finally, work on how codeveloping student and tutor assessment literacies will be evaluated in order to ascertain how these might impact on how assessment isconceived and put into practice. Clarifying assessment issues has huge impact on both learning and teaching practices.

66 | IAFOR.ORG | ACEID2018 | #IAFORWednesday Session I
09:00-11:00 | Room 503 (5F)

Educational Policy, Leadership, Management & Administration
Session Chair: Darlene Machell Espena
40050

09:00-09:30 | Room 503 (5F)

Rethinking Content and Language Integration in Indonesia: A Case Study on International Standard School Project
Mohammad Fajar Gintings, Monash University, Australia

Globalisation has massively impact countries around the world in many ways including education field. One of the most apparent
influences of globalisation is the contribution to the rapid spread of English as the agreed lingua franca. The importance of English
in global level leads to the raising awareness and commitment on the enhancement of English language mastery. In the context ofIndonesia, the commitment in promoting English language mastery reached the peak with government’s initiative to held international
standardized schools project named Sekolah Berbasis International (SBI). The SBI project was popular for the requirement to conduct
teaching and learning process through bilingual mode with English alongside Bahasa Indonesia. However, in 2013, the SBI project
was cancelled by the constitutional court which was proposed through the petitions from several parents and teachers. The objection
towards the SBI project was mainly focused on the fear of national identity disturbance from the use of English as medium of
instruction. This case calls for a discussion related to the topic of content and language integration in Indonesia. Therefore, this paper
would attempt to critically examine the case of the SBI project as a form of content and language integration program in Indonesia.
The discussion will first unpack the issues that occurred with English as the medium of instruction in the implementation of the SBI
project. Furthermore, the paper will also attempt to provide some resolutions through rethinking of some important factors in adopting
content and language integration education in Indonesia.
40013

09:30-10:00 | Room 503 (5F)

Datafication as a Political Technology: US Federal Policy Discourses on International Standardized Tests and Rankings
Robert De Roock, National Institute of Education, Nanyang Technological University, Singapore
Darlene Machell Espena, National Institute of Education, Nanyang Technological University, Singapore

This paper examines the nexus of educational policy discourses and the growing datafication of education. We problematize widespread
presuppositions surrounding the emerging hegemony of data-based international standardized testing systems in global educational
governance by asking: How do policymakers respond to the datafication of global education in the form of international rankings suchas PISA and TIMSS? We argue that US educational policy makers are neither predominantly nor deliberately driven by data. In fact,
the most salient of these data practices have very little to do with robust leveraging of the data itself, as they are devoid of intensive
research practices or analyses. We analyze US federal policymaker discourse on and data practices around international standardized
assessments during the Obama Administration, especially around Singapore and other high performing systems. As discourse, we
examine international educational benchmarks and data practices as an ensemble of texts that constitute knowledge and constructmeaning. They operate as regimes of truth (Foucault, 1991), homogenizing information and obscuring robust research, data, and lived
experiences. As technologies, understood within their total context (Hornborg, 2016), we regard educational policies and data practices assystems that are always embedded within broader social practices and political economies. We present how US federal policy discourses
on PISA, education system “high-performance,” and education reform remain in the realm of rhetoric steered by a neoliberal agenda,
particularly the ongoing shift from a so-called welfare state to a competition state (Cerny, 1990).
39731

10:00-10:30 | Room 503 (5F)

Organizational Strategies for Internationalization: A Multiple Case Study
Joana Dinoso, De La Salle University, The Philippines
Br. Hans Steven Moran, De La Salle University, The Philippines

Internationalization is a vital development that is shaping the educational system of the 21st century. The international dimension is a key
factor which is essential as well as challenging the Higher Education Institutions (HEI) all over the world. Suitable answers to these demands
have created calls for strategic approaches to the leadership and management of international initiatives. For the educational institutions tomaintain national competitiveness in the global marketplace, they should review their current status and strategies to be able to answer the
globalization demand for the internationalization of education. It is therefore appropriate to examine and update the conceptual frameworks
behind the notion of internationalization in light of today’s changes and challenges. The purpose of this qualitative research is to study
the organizational strategies for internationalization of HEIs using a multiple case study approach. This study is dedicated to describing
individual institutional strategies, policies and activities of the international centres involved in internationalization effort of the HEI. It will bebased on the institution’s own organizational culture, context, human resources, support services, governance and operating systems thatcan provide insight into those approaches that were most appropriate and effective. In the process, the research can provide a rare insight
into leadership and management employed in the internationalization efforts of the institutions. This study can also provide information on
the various decisions included in implementing internationalization strategies and their implications in the organization.
39800

10:30-11:00 | Room 503 (5F)

The Challenges of the Canadian Educational System
Gilbert Héroux, Collège André-Grasset, Canada

We often refer to the “Canadian system” of post-secondary education as a model which is highly regarded by educators from aroundthe world and sought after by students, local and international. But the reality in Canada is that there is no such thing as a “Canadian”
system of education. What we have is a plethora of educational structures and offerings that vary with each provinces and territories
in the country. While there are common elements between those provincial and territorial systems, and the presentation will outline
some of them, what they essentially reflect is the cultural, social and economic specificities and priorities of each jurisdiction. They
operate within different financial and public policy environments that can have little in common. They have different experiences andunderstanding of the social and cultural changes occurring in society. The question is, as a nation, how do we cope with it? How do
we develop enough commonality to ensure shared values? To understand the “Canadian mode” and how responsive it is the changing
needs of society, the presentation will focus on two aspects. The first is to provide a brief overview of how Canadian institutions
manage change to respond to the evolving needs of learners and employers. The second is to take a more in-depth look at one specificprovincial model, that of Québec, to understand the challenges of integrating into a national system practices and outcomes that areanchored in a different linguistic, cultural and social environment.

#IAFOR | ACEID2018 | IAFOR.ORG | 67

Wednesday Session I
09:00-11:00 | Room 505 (5F)

Professional Training, Development & Concerns in Education
Session Chair: Chananart Meenanan40653

09:00-09:30 | Room 505 (5F)

Guitar Profession in the Music Business

Kajohn Thumthong, Suansunandha Rajabhat University, Thailand
This research was qualitative research with the objective to study professions for guitarists. The research tool was an in-depth interview.
The samples used in this study included guitar teachers and guitar musicians – a total of 15 people. All questions in the researcher
interviews emphasized professions for guitarists. The results of the study revealed that there were two professions for guitar players,
1) guitar musicians and 2) guitar teachers. Guitar musicians can play as soloists or play with a band. For example, soloists can play inhotel lobbies and might play classical or easy listening songs. If a guitar musician plays with a band, the band has a variety of ways toensemble – such as two persons or more, play popular songs, and so on. In other ways, guitar teachers can teach in a formal manner, forexample: in secondary schools or universities, and so forth, and guitar teachers can teach in a non-formal educational settings as well.
40649

09:30-10:00 | Room 505 (5F)

Arrangers: Occupation for Music Students in Universities
Chananart Meenanan, Suansunandha Rajabhat University, Thailand

This research “Arrangers: Occupation for Music Students in Universities” was undertaken with qualitative research. The purpose of this study
was to examine the skills needed for music students to be arrangers. All information was gathered through the in-depth interviews withnine arrangers and interviews that emphasized the skill and knowledge needed for arrangers. The research found that skills and knowledge
for arrangers can summarized in four areas, consisting of 1) Knowing the characteristics of music genres such as the classical style, thejazz style the instrumental style, and so on; 2) Understanding music theory: for instance, music notation, tempo, intervals and scales; 3)
Understanding harmonization, for example, four-part melody, counterpoint and orchestration; 4) Understanding about the identity andcharacteristics of each musical instrument, such as the viola uses the C Alto Clef, the trumpet is a transpose instrument, and so on.
40648

10:00-10:30 | Room 505 (5F)

Technique of Thai Singing for Thai MusiciansPansak Vandee, Suansunandha Rajabhat University, Thailand
The purpose of this research is to conduct a study of Thai singing techniques for musicians. The research tool was an interview byquestion which was created by the researcher. The questions in the interview sought information on their viewpoints concerning theimportance of Thai singing technique for musicians. The samples of this research used were 15 Thai musicians. The results of theresearch revealed that the important technique were comprised of 1) Knowing pieces in the various type of music such as: Plang Ta Yoy,
Plang Yai, Plang Tang Kep, Plang Tang Wan, and so on; 2) An understanding of Thai music rhythm, for example: Plang Ching and Na Tub,
Plang Sarm Chan, Plang Song Chan and Plang Chan Deaw; 3) Knowing the skill for singing the “Auan” style (the Auan style is voicing in
melody switch with lyrics); 4) An understanding of Thai singing skills, such as singing punctuation, breathing and falsetto, and so on.
40630

10:30-11:00 | Room 505 (5F)Musicianship for Trombone Musician Profession in a Symphony Orchestra
Thassanai Phensit, Suansuanadha Rajabhat University, Thailand

The purpose of the study is to examine the skills and techniques needed for trombone musician professions in a symphony orchestra.
This research is qualitative research. Data was gathered by interviews with musicians in a symphony orchestra and with music teachersin universities. There was a total 17 people interviewed and analyzed by content analysis. The research results show that the skills needed
for trombone musicians were 1) The ability to play the songs from trombone method books at least from the basic to advanced; 2) the
rudiments for trombone, breathing, major-minor chromatic scale, syncopation, ornaments, tonguing, double tonguing, triple tonguing,
lips slur skill, sight reading and basic skills and methods to tackle new song sheets accurately and quickly. There were some special
trombone techniques needed for the orchestral setting such as slur and glissando in the trombone manner. Trombone musicians have tobe responsible for both practice and time managing, things very important for orchestral trombone musicians.

68 | IAFOR.ORG | ACEID2018 | #IAFORWednesday Session I
09:00-11:00 | Room 506 (5F)

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Shih-Chieh Chien40163

09:00-09:30 | Room 506 (5F)

Explicit and Implicit Grammar Instruction in English Writing
Shih-Chieh Chien, National Taipei University of Business, Taiwan

The present study aims to explore explicit and implicit grammar instruction in English writing. Specifically, it seeks to investigate whether
grammar should be taught explicitly or implicitly in English composition classes in Taiwan, and which option can help students enhancetheir grammatical accuracy more effectively after a period of teaching. A quasi-experimental research design was carried out in comparing
two treatment groups (i.e., an explicit grammar instruction group and an implicit grammar instruction group) who were 7th graders in two
English classes in a junior high school. Results showed that students in the explicit teaching group improved more and received higherscores in a posttest and delayed posttest, as they made fewer grammatical errors in comparison with the group in which grammar was
implicitly taught. Compared with students in the implicit teaching group, students in the explicit teaching group seemed to be more awareof the importance of correct grammar usage during writing. The finding supports the significance of metalinguistic awareness of grammar
rules in English language learning. In addition, there was a discrepancy between students’ and teachers’ perceptions of explicit and implicit
grammar instruction. The majority of students tended to favor explicit grammar instruction, which was contrary to teachers’ perceptions.
This incongruence between students’ and teachers’ perceptions suggests that when teachers make decisions in grammar instruction, they
may need to take students’ needs and concerns into consideration. Implications of this study are discussed and concluded.
39282

09:30-10:00 | Room 506 (5F)

Examining the Academic Writing Practices of Higher Education in Papua New Guinea
Lawrence Kaiapo Gerry, University of New South Wales, Australia

The current global trend in education paves the way for new and improved means of academic writing practices in higher education, with whichmost of the higher education institutions in Papua New Guinea (PNG) are struggling to measure up. This comparative case study of a public
and a privately (mission) run university in PNG examines the concerns and challenges that they encounter to support their academic writing
practices. Multiple sources of data were obtained through semi-structured interviews, non-participatory observations and a documentation
search. A total of twelve students, eight educators, and five academic administrators were engaged in the interviews through the processof stratified sampling. For the observations, four tutorial groups of which, two from each participating university were engaged. Data werealso collected from some existing policy documents which relate to the academic writing practices of the two universities. The data wereanalysed using a combination of data analyses methods which include interactive model of data analysis, activity system of data analysis,thematic analysis and NVivo research tool as informed by an activity theory, which anticipates that for a system to produce a desired
outcome, it needs inputs from all the players in the system. The findings suggest that the public university seems to struggle more to meet
its academic needs compared to the private university. Academic writing practices of the two universities vary depending on the availabilityof their online educational resources like “Moodle”, multimedia, databases, Wi-Fi and other supports such as expertise and infrastructure.
38947

10:00-10:30 | Room 506 (5F)Using Web 2.0 And Corpus Technology to Enhance Vocabulary Acquisition
Lloyd Barclay Kirk Dowswell, Zayed University, UAE
Jennifer Eppard, Zayed University, UAE

Undergraduate students are exposed to discipline-specific lexis and concepts, particularly when studying in a second language. Current
research suggests that most students find it difficult to fully comprehend academic reading material because they lack the requisite
vocabulary. In order to enhance vocabulary acquisition and, ultimately, improve knowledge of complex discipline specific vocabulary, thisstudy evaluated the use of the Memrise application as a self-directed learning tool. The study was conducted in an Arab higher education
institution where undergraduate students studied IT in English. By using the Memrise application in conjunction with a discipline-specific
key-word corpus, it was anticipated that this intervention would improve vocabulary acquisition with minimal use of classroom teachingtime. Results indicated that when students engaged with the learning tool there was a noticeable improvement in vocabulary knowledge
for those who used the application on a regular basis. Overall, the study has implications for teachers, as well as learners, as the Memrise
application is an adaptable and freely available mobile learning tool for developing vocabulary knowledge.
39416

10:30-11:00 | Room 506 (5F)The Arabic/English Partnership: An Observational Study of Read Alouds in Abu Dhabi Dual Language KG Classrooms
Alecia Perkins, Zayed University, UAE
Hoda Al Kobtan, Zayed University, UAE

In order to support bilingualism and bi-literacy in public schools in Abu Dhabi, UAE, an Arabic and English teacher was placed in every
kindergarten classroom in 2010. Both teachers work together to deliver instruction in both languages throughout the day. This dual
language instructional approach creates a challenging yet dynamic learning environment. This study will provide a snapshot of thedual language environment in Abu Dhabi by assessing different aspects of literacy development and identify key issues that would
influence a more extensive, long-term study of dual language instruction in the United Arab Emirates. The research draws on a short-term,
qualitative study to observe KG-II children (five-year-olds) during normal, regularly scheduled read aloud literacy instruction sessions.
Drawing on findings from the literature of the most effective dual language programs and practices, this research includes an assessmentof literacy development and the classroom environment using an adaptation of the Early Childhood Language & Literacy Classroom
Observation (ELLCO) K-3 Tool. Specifically, this study sought to address two questions: 1) Which best practice teaching methods arebeing implemented in classrooms; 2) Which literacy skills are being used by KG children. A total of four schools and eight dual language
classrooms were observed. Findings revealed that the majority of teachers utilised many of the best practice methods recommended by
the literature. In addition, most of the children were highly engaged and active participants during the read alouds.

#IAFOR | ACEID2018 | IAFOR.ORG | 69

Wednesday Session I
09:00-11:00 | Prokofiev Hall (2F)

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Mardi Frost
39883

09:00-09:30 | Prokofiev Hall (2F)

Enhancing Students' Confidence and Motivation in Science Report Writing: A Case of First-Year Science
Diploma Students at UTS:INSEARCH
Justin Chu, UTS:INSEARCH, Australia
Le Quan Ly, UTS:INSEARCH, Australia
Maree Skillen, UTS:INSEARCH, Australia

This study looks at the implementation of a peer-reviewed exercise designed to enhance first-year students’ confidence and motivation inscience report writing at UTS:INSEARCH. Detailed marking criteria and rubrics were designed and discussed with students before the launchof the exercise. To ensure the peer feedback is diagnostic, constructive and informative, students were required to respond to both Likertscale and open-ended questions on their peers’ work. After the exercise, students had five additional days to polish their writing before a final
submission for grading by their tutors. Students’ perspectives on the new exercise and its impact on students’ confidence and motivation were
examined through surveys and interviews. Students’ responses to the peer-reviewed exercise suggest that there is a confidence-building effectof motivating them to polish their writing and write about science. Performance, scores for contents, clarity and organization, especially among
the mediocre students, were greatly enhanced by at least one grade. Meanwhile, the high-achieving students were challenged to reconsider their
existing writing strategies, which had made them successful task-fulfillers rather than writers that take a stand, critique the research, and write
to resonate with their readers. Writing is often referred to as an ability or skill. However, affective characteristics such as the writer’s confidence
and motivation to write should have an equally important impact on the success of an individual piece of writing. This study not only recaps botheducators and students of this fact but also builds students these essential qualities to thrive in their future work and study.
40587

09:30-10:00 | Prokofiev Hall (2F)

Care: A Key Factor in Student Learning and Teaching Effectiveness
Isma Fadhil, Monash University, Australia

This study examines how care is a pivotal factor in contributing to student learning as well as teaching effectiveness. In this context,
care can defined as emotions and actions to encourage students. The act of caring requires both teachers and students to interact, a
relationship that acts as a foundation that holds both ends to produce meaningful pedagogical experience. However, care does not standalone. It is supported by presence and emotions that prompts the caring act. Presence is an influential feature in caring as it maintains
the intensity of the relationship. Emotions are important to control how the caring act will be executed. These aspects, care, emotions,and presence are interrelated, moreover, vital for the existence of the relationship. There are several constructive outcomes of caring
on teachers and students. Caring allows teachers to become aware of their pupils as an individual and a learner. Thus, teachers cancreate and offer authentic pedagogical approaches to meet with their learning needs. In relation to that, care increases teacher efficacy.
As teachers know and understand their pupils more closely, they have more confidence in constructing relevant instructional plans to
implement for the students’ learning development. Moreover, it will improve teachers to enhance their teaching skills. As a result, teacher
effectiveness as well as classroom management is achievable. Developing a teaching a relationship through care will not only touch thesurface of learning but equally important it will also impact pupils as individuals, bringing valuable connections into their lives.
40639

10:00-10:30 | Prokofiev Hall (2F)

Teaching Empathy Through Self-Experience and Diary Reflections
Chalalai Taesilapasathit, Thammasat University, Thailand

To prevent any repeated human wrongdoings in the future, many say that people need to learn from our past mistakes. However, the question
remains, what kinds of learning do we need in order to encourage a peaceful society? History teaching about wars to the young may not
be enough due to the fact that there are still wars going on in many regions in the world. Therefore, teachers must find other methods tobolster conscience within their students. In psychology, empathy is one of the most useful techniques that helps create and strengthen
human relationship. In addition, it is employed as the fundamental step in the process of peacebuilding. In this study, the author used the
WWII sites and a visiting to Sangkhla Buri District Office, at Kanchanaburi, Thailand, as the location for the project. Eighteen students in thepsychology major who volunteered for the project were assigned to participate in a three-day university excursion, while the author acted as
the facilitator for the students. At the end of each day, the students were required to reflect their thoughts and feelings in their diaries. The
author analyzed the contents of the student's diaries and the results showed that almost all of the students (94%. n=16) can develop empathy
towards war victims, and that they can relate themselves to the trauma caused by war. Moreover, the results also implied that self-experiencethrough the WWII sites yield more effective result in teaching empathy for students, comparing to the lecture teaching style.
38989

10:30-11:00 | Prokofiev Hall (2F)

Pedagogical Approaches for Teaching Emotional Regulation and Encouraging a Growth Mindset in Students
Attempting Problems Solving Tasks
Mardi Frost, St Andrews Lutheran College, Australia

This presentation outlines the key findings from two action research projects that have been conducted at St Andrews Lutheran College, Gold Coast,
Australia. Pedagogical approaches to developing Growth Mindset in students from Prep to Year 6 were explored and a differentiated studentcentred approach to teaching Growth Mindset was developed. In doing this, it was proposed that emotional regulation skills are a pivotal factor tothis development. Therefore, the follow up research project focussed on strategies and tools that enabled diverse learners to identify, engage andreflect on emotions. This played a significant role in students attempting and engaging in higher order cognition required in problem solving tasks.
The cognitive development and emotional awareness aids not just for academic activities but also for social emotional situations that require
problem solving. The use of inquiry based learning, and visual cues such as coloured zones as an indicator of emotion were important tools when
explicitly teaching emotional regulation skills. The successful development of a Professional Learning Team during each of the action research
projects was also fundamental to the overall success of the interventions and in the continued expansion of teacher learning.

70 | IAFOR.ORG | ACEID2018 | #IAFORWednesday Session I

09:00-11:00 | Schumann Hall (2F)
Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Peng Cheng Wang
39482

09:00-09:30 | Schumann Hall (2F)

Computer-Based Test and Paper-Based Test as English Language Assessment in Indonesian Junior HighSchools 2017
Heny Solekhah, Flinders University, Australia

This paper explains and critiques the implementation of CBT (Computer-Based Test) and PBT (Paper-Based Test) as English language
assessment in Indonesian Junior High Schools. The policy analysis was done by scrutinizing two regulations of Badan Nasional
Standar Pendidikan (Indonesian Bureau of Standardised Education): BSNP: 0075/SDAR/BSNP/XII/2016 about the contents of National
Examination, and BSNP: 0043/P/BSNP/2017 about the national examination procedures. The comparison to the validity and reliability ofEnglish language assessment was also done based on the implementation in 2017. There are some findings: 1) The regulation reduced
the high-stakes of national examination; 2) 4,2 million examinees did two different administration procedures in the examination: 11,096
schools (1,349,744 students) used CBT, while 2,855,633 students in 45,092 schools used PBT; 3) Sixty percent of 11,096 schools could do
CBT independently whereas the others should take test on other schools; 4) The content and construct validity of the English testing waschallenged by the fact that the listening and speaking skills were not assessed in both CBT and PBT, the use of multiple choice could notaccommodate students’ higher-order thinking, and the educational gaps among Indonesian regions; 5) The reliability of this assessment
was also reduced due to the different forms of administration, technological barriers, and test schedules causing different psychologicalimpact on the test takers; and 6) Although there were limitations of these policies implementation, the Indonesian government was
optimistic to increase the quality and quantity of CBT use in the national examination to improve the accountability of Indonesian education.
39297

09:30-10:00 | Schumann Hall (2F)

A Study on the Influence of Technology Hands-on Curriculum on the Technology Attitude and Programming
Attitude in Senior High School
Yu-Te Wang, Taichung Municipal Taichung Girls' Senior High School, Taiwan
Yuan-Tai Chen, Taichung Municipal Taichung Girls' Senior High School, Taiwan
Pei-Chuan Lu, Taichung Municipal Taichung Girls' Senior High School, Taiwan

The study was aimed to explore the influence of technology hands-on curriculum on the technology attitude and programming attitude.
The study sample consisted of forty two 16-year-old students from one K10 class in Taiwan. A 12-week (24-hours in total) pre- andpost-test quasi-experimental study was designed. In the class we used the Arduino microcontroller, let students learn how to control the
Arduino and design their final homework. All the course materials were placed in the school eclass network teaching platform (http://eclass.tcgs.tc.edu.tw). Students could log on to the network teaching platform at any time to view the materials and discuss with theirpartners. During the experimental period, we randomly selected students and undertook the semi-structured interview to record theirlearning experiences. The main statistic procedure employed for analyzing experimental data and testing the research hypotheses were
the Paired T-Test. The result of this study are: 1) The technology hands-on curriculum has a positive effect on students’ technology
attitude and programming attitude; 2) In the technology hands-on curriculum, students’ technology attitude has a positive effect on
students’ programming attitude; 3) Data of semi-structured interview by qualitative analysis indicate that Hands-on Curriculum cangenerate students’ motivation and interest to learn technology.
39583

10:00-10:30 | Schumann Hall (2F)

Mobile Learning for Higher Education Institutions in Kuwait
Ahmad Sulaiman, Kuwait University, Kuwait
Ali Dashti, Gulf University for Science and Technology, Kuwait

Mobile learning (ML) technology and its services have provided a new platform for higher education institutions to enhance the learning
process. Mobile learning provides learners with flexibility and ubiquity. However, students’ satisfaction and factors of using ML in private
and public universities remain academically unexplored. In this study, the constructivism learning theory was applied to investigate
students’ satisfaction and the factors that predict the use of ML among public and private university students in the learning process.
A sample of 1,012 undergraduate students were randomly selected from three different universities in Kuwait. The results showed thatfemales were more likely to be satisfied with smartphones for educational purposes than males and that Kuwaiti students tend to be moresatisfied with smartphones for educational purposes than non-Kuwaiti students. Factors used to predict students’ satisfaction with ML
were Internet speed, smartphone portability, smartphone skills, screen size, gender, nationality, and college.
40158

10:30-11:00 | Schumann Hall (2F)An Adaptive Online Learning System for University Preparatory Courses
Peng Cheng Wang, Singapore Institute of Technology, Singapore
Wee Han Lim, Singapore Institute of Technology, Singapore
Catherine Ong, Singapore Institute of Technology, Singapore
Karin Avnit, Singapore Institute of Technology, Singapore

With students graduating from different pre-tertiary institutions, the different curriculum and requirements set by individual institutions
results in an inherent problem – that is the different students’ competency as they enter University. The varied profile of students coming
in for undergraduate studies, especially in the freshmen year, posed a challenge for lecturers as they teach en masse to bridge the gap.
An appropriate level of difficulty has to be ascertain, to maintain a balanced compromise that suits all students’ learning capabilities.
Using traditional teaching methods to bridge these gaps present certain limitations like scalability and logistics, but more importantly tokeep good students constantly engaged whilst ensuring weaker students do not fall behind. To address these issues, an online adaptive
learning system was developed to provide personalized learning pathway, catering to different learning needs, pace and capabilities ofevery learner before the commencement of their degree courses. With the adaptive algorithm, learners are directed to relevant resources(hints/e-resources) that provide appropriate guidance when roadblocks are met. Similar questions on similar concept will be asked again
to ensure that the concept is indeed understood. The learner will then be “fast-tracked” to the next concept to stretch their knowledge.
Traditional subjects such as Engineering Math/Physics can be implemented with this platform. The work reported here showed that theadaptive algorithm is able to reduce gaps among students’ Physics competency. Students' feedback that their level of confidence insolving physics problems have increased significantly after completing the online adaptive learning platform.

#IAFOR | ACEID2018 | IAFOR.ORG | 71

Wednesday Session II
11:15-12:15 | Room 501 (5F)

Education for Interdisciplinary Thinking
Workshop Presentation
39652

11:15-12:15 | Room 501 (5F)

Thinking with the Help of Formal Systems: On the Unification of Mathematics and Computer Programmingin Education
Attila Egri-Nagy, Akita International University, Japan

The public perception of mathematics, also shared by most students, is not exactly favorable. It is often considered to be tedious anduseless. Knowing that mathematical thinking is critical in sciences and in most professional activities, we need to explain how this
could have happened. Did we teach it with bad philosophy? Due to its direct applicability, computer programming has a better standing.
Consequently, there is a pressure to make programming compulsory in early education. But, do we have the right thinking in teaching
programming? Is there a possibility of “coding anxiety” developing? The analysis of mathematical and programming activities reveals
that they are fundamentally the same (at least from the perspective of education). We use a formal system to lighten the cognitive load orcompletely offload our thinking processes whenever possible. The only difference is that in programming, the formal system can do workon its own when executed on a computer. Is it possible to teach them in a unified way? This workshop will describe a possible answer tothese questions by suggesting the unification of mathematics and computer programming in education. We will go through the design
process of these novel courses and share the results of classroom experiments. This will include some puzzles and interactive problem
solving. The examples are selected from university level introductory math courses, but knowing these is not a prerequisite, so anyone
with an interest in math and computing could benefit from the workshop.

72 | IAFOR.ORG | ACEID2018 | #IAFORWednesday Session II
11:15-12:45 | Room 503 (5F)

Educational Policy, Leadership, Management & Administration
Session Chair: Eric Bordios39929

11:15-11:45 | Room 503 (5F)

Measuring the Assessment Leadership Experience Level of School Principals: Toward the Development of an
Assessment Leadership Standard in the Philippines
Alixander Haban Escote, De La Salle University & Tibagan High School, The Philippines
Ferdinand Pitagan, De La Salle University, The Philippines

One of the concepts in education that has been existent but not frequently interrogated in educational research is assessment leadership.
Although there are so many research about assessment, the role of school principals as assessment leaders has been largely ignored. In
fact, there has been no study on the assessment leadership experience level of school principals to know their training and development
needs in assessment. In the era of accountability for student learning, assessment leadership is the core function of instructional
leadership. Also called leadership for learning, assessment leadership is the crucial role of school principals in developing and improving
assessment literacy among teachers with the goal of improving student learning. Because student learning is the central goal ofassessment leadership, there has been a shift from the supervision of teacher teaching to the supervision of student learning. This shiftof supervision posits that effective school principals are not characterized on ensuring that teachers are teaching but rather on ensuringthat students are learning. The study attempts to measure the assessment leadership experience level of school principals in relation to
the strand of competences and performance indicators of assessment leadership. It employs a mixed methods research using content
analyses of published research about assessment leadership, expert interviews of perceived assessment leaders, survey questionnaires
to school principals, and focus group discussion of master teachers and public school district supervisors. The results of the study could
be a basis for the development of an assessment leadership standard in the Philippines.
39455

11:45-12:15 | Room 503 (5F)

Empower Teachers Through the Practice of Professional Learning Communities: Implications From Taiwan and USA
Nien-Ching Chuang, Graduate School of Administration and Evaluation, University of Taipei, Taiwan

Establishing Professional Learning Communities (PLCs) have been recognized as an effective way to enhance teaching quality andempower teachers in building a collaborative school culture. The goal of this paper was to compare and contrast the implementation of
PLCs in Taiwan and USA contexts. The literature on PLCs was constructed with a critical realist laminated framework and was further
elaborated from a local perspective (teachers’ psychological willingness in running a PLC) to a global perspective (international researchon PLC policies). A case study method as a qualitative design was employed to observe PLC meetings for a semester in two high schoolsin Taipei and Bloomington, Indiana. Setting up a pre-set agenda, the focus on student achievement and sharing instructional pedagogy,
was observed in the USA setting, whereas teachers in Taiwan enjoyed a more flexible PLC structure which often lacked focus on student
learning. However, the top-down mandates in PLC implementation and the meeting hours outside regular schedule may make teachers in
the USA feel concerned. The comparison between American and Taiwan PLCs hoped to contribute to the international studies and shedlight on the implementation of PLCs in Asian contexts.
39359

12:15-12:45 | Room 503 (5F)

Cushioning Teacher Bullying: An Exploratory Study Towards Establishing Support Mechanism
Eric Bordios, The University of Southeastern Philippines and Angel Villarica Central School, The Philippines

Exploratory Sequential Mixed Methods was used in carrying out this research since Teacher Bullying (TB) is not yet thoroughly explored in
the Philippines. In the first phase, a narrative inquiry was administered to extract significant experiences of teachers in terms of "bullying
forms" and its "effects" on their teaching performance and well-being, as well as their perceived "interventions" that can address theissue. The data gathered were utilized in building an instrument for the second phase. Consequently, Exploratory Factor Analysis was
employed to uncover "factors of TB", and Multiple Response Analysis to determine "common effects of TB" and "needed interventions
on TB". There were twenty forms of teacher bullying identified and were grouped into four factors, namely, Work Performance – Related
Bullying, Interpersonal Dimension – Related Bullying, Psychosocial Dimension – Related Bullying and Classroom Management – Related
Bullying. The common effects of teacher bullying on performance are “lost focus”, “demotivated” and “unachieved targets” while common
effects on well-being include “low morale”, “loss of confidence” and “sleeping disorder”. Results further showed that interventions needed
are “increase awareness”, “engage stakeholders” and “develop personal habits". Ultimately, the "support mechanism" developed toaddress teacher bullying have the following components: prevention, intervention, and monitoring and evaluation (PRIME) wherein eachcomponent represents a set of actions. This study confirmed that there are dimensions of teacher bullying which are unique in eachschool, thus, the support mechanisms to be implemented must be school-based and managed by a created committee in school which
would be responsible to perform relevant tasks.

#IAFOR | ACEID2018 | IAFOR.ORG | 73

Wednesday Session II
11:15-12:45 | Room 505 (5F)

Educational Challenges and Change
Session Chair: Anupap Thupa-ang
41028

11:15-11:45 | Room 505 (5F)

Developing Statistical Reasoning and Thinking Assessment for Engineering Students: Challenges and New Direction
Aishah Mohd Noor, University Malaysia Perlis, Malaysia
Maz Jamilah Masnan, University Malaysia Perlis, Malaysia
Safwati Ibrahim, University Malaysia Perlis, Malaysia
Khatijahhusna Abd. Rani, University Malaysia Perlis, Malaysia

In this paper, an assessment of students’ ability in critical thinking within statistics content which includes the statistical reasoning andthinking skills are discussed. Despite instructors’ awareness of critical thinking as one of the essential 21st-century skills, it remains
unclear about how to develop the instructional framework for teaching, learning and assessing critical thinking in statistics domain.
Moreover, there is an urgency to reform statistics classroom include; the way instructor teach statistics, the way students learn statistics
and how to assess statistics learning outcomes to support critical thinking. In order to identify and design the critical thinking framework,
the objectives of this study are; 1) To highlights issues related to assessing statistical reasoning and thinking for educators instructional
strategies; 2) To provide a framework for assessing statistical reasoning and thinking; 3) To develop instructional design for teaching
thinking in statistics classroom. The implications for classroom teaching will be explored through final examination results. The challenges
are identified and new directions for promoting critical thinking in statistics classroom are identified.
39311

11:45-12:15 | Room 505 (5F)

When the Alternative Fails: Exposing the Limits of Non-Formal Education in the Philippines
Anne Katherine Cortez, Department of Education, Philippines

The failure of a person to remain in a system reflects the failure of that system to keep him or her in. While the Alternative Learning System(ALS) in the Philippines provides the out-of-school population an opportunity to continue studying outside the formal school, national
data show that only 14.68% of the total ALS enrollees graduate successfully from the program. This study investigates this problem byidentifying and analyzing the factors that contribute to the low success of ALS illustrated in low completion and test passing rates. Using
primary data gathered from a sample of 380 ALS students, 11 teachers and 4 program managers from the government, this study foundthat the low program success in ALS is directly linked to a dropout problem that exists within the program itself. This exposes the issue
that the alternative program designed to cater to formal school dropouts is actually facing the same dropout problem in its own system.
Further, this study discovered that the dropout issue in ALS is rooted in two causes: program misfit and program mismanagement. At theindividual level, the misfit between students’ needs and resources and the program requirements pushes students to leave ALS. At theinstitutional level, the work of teachers and the government are mismanaged in the areas of time, finance and the learning environment.
The interplay among these variables create the dropout problem within ALS thereby contributing to the low success of the program.
39636

12:15-12:45 | Room 505 (5F)ASEAN Community: Development, Challenge and Change for the Thai Higher Education Sector
Anupap Thupa-ang, Suan Dusit University, Thailand

The emergence of the ASEAN community has changed and inspired ideas and expectations for Southeast Asian countries in many ways.
As small and developing countries, the members of ASEAN need to be together for strength in the global context. The collaborationand coordination between member countries are frequently mentioned in several aspects, including higher education (HE), in order for
developing the region. An important concept announced by ASEAN concerns more attempts to promote higher degree of collaboration
among HE sectors within the region. In Thailand, the HE sector was officially founded with the establishment of the first university in
1917. It could be considered as one of the very first HE sectors in the region. At present, there are approximately 160 higher education
institutions (HEIs) across the country. Although the number of HEIs in Thailand has increased, the quality of them seems relatively
questionable, especially at the international level. In comparison to HEIs from other countries in the region, for instance Singapore, Thai
HEIs always receive lower ranks in world rankings. This difference could probably be a crucial challenge for Thai HE sector in order tosuccessfully collaborate or coordinate tasks with the HEIs from those member countries. Therefore, in my perspective, it is necessary toincreasingly pay more attention to Thai HE sector in some aspects, such as teaching and learning, research and international languages,
in order to adapt to the rapid changes within the region these days.

74 | IAFOR.ORG | ACEID2018 | #IAFORWednesday Session II
11:15-12:45 | Room 506 (5F)

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Tabora Johnson
39177

11:15-11:45 | Room 506 (5F)

Development of Program for Enhancing Academic Engagement for Undergraduate Students
Pajaree Wangrungkij, Srinakharinwirot University, Thailand
Sittipong Wattananonsakul, Srinakharinwirot University, Thailand
Siriwan Sripahol, Srinakharinwirot University, Thailand

The purposes of this research were to develop a program for enhancing Academic Engagement for undergraduate students and to study
the effects of the program on Academic Engagement as mediated by Personal Best Goal. The program was developed based on theneed for supportive teaching and consisted of interteaching and an active learning approach implemented in 60-minutes weekly session(approximately) for 13 consecutive weeks, using content documents, media, learning activities and games. Academic Engagement iscomprised of three indicators, namely Cognitive Engagement, Emotional Engagement and Behavioral Engagement. A pretest-posttest
control group design was applied to this study and the enhancement program was tested with 200 undergraduate students divided
into an experimental group and a control group. Data were collected using a set of Academic Engagement Questionnaires (α = .92) andPersonal Best Goal Questionnaire (α = .87). Structural equation modeling was utilized to evaluate the predictive power of the variables
pathway. The goodness of fit statistical analyses indicated that the causal model of Academic Engagement was best fit to the empirical
data. Findings revealed that the program was associated with Academic Engagement directly and indirectly through the Personal Best
Goal. The application of this program is consistent with the university context under investigation. Therefore, undergraduate learning
management should be able to meet learners’ basic needs in both the academic aspect and the positive relationship from all units
involved which would in turn enhance their Academic Engagement.
39768

11:45-12:15 | Room 506 (5F)

Building Collaborative Curators, Developing Future-Ready Learners: Transformative Learning Through the
Knowledge Building Approach
Melvin Chan, Teck Whye Secondary School, Ministry of Education, Singapore
Chew Lee Teo, National Institute of Education Singapore, Singapore

The educational landscape has seen a significant pedagogical shift towards a greater emphasis on students’ agency in preparing them for
the VUCA (Volatile, Uncertain, Complex and Ambiguous) world. Educational institutions across Singapore responded in tandem throughfostering a culture of active learning classroom environment for the students. Yet, does this necessarily lead to a rigorous, realistic andreflective form of communal learning expected of a 21st Century critical and inventive thinkers? In Teck Whye Secondary School, all
the Lower Secondary students (ages 13–14) undergo the signature Heritage Curatorship Program designed primarily to promote andstretch their metacognitive reasoning within the context of collaborative, humanistic and cross-disciplinary instructional practices. From
conceptualization of own learning processes and products to the leading of a local community trail, the Knowledge Building Pedagogy
helps to facilitate, enhance and deepen students’ epistemic agency in their pursuit of knowledge advancement via its carefully designed
and well-thought scaffolds. Using both qualitative and quantitative analysis such as students’ reflection, survey and the Knowledge
Forum Analytical Tools, the findings indicate that this program (i) creates a 21st century environment where students collaborate rather
than compete or compartmentalize learning, (ii) stretches students’ conceptual and disciplinarity understanding while at the same time
promotes making connections between the varied disciplines, and (iii) develops within them resilience, confidence and entrepreneurial
dare in navigating their way through an ever-changing terrain of educational learning. This study recommends continuous professional
development for educators in the areas of facilitation and cross-pollination of subject familiarization.
39553

12:15-12:45 | Room 506 (5F)

Keeping it Real: A Close Up of Pre-Service Teachers' Field-Based Experiences in Urban Classrooms
Tabora Johnson, Medgar Evers College, CUNY, USA
Salika Lawrence, Medgar Evers College, CUNY, USA

Thriving in rapidly changing educational times means understanding how to succeed in complex, multifaceted contexts. Preparing
successful teachers means helping them develop effective skills, and knowledge. Teaching experience (Dewey, 1963) and practice allows
pre-service teachers (PSTs) to make meaning of and enhance their teaching. Without adequate and rich practice novice teachers may
feel ill-prepared to meet students’ intricate needs. Our paper examines field-based courses in an urban teacher education program. The
research questions are: 1) What pedagogical skills do PSTs develop during field experiences? 2) How do PSTs’ early field knowledge
influence their clinical practice teaching? 3) What student outcomes do PSTs report after working in the field. Fieldwork provides PSTs
the opportunity to practice care (Goldstein et al., 2003) make errors, reflect, ask questions, work with diverse students ( Lenski, et al.,2005) and grow in a safe yet real environment (Hixon & Hyo-Jeong; Kurz & Batarelo, 2009). Our field experiences provide PSTs withauthentic context to apply and reflect on content knowledge, while working with large and small groups of students with varying learningneeds and styles. As candidates progress through the program, instructors scaffold learning at the early stages, and PSTs are then able
to use their culminating knowledge, skills and tools to conduct a capstone action research project their senior year. Overall, PSTs learn
to plan, instruct and assess students using student data and evidence-based pedagogy. This study highlights the impact of field based
experiences on the PSTs and classroom students.

#IAFOR | ACEID2018 | IAFOR.ORG | 75

Wednesday Session II
11:15-12:45 | Prokofiev Hall (2F)
Education for Critical Thinking
Session Chair: Li-Jen Lester
40279

11:15-11:45 | Prokofiev Hall (2F)

Learning to Analyse Information in the "Post-Truth" Age
Mireille Carrere, Consultant, France

Fake news and real rumours have always proliferated but with social media the phenomenon does now seem to have developed toan unprecedented extent, against a background of crisis in the institutions. People do not hesitate to speak of an era of “post-truth”
in which the emphasis is on “alternative facts” which also weakens the role of the media as a countervailing democratic force. While
this development corresponds to a large extent to that of the media and the Net, with its uninterrupted flow of data in real time and its
propensity for the news as infotainment rather than information, it is now associated with a quasi-industrial production of disinformation
which is comparable to propaganda. International organisations like UNESCO have been alerted to this development. Of course, media
information cannot be a pure transcription of reality because it is always manufactured and relative, but it now has more untruths which is
not conducive to raising the general level of education. Given this situation, what should we do? All over the world, major press institutions
or network directors have created decoding systems to distinguish the ‘true from the false’. Now this does pose a fundamental problem:
who can claim to be the arbitrator of neutrality? It is primarily school curricula and university courses which aim to develop a critical viewof the media and the internet which are fundamental in developing what seems to us essential: that is, learning to evaluate the reliability
and objectivity of news and information.
39135

11:45-12:15 | Prokofiev Hall (2F)

Deliberative Dialogue in Teaching Ethics in Information Technology
Li-Jen Lester, Sam Houston State University, USA
Yaprak Dalat-Ward, Fort Hays State University, USA

In this international cyberspace, our students are the primary majority of the cybercitizens. The lacking of cyber-ethics in information
technology has raised a critical concern among countries across boundaries in the past decades. With the time of revolutionary approach,
the globally recognized council, the Accreditation Board for Engineering and Technology (ABET), has been reinforcing the professionalismand ethics as one of main assessment criteria. In order to deliver the concept of cyber-ethics and increase the critical thinking skills
for our undergraduate students, a Deliberative Dialogue teaching method has been implemented for this required Computer Sciencecore course. The format of teaching pedagogy is designed in three phases: 1) Educate the students how to be a moderator who should
be competent in directing the group discussion; 2) Select various appropriate case studies for each learning module which are led androtated by one of the group members to engage a group discussion; and 3) Complete a critical thinking skill exam for each learning module
which followed the guideline of Critical Thinking Assessment Test (CAT) program supported by the National Science Foundation. The
findings showed that the students appreciated the Deliberative Dialogue format much more than a traditional lecturing method. Students
showed a significant learning outcome in comprehending the ethic theories, exercising in using their critical thinking skills, and being
more accepted in understanding diverse views and points. Moreover, this pedagogy increases the students’ self-confident in publicspeaking and self-esteem in their subject matters.
40545

12:15-12:45 | Prokofiev Hall (2F)

Research, Innovation and Discovery in Illnesses of Unknown Origin: How to Learn, How to Educate
Donald Staines, Griffith University, Australia
William Andrew, National Centre for Neuroimmunology and Emerging Diseases, Australia
Helene Cabanas, National Centre for Neuroimmunology and Emerging Diseases, Australia
Cassandra Balinas, National Centre for Neuroimmunology and Emerging Diseases, Australia
Natalie Eaton, National Centre for Neuroimmunology and Emerging Diseases, Australia
Leighton Barnden, National Centre for Neuroimmunology and Emerging Diseases, Australia
Sonya Marshall-Gradisnik, National Centre for Neuroimmunology and Emerging Diseases, Australia

Illnesses of unknown origin (IUO) disempower patients who have them, and research into these illnesses suffers from deprived funding
and reduced community awareness. Preparing health students for dealing with IUO poses unique challenges for educational systems
for robust health development internationally. Research requires a dedicated approach, not only to innovation and scientific discovery,
but also to education and learning imperatives often impacted adversely through distortions of perceptions of these illnesses imposedby different societies. Courses in medical sciences usually have little time allocated in their curriculums for these illnesses. The social
sciences may contribute more by research into the discovery process, learning and cognition in preparing medical science disciplines forsolving these illnesses. Students and staff may become more aware and involved by cognitive challenge and planned research frameworks
which may be applied across a number of IUOs. A research, innovation and discovery (RID) framework is discussed which maps possible
scientific pathways for research, innovation and discovery in illnesses of unknown origin using case examples including multiple sclerosis
and myalgic encephalomyelitis in education and learning.

76 | IAFOR.ORG | ACEID2018 | #IAFORWednesday Session II
11:15-12:45 | Schumann Hall (2F)

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Deron Walker
40636

11:15-11:45 | Schumann Hall (2F)Japanese Contributions Toward Surviving and Thriving as Contrastive Becomes Intercultural Rhetoric in East-Asia
Deron Walker, California Baptist University, USA

From the inception of contrastive rhetoric with Kaplan’s (1966) famous doodles, arguably, no country, language, culture or people havecontributed more significantly toward the development of the field of intercultural rhetoric in East-Asia (China, Japan, or Korea) thanthe Japanese. This paper will trace the historical development of the aforementioned field with special emphasis on contributions fromJapanese scholars alongside international peers. Starting with the “Golden Age” of Contrastive Rhetoric (Walker, 2017), we will examine
the contributions of Hinds (1983) contrasting the Japanese preference for the ki-shoo-ten-ket-su rhetorical paradigm and writer-based
typology with the western proclivity for a more direct rhetorical style and reader-based typology for expository essay writing. During theAge of Criticism (1990s), we will explore the contributions made by Japanese scholars (Kubota, 1999; Matsuda, 1997) who problematized
the contrastive discussion and called for a “more dynamic” theoretical model that helped to refine and enable the field to thrive. The
post-2000 Resurgence of the Centrality of Culture in TESOL (Walker, 2017) has been greatly facilitated with important contributions fromJapanese scholars such as Yoshimura (2002) regarding pedagogical benefits for teaching rhetoric interculturally in Japanese EFL writingclasses. Meanwhile, Matsuda (2006) further helped the field thrive by calling for a more heterogeneous model of writing instruction. These
profound changes have enabled today’s intercultural rhetoric to increasingly seek more translingual models that respect the voice andheritage of the writer (Honan, 2013; Walker, 2014) while empowering them to more successfully communicate with diverse audiences.
40071

11:45-12:15 | Schumann Hall (2F)

A Basic Study on the Conformity of Japanese University Students in Language Communication Activities
Harumi Kashiwagi, Institute for Promotion of Higher Education, Kobe University, JapanMin Kang, Graduate School of Intercultural Studies, Kobe University, Japan
Kazuhiro Ohtsuki, Graduate School of Intercultural Studies, Kobe University, JapanAs a basic study for communication activities with our developing system, we investigate what factors are related to students’nervousness in communication, by conducting a correlational study. The results of a prior study showed a weak relationship between
students’ nervousness in English communication and the item, “I tend to conform my opinion to someone’s opinion.” This item belongs
to a different category from the items on taciturnity and shyness. In this study, we aim to address the following research questions byconducting a questionnaire to the Japanese university students in two classes: 1) Is students’ conformity to someone’s opinion related
to their nervousness in English communication or their negative attitudes towards English? 2) What factors cause students’ conformity tosomeone’s opinion? The results showed that: (1) there was no significant relationship between students’ conformity to someone’s opinion
and their nervousness in English communication, while there was a weak relationship between students’ conformity and their negative
attitudes towards English in one class; and (2) There existed a moderate relationship between students’ conformity and their feelings ofapprehension that their opinions might be denied, as well as their moderate way of expressing themselves. Therefore, the results in thisstudy suggest that students’ conformity to someone’s opinion and their nervousness in English communication are different factors.
These results and our discussion stress the importance of practicing listening to someone’s opinion logically and expressing themselves
without fear for students who tend to conform their opinions to someone’s opinion in communication activities.
39660

12:15-12:45 | Schumann Hall (2F)

A Study on the Mutual Similarity Between Japanese and Chinese for Simultaneous Learning
Yuji Obataya, University of Geneva, Switzerland

The number of candidates appearing for Japanese-Language Proficiency Test (JLPT) and Chinese Proficiency Test (HSK) has increased inthis time of accelerated change. Moreover, since Geneva University requires two majors for the bachelor’s degree, students’ interest in East
Asian languages has encouraged them to take two Asian languages as their primary subjects. However, the result of a survey conducted
in 2013 elucidated that learners from non-kanji background experienced difficulties in learning Japanese and Chinese simultaneously.
To help these students, the present study investigated the graphic resemblance between Japanese and Chinese by creating a list of 1078
kanji included at different JLPT and HSK levels that appear in the two volumes of the Japanese grammar textbook (2e edition, 2013)used in our department. According to the list, the textbook covers not only 100% of the kanji in JLPT5 and 4 but also 70% of the Chinesecharacters in HSK1 and HSK2 as well as 60% in HSK3. In addition, the analysis of the degree of mutual similarity in the list indicated that
76% of the Chinese characters are identical (or with a slight difference) between the two languages. The high rate of graphic resemblancehighlighted in this study will not only reduce learners’ fear of interference between the two languages but also provide an elaborated listof Chinese ideograms that are most used in Japanese and Chinese, simultaneously. However, for the completion of this study, an analysisof phonetic and semantic resemblance (particularly, false friends) is required.

#IAFOR | ACEID2018 | IAFOR.ORG | 77

Wednesday Session III
14:00-15:30 | Room 501 (5F)

Education: Social Justice and Social Change
Session Chair: Thithimadee Arphattananon
40652

14:00-14:30 | Room 501 (5F)

Education Attainment as a Determinant of Economic Growth in African Countries
Katarzyna Joanna Błocka, SGH Warsaw School of Economics, Poland

In the light of educational policies in developing countries being strongly influenced by the Millenium Development Goals and foreign aid
programmes, the role of education and human capital accumulation in the economic development of African countries is examined. The
Solow model and the augmented Solow model including human capital were estimated using recent data on African countries (from theInternational Monetary Fund and the World Bank). The shares of the working population with three different levels of education attainment
were used as alternative proxy variables for human capital. The results confirm the validity of the two models for African countries,
however they also reveal some interesting discrepancies with the purely theoretical models. Firstly, the negative effect of natural growth
on GDP per capita seems to be largely underestimated in theoretical considerations in the case of African countries. Secondly, the bestproxy variable of human capital in African countries turns out to be the fraction of tertiary education attainment in the working population.
Potential educational policy implications of the results are discussed.
39328

14:30-15:00 | Room 501 (5F)

Multicultural Competence of Teachers and Students in Thailand

Thithimadee Arphattananon, Research Institute for Languages and Cultures of Asia, Mahidol University, Thailand
Thailand is a home for people from many cultures. Data from Princess Maha Chakri Sirindhorn Anthropology Centre (2017) indicate that
there are 62 ethnic groups in Thailand. The migration of people from different cultures into Thailand has exacerbated since Thailand
joined the ASEAN Economic Community in 2015. A recently published World Bank Report (2017) revealed that, along with Singapore
and Malaysia, Thailand is among the three most accepting countries of labor migration in ASEAN. Within such current cultural, politicaland economic context, “multicultural competence” which is defined as the knowledge, skills and attitudes of individuals to live andwork with people from different culture, is necessary. School is the place that can cultivate multicultural competence to students. The
researcher assessed multicultural competence of teachers and students in three primary schools in Thailand where students from diverse
cultural backgrounds are enrolled. The researcher developed two sets of questionnaires and administered them to 25 teachers and
58 students from the three schools. The questionnaire consists of self-assessed Likert-type scales questions, which incorporates thethree components of multicultural competence, namely knowledge, skills and attitudes. Results show that teachers demonstrate “high”
level of knowledge, skills and attitudes in multicultural competence. Students demonstrate “high” level of knowledge and attitudes but“moderate” level of skills in multicultural competence. A detailed analysis of average score in each question shows that teachers andstudents answered that they strongly agreed that Thai culture is superior to other cultures. This shows that ethnocentrism still prevails.
40099

15:00-15:30 | Room 501 (5F)

"Tell Us Your Story": Documenting the Nalik Culture Through an Educational Project in Papua New Guinea
Cláudio da Silva, University of Coimbra, Portugal

Papua New Guinea has more languages than any other country, about 840 (Simons & Fenning, 2017), accounting for 12% of all languages
spoken in the world (Volker, 2014). It also has 5% of all biodiversity (WWF, 2016). These data suggest a great biocultural diversity, and asubsequent wealth of traditional knowledge of numerous ethnic groups. Much of this is related to plants and animals and is knowledge
that has evolved over generations in a long process of human interaction and relationship with nature (Maffi, 2007). This work aimed torecord and document the lifestyle, stories and folk tales about birds present in the cultural imagination of one of the numerous Papua
New Guinean ethnic groups, the Nalik people. This research was conducted at Madina and Luaupul villages in New Ireland Province
during the months between September to November 2016. Among the intended objectives were enhancing an awareness of cultural
biodiversity and contributing to the empowerment of the community through renewed interest in its cultural heritage. The participants
were six and seventh grade students and members of the local community. Research was conducted through three steps: 1) Recordingsof oral narratives in the community, and subsequent interpretation of their symbols in the local context; 2) Exploration of these recordings
through interdisciplinary activities with the students and developing the transposition of oral narratives into drawings and written forms;
and 3) Validation and correction of the students’ text by the community. The material resulting from this process was subsequently edited
and the final output was the short jointly authored book “A Maani: Birds and Nalik Culture” created through the eyes and experiences ofthe participants of the project.

78 | IAFOR.ORG | ACEID2018 | #IAFORWednesday Session III
14:00-15:00 | Room 503 (5F)
Higher Education
Session Chair: Elenita Soriano
39076

14:00-14:30 | Room 503 (5F)

A Case Study of How Content-Based Instruction Course in English Changed Perspectives and Attitudes of
University Students in Japan
Aemee Chung, Osaka University, Japan

In Japan as well as many other foreign countries, English is the most common foreign language and most commonly taught as a second
language in Language-based instruction (LBI) at collegiate level. Nonetheless, it is known to be an effective language teaching method
to teach subject matters and contents as Content-based Instruction (CBI) in English to further deepen the understanding of hands-on
vocabulary and contextual expressions by expert lecturers of the contents. This research focuses on a CBI course with international
students, which was taught at Kyoto University in 2015, and shows qualitative data of how four freshmen took their first CBI course andchanged their perspectives toward studying English. The analysis and conclusion show that, in the beginning, students had their own
motivation and perceptions toward CBI course and later on they changed their perspective of which, from high school day's "Learning
English" to updated university style of "Learning in English", and in practice, they studied and reviewed for the course more frequently afterclass than before class. Aspiring ambitions and passions for future career goals were also followed by taking a CBI course and studying
with international peers together in the same class. Furthermore, they admitted they gained linguistic and academic self-confidence
through learning contents in English. Although the international learning setting is in the process of making nationwide, it is highly
demanded by students that universities should implement institutional support such as academic English writing center and academicpresentation practice courses in English.
39679

14:30-15:00 | Room 503 (5F)

Quality Catholic Higher Education in the Philippines: A Grounded Theory Study
Elenita Soriano, De La Salle University Manila, Concordia College, The Philippines
Hans Steven Moran, De La Salle University, The Philippines

The call for Catholic higher educational institutions to focus its attention on the nature and its distinctive characteristics to present itself
as Catholic is a pressing challenge for Catholic educational leaders and educators. The shift in the educational landscape of the 21st
century challenges educational leaders to engage in continuing reflection to foster a clear understanding of the essence and meaning of
quality Catholic higher education. The dearth of empirical studies on the concept of quality Catholic higher education in the Philippines
is the primordial stimulus for this study designed to develop a theory on quality Catholic higher education. The theory will be developedby adopting a qualitative research design anchored on Glaser’s grounded theory. Key concepts will be abstracted from the corpus of data
through an inductive process. Through systematic data coding, the dimensions and attributes of quality Catholic higher education will beidentified. The emergent theory is deemed relevant for Catholic higher education institution leaders to facilitate the delivery of their vital
mission to provide quality education to students.

#IAFOR | ACEID2018 | IAFOR.ORG | 79

Wednesday Session III
14:00-15:30 | Room 505 (5F)

Education for Sustainable Development
Session Chair: Ruth Carlos
39107

14:00-14:30 | Room 505 (5F)

In-Service Teacher Education for Sustainability: Transformative Approaches to Teachers' Self
Kazutoshi Yoshino, University of Manitoba, CanadaThis paper attempts to develop in-service teacher education for sustainability that can guide teacher educators in revealing the inner
capacity as sustainable self to promote sustainability attaining and to then be a model for students. The primary goal of this research is
to find the significant factors of in-service teacher education in promoting teacher’s sustainable self. To achieve this goal, there are threeresearch questions of the study provided as short term goals. 1) What are the elements of sustainable self that can be transformed throughthe process of in-service teacher education for sustainability? 2) What approaches of in-service teacher education for sustainability are
effective in realizing teacher transformation toward sustainable self? 3) What aspects of teacher sustainable self are considered necessary
for achieving the goal of K-12 education for sustainability? The theoretical framework of the research draws the ideas of Falkenberg (2007)
who argue that teacher education needs to be rooted in human conditions that are shaped through dynamic interaction with the sociocultural context. Raus and Falkenberg (2014) also suggest that the ecological self, as described by Naess (1987/1995), makes an impact
on teaching, as teacher education for sustainability can be based on the development of teacher’s self. In this approach, teachers canacknowledge their own transformation as a way to facilitate learners’ transformation, thus revealing the inner capacity of sustainable self.
39770

14:30-15:00 | Room 505 (5F)Internal Audit in Philippine Provincial Government Office

Ruth Carlos, Polytechnic University of the Philippines, The Philippines
Sylvia Alcala Sarmiento, Polytechnic University of the Philippines, The Philippines
Lilian Dela Merced-Litonjua, Polytechnic University of the Philippines, The Philippines
The study evaluates the internal audit of Provincial Government Office (PGO) in terms of the organizational attributes and functions to
identify the demographic profile of respondents, its organizational perspective and the internal audit activities performed by the office.
Results show that most of respondents have taken Accountancy course with professional licensure of Certified Public Accountants withthe designation positions as Internal Auditor on a hold over the capacity of their permanent plantilla position such as Accountant IV,
Management and Audit Analyst and Provincial Government Division Head. On the position level in the organization, a majority are internal
audit supervisors. On the aspects of organizational perspective, most of the units are created by an Executive Order and establishedwithin one to three years or newly created with one to three personnel complement. For the internal audit activities performed by theunit, the highest frequency is “Audit of compliance with regulatory requirements.” The significant difference in demographic profile of the
respondents are the college course taken which reveals that there are Nursing and Biology graduates were assigned and on organizational
perspective, their creation was thru office order with insufficient staff. Thus, the researcher then recommends for the oversight bodiesof the PGO to necessitate the institutionalization of the Internal Audit Unit in compliance with existing provisions and for the academic
institutions to infuse more topics on government accountability and public financial management in the general education system.
40597

15:00-15:30 | Room 505 (5F)

Delegation Matters: Understanding a "Character Education" Goal and Implications for Learning in Indonesia's
Decentralised Education System
Heni Kurniasih, SMERU Research Institute, Indonesia
Valentina Utari, SMERU Research Institute, Indonesia
Akhmadi Akhmadi, SMERU Research Institute, Indonesia

Various large scale education reforms in Indonesia include changes in curriculum, school management, and teacher reforms. These
reforms have drawn significant amount of limited resources for education, however failed to achieve the intended level of learningachievement: Indonesia ranks low in PISA, an international assessment. We undertook a diagnostic study by analyzing policy documents
and interviews with key stakeholders to understand key issues in the education system in Indonesia. One of the main issues we haveidentified is the problems of alignment related to the defined goal of education which is then delegated to education stakeholders atnational, local, and school levels. We found an indication that a defined agenda exists – interestingly surrounding “character education”–
which could be a support for any education reforms to thrive. However, there is limited evidence that this agenda leads to a common vision
about what to achieve from education. Instead, it is apparent that there is a misalignment in the ways actors define and interpret the goalof education. This misalignment potentially affects the incoherence in the relationships of accountability in Indonesia’s decentralized
education system. We identify a source of this incoherence is the lack of clarity in the delegation element of accountability. In an education
system whereas a functioning system is guided by the central government, this problem with delegation element prevents other elementsof this system to be coherent. Eventually, it creates a domino effect leading to low learning achievement.

80 | IAFOR.ORG | ACEID2018 | #IAFORWednesday Session III
14:00-15:30 | Room 506 (5F)

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Adelfa Silor
38447

14:00-14:30 | Room 506 (5F)

Enhancing Cultural Competence via Online Micro-Learning Modules
Yvonne Loong, The Chinese University of Hong Kong, Hong Kong

In view of the global higher education trend of internationalisation, and aiming specifically to support our students at the Chinese
University of Hong Kong on their overseas exchange programmes, the Independent Learning Centre (ILC) has developed a series of online
micro-learning modules titled “Interacting Across Cultures” (IAC). One of the features of the IAC is that it caters to the specific needs ofstudents from places of high-context cultures, such as Hong Kong and China, while developing their cultural competence at the academic,
linguistic, personal and cultural levels to enable them to maximise the possible benefits from their exchange experience which usuallytakes place in countries of low-context cultures, such as the United States and Europe. Much of the emphasis is placed on the preparation
students have to do before departure. The IAC series is divided into five micro modules, each requiring around 30 minutes’ completion
time. The content can be accessed via interactive web pages on both desktops and mobile devices. With appealing visuals, animationgraphics, interactive exercises, reflection activities as well as further independent learning resources at the end, the modules aim at
engaging students from before their departure until after they have returned to Hong Kong. The presentation will introduce the IAC microlearning modules and report results from a pilot study which focussed on how the IAC series was used by various units in their specificcontexts on campus. Students’ feedback on the IAC as well as their written submissions will be discussed.
38357

14:30-15:00 | Room 506 (5F)

The Impact of Interactive Elearning Pedagogy in the Core Content of Cultural Dimensions Across Curriculum
Adelfa Silor, Mindanao State University-Iligan Institute of Technology, The Philippines

This study aims to analyze the impact of interactive e-learning pedagogy in understanding the relevance of cultural dimensions acrosscurriculum in the Higher Education Institutions. This interactive e-learning pedagogy refers to the different cultural dimension videos,
images, and other interactive elements included in the core content of the lessons particularly in the professional education subjects. The
research method used in this study is theoretical and empirical design because theories from literature reviews and the students’ reaction
as well as reflection have been analyzed as the basis of the findings and results of this study. Then content and thematic analysis isbeing used in analyzing the data gathered. The participants of this study are the fifty pre-service students from the College of Education,
Mindanao State University-Iligan Institute of Technology, Philippines during the school year 2015–2016. Based from the findings of thestudy learners are fully engaged and motivated to learn once it has high quality and meaningful content, integrate visual components itmeans the topic is more eye-catching that encourages learners, reality-based eLearning scenarios it means Integrating real life examples
and problems into their eLearning activities which give them chance to draw how knowledge acquired can be applied outside of thelearning environment. Another findings emphasize the boost knowledge retention rates which offer learners the opportunity to gauge
their progress and summarize the content they have learned, emotional responses can also help learners to better acquire and retain new
information or skills. Including videos that may elicit an emotional response or images that may allow them to personally relate to thesubject are keys to interactive experiences. Encourage group collaboration which develops learners to communicate with one anotherentered around asynchronous learning. Finally, an interactive eLearning pedagogy includes a variety of different multimedia elements
and is aesthetically appealing to be more interactive than one that relies upon solely text content. In conclusion, interactive eLearningpedagogy has great impact in the core content of cultural dimensions across curriculum.
40370

15:00-15:30 | Room 506 (5F)

Fostering "Glocal" Awareness Through Content-Based Study Abroad Programs: Case of a Program on Poverty
and Sustainable Society in the Philippines
Hanayo Hirai, Iwate University, Japan
Natsumi Onaka, Iwate University, Japan

Study abroad programs have become increasingly popular in Japanese tertiary education in response to the nationwide campaigns andmovements for fostering “global human resources” (Yonezawa 2014). In the current discourse of development of human resources witha global perspective, students’ acquirement of global awareness and intercultural skills is often emphasized. Given that Japan’s regional
communities are in an urgent need of revitalization, considering various local issues such as declining birth rate, depopulation, anddeclining provincial industries, we advocate a new perspective about study abroad programs that cultivate understanding and awarenessof both global and local issues (“glocal”) as well as their interconnectedness. This paper aims 1) To foster glocal awareness among
students through short-term, content-based study abroad programs related to poverty and sustainable society issues in the Philippines;
and 2) To examine whether participants acquire glocal awareness and a sense of ownership by thinking through both global and local
issues. Glocal awareness is examined under the following three categories – (a) awareness of the interconnectedness of global and local
issues, (b) personal growth and development, and (c) motivation to take an action to positively influence global and local issues. Suchprograms are found to have a significant self-perceived impact on participants’ glocal awareness with respect to poverty and becoming
motivated to take action on global, local, and personal levels.

#IAFOR | ACEID2018 | IAFOR.ORG | 81

Wednesday Session III
14:00-15:00 | Prokofiev Hall (2F)
Higher Education
Session Chair: Masae Nakazawa
39937

14:00-14:30 | Prokofiev Hall (2F)The Importance of Student-Centered Learning (SCL) in Indonesian Higher Education
Hidayatullah Yunus, Monash University, Australia

The issue investigated in this paper is about the roles and the importance of Student-centered Learning (SCL) in Indonesian higher
education. In some Indonesian universities, the policy to implement SCL has been instructed, but some lecturers seem to teach passively
and simply leave the class after finishing their lecture. There are also some arguments from education experts opposing the existenceof SCL. Hence, this paper aims to elaborate the benefits of SCL in Indonesian Higher Educations by considering its challenges. As what
Angele Attard upholds in her research, Student-centred Learning is generally defined as an approach to concentrate more on students
rather than teachers and to substitute traditional teaching method with active learning, comprehensive self-paced learning activities
and/or teamwork development which fundamentally lead the students take responsibility for their own learning. The methodology usedin conducting this research is the literature review. Selecting a review topic assisted by some kinds of literature from peer-reviewed
journal articles through Monash University database, Google Scholar and some websites containing Indonesian higher education dataand evidence. As the findings, there are three main benefits of SCL; it provides an opportunity for students to have Independent learning,
actively involves students in critical thinking activity, and encourage them to collaboratively work in a group which enhances their
teamwork skill. In summary, this paper shows that the implementation of SCL in Indonesian higher education will play important roles andhelp provide opportunities for students to actively study and think out of the box.
40596

14:30-15:00 | Prokofiev Hall (2F)

A Method of Creating Rubrics Based on Concept Mapping and Ontology Engineering From Lecturers' Interview Data
Masae Nakazawa, Kyoto Sangyo University, Japan

Recently, many rubrics for assessment of generic skills are actively developed in higher education. Rubrics for lecturers work as criteriaon the educational programs to evaluate of the grade of student performances and learning outcomes that are primarily qualitative.
Many of these rubrics are designed by using methodologies of some sort of theoretical frameworks or by customizing existing rubrics.
Currently, educational assessment concepts and educational objectives in Kyoto Sangyo University's PBL (Problem Based Learning/
Project Based Learning) programs have been formed by the individual lecturers who have the extensive practical backgrounds. Therefore,
if we develop rubrics employing methodology of any existing theoretical framework, it will be difficult to allow lecturers to utilize their
original educational assessment concepts being used so far. In this research, the author developed a method of creating rubrics, basedon interview data from lecturers, for PBL programs. The method consists of five procedures: 1) Interviewing with lecturers; 2) Extracting
keywords from interview data; 3) Creating a concept map, based on ontology engineering, from the keywords and existing theories; 4)
Evaluating the concept map by lecturers; 5) Adjusting the concept map between lecturers and the rubric developer. The author also built
a rubric using the method, which works in the actual PBL programs.

82 | IAFOR.ORG | ACEID2018 | #IAFORWednesday Session III
14:00-15:30 | Schumann Hall (2F)

Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Yiu-Chi Lai
38986

14:00-14:30 | Schumann Hall (2F)Using an Informatics Course to Support an Herbal Medicine Course for Learning Herbs with Volatile Oil
Bunyapa Wangwattana, Silpakorn University, Thailand
Verayuth Lertnattee, Silpakorn University, Thailand

Phytochemistry is the one of subjects for pharmacy students. The subject is linking about herbs and its chemical compounds whichcontain pharmacological activities. The contents of phytochemistry are describing the structures of the large number of secondary
metabolites found in plants, the functions of these compounds in human, plant biology and environment, and the biosynthesis of thesecompounds. In the academic year 2016, the third year pharmacy students, who planned to learn phytochemistry on the topic of volatileoil, were assigned to search and gather herbal information about 29 herbs containing volatile oil. This assignment was a part of an
informatics course, namely, Health Informatics. The objectives of the assignment were to prepare the students’ informatics skills andreview their basic knowledge about aromatic herbs for the phytochemistry lesson. To accomplish the goals, the Knowledge Initiator for
Herbal Information (a version for pharmacy students, KUIHerbRx) was used as a tool for collecting the students’ opinions. Furthermore,
we analyzed the input opinions given by the students. The results of analysis showed the students’ interests, responsibility and ability incollecting reliable herbal information. The completed students’ assignments exceeded the teachers’ expectation in term of the number ofcontributed opinions. The most interesting herb was Dill (Anethum graveolens L.). The highest number of opinions given by one student
was 33 opinions. The most interested topic was medicinal indication. This work offers the method of using an informatics course for
improving informatics skills and preparing for phytochemistry lessons in the future.
38987

14:30-15:00 | Schumann Hall (2F)Integration of Teaching and Learning ICT Literacy and Herbal Information in the 21st Century
Verayuth Lertnattee, Silpakorn University, Thailand
Bunyapa Wangwattana, Silpakorn University, Thailand

In the 21st Century, Information and Communication Technology (ICT) acts as an important role to support learning of the core content.
In the Doctor of Pharmacy curriculum at Silpakorn University, ICT literacy and core content about herbal information were integrated tosupport learning herbal medicine. Several tools were introduced to collect and applied herbal information. To design and implement an
herb database, the Relational Database Management System (RDBMS) was taught. Microsoft Office Access was used as a tool to createa herb database. The concept of normalization, tables, relationship, queries, forms and reports were educated. In Knowledge Management(KM), the process of transfer tacit knowledge to explicit knowledge and the reverse process were introduced. Students could find herbal
information from reliable sources and put it into the Knowledge Unifying Initiator for Herbal Information (a version for pharmacy students,
KUIHerbRx). The concept of an electronic book (e-book) was introduced to students. A set of tools were suggested to use for creating
an e-book and publishing it to the e-book library. Herbal information was used as a sample to construct an e-book. The concept ofInfographic could be applied for disseminating of herbal information. The graphic representation was successful to make audience easy
to understand herbal monographs. These tools were used in practice classes in both informatics and herbal medicine courses. Students
gained twofold from the integration, that is, the knowledge including skills in ICT literacy and herbal information.
40651

15:00-15:30 | Schumann Hall (2F)

Coding Education and Computational Thinking for Children
Yiu-Chi Lai, The Education University of Hong Kong, Hong Kong

Coding has become one of the major focuses in education recently. Some countries have started to integrate coding in their formal
curriculum. Meanwhile, computational thinking is the thought process involved in formulating problems and their solutions, and it can beconsidered as a new literacy of the 21st Century. By engaging in construction-based robotics activities, children will be able to develop
their computational thinking and problem-solving skills and also enrich knowledge in robotics and coding. Under these circumstances,
we conducted a case study in a primary school on using Robotics kits for teaching young children how to code and developing their
computational thinking. In the first stage, the teachers in the project school collaborated with the research team to design the coding
activities for their pupils. In the second stage, the project teachers conducted a coding lesson for all classes in the same form. Uponcompletion of the first lesson, a group of pupils were invited to join a focus group to share their learning experience in the coding activities.
Besides, the project teachers and the research team also evaluated the design of learning activities and decided the changes for the
next coding lesson. The whole process has been repeated for the next cycle. In this regard, the study adopted design-based research
approach. The findings show that it is feasible to introduce coding concepts and computational thinking skills to young children.

#IAFOR | ACEID2018 | IAFOR.ORG | 83

Introducing IAFOR’s Academic
Grants & Scholarships
IAFOR is dedicated to helping young scholars achieve their research and academic
goals, while also encouraging them to apply the principles of interdisciplinary study
to their work. IAFOR offers travel and accommodation grants and full or partial
scholarships covering conference registration fees to PhD students and early career
academics who might not otherwise have the financial resources to be able to attend
our academic conferences.
Who can receive an IAFOR grant or scholarship? Awards are based on theappropriateness of the educational opportunity in relation to the applicant’s field ofstudy, financial need, and contributions to their community and to IAFOR’s missionof interdisciplinarity. Scholarships will be awarded based on availability of funds fromIAFOR and will vary with each conference.
How are recipients of an IAFOR grant or scholarship selected? The Organising
Committee of the relevant IAFOR conference will award scholarships to eligible
applicants who have submitted exceptional abstracts that have passed the blind peer
review process and have been accepted for presentation at one of our conferences.
How can I apply for an IAFOR grant or scholarship? If you are eligible for an IAFOR
grant or scholarship and would like to be considered, please submit your abstract tothe conference you would like to attend and select the checkbox for the relevant award
during the submission process. Abstracts must be submitted by the initial submission
deadline of the relevant conference in order to be considered for funding. Applicants
will be notified of results within three to four weeks of the initial submission deadline.
For more information please visit www.iafor.org/financial-support

84 | IAFOR.ORG | ACEID2018 | #IAFORVirtual
Presentations
Virtual presentations afford authors the opportunity to present their research to
IAFOR’s far-reaching and international online audience, without time restrictions,distractions or the need to travel. Presenters are invited to create a video of theirpresentation, which is then uploaded to the official IAFOR Vimeo channel and remains
online indefinitely. This is a valuable and impactful way of presenting in its own right,
but also an alternative means for those delegates who may be unable to travel to theconference due to financial or political restrictions.

www.vimeo.com/iafor#IAFOR | ACEID2018 | IAFOR.ORG | 85

Virtual Presentations
www.vimeo.com/iafor

39750

Teaching Information Visualization in Library and Information Science Programs: A Content Analysis on
Course Syllabi
Tien-I Tsai, National Taiwan University, Taiwan
Yu-Tzu Liang, National Taiwan University, Taiwan
Chu-Ting Fan, University of Texas at Austin, USA

Data literacy has been essential to everyone in this data-driven world, especially to those who study “information.” Information Visualization(IV) courses are designed to help students acquire knowledge regarding data literacy as well as the capability to utilize appropriate tools
and methods to analyze data. However, most IV courses were offered in computer science programs. This paper aims to investigate thecurrent state of how IV courses have been offered in library and information science (LIS) programs. The ultimate goal is to provide LIS
educators insights into course planning and to better equip students with proper data literacy. A content analysis was used to examine IV
courses offered by iSchools. Thirty-two institutions from seven countries offered 39 different IV courses. Courses without detailed syllabi
or offered by the same instructor were excluded. Twelve courses were in the final list. Three coders with expertise in LIS developed, tested,revised, and finalized a 39-item codebook. Results showed that most courses emphasized principles of visualization and introduced
one or more tools in class. Half of the courses were coding-light courses; others were coding-heavy. While exam requirements differedfrom course to course, almost all courses required students to do assignments other than group term projects. However, the forms ofterm projects also varied widely. Overall, the current IV course design seemed to be quite diverse. Future research can examine the corecompetencies of data literacy and provide more concrete suggestions for planning effective IV courses for LIS students.
39989

Assessment Practices and Students' Approaches to Learning: A Systematic Review
Jihan Rabah, Concordia University, Canada
Robert Cassidy, Concordia University, Canada
Manasvini Narayana, Concordia University, Canada

Student Approaches to Learning (SAL) differentiates between student learning objectives/behaviors that are focused on the memorization ofcourse content (surface approach) or the construction of meaning and comprehension (deep approach). For nearly five decades, researchers
have explored Student Approaches to Learning (SAL) as an important framework for understanding, evaluating and guiding learning andinstruction. An evidently robust and generally relevant construct, SAL has spawned numerous instruments to capture its Deep and Surface
approaches, most notably the Study Process Questionnaire (SPQ) and its successor the Revised Two-Factor SPQ (R-SPQ-2F). Despite its
history, there are few comprehensive reviews of its utility. Here we present the results of a systematic review of the literature describing how
deep and surface approaches to learning are associated with different assessment practices. This paper uses vote counting to investigate
the relationship between assessment practices and students’ approaches to learning. After a systematic search of the literature over 1,482
abstracts were reviewed, from which 21 articles were selected and 53 voting scores were extracted. Several assessment types were groupedand analyzed to help explain the voting results. Pedagogical implications and suggestions for further research are discussed.
39104

Perception of Ethnic Hmong University Students Regarding Their Community Development
Ngoc Nguyen, National Chung Cheng University, Taiwan

As one of the most popular but vulnerable ethnic groups in the mountainous area in Vietnam, Hmong communities have experienced intensive
discourse of inferiority regarding their socio-economic development. A good deal of research reveals how these discourses have been
adversely influencing the vision for ethnic minority development, typically the pressure to “civilize” their practices in all walks of life. Whilethe development path will be significantly tailored by the youth generation, they have not been taken into account in these studies. Drawing
specifically on the Hmong youth generation, those who made their way to universities in the capital city of Vietnam and overtime experiencecertain acculturation along with the education system provided by the dominant group in the country, this study will seek to explore theirperceptions regarding the development picture in their hometown and how their education experience could factor in a better future for theircommunities. The mixed method is utilized through in-depth interviews, talk show video record, and continuous Facebook observance ofmembers of an Hmong youth-led activist group called Action for Hmong Development, combined with an online survey conducted with 20
other Hmong university students studying in the capital city of Vietnam. Putting the different perspectives of Hmong youth into the picture
might render practical suggestions for the educational pursuits of Hmong students in relation with the destiny of their communities.
39739

Sustainable Local Development Through Experiential Education: Case Studies From the Field
Jing Irene Wu, JUMP! Foundation, China

There is a trend in development that utilizes youth as the main agent for social innovations. So far, they have attracted solutions “being
founded in high-income regions like Western Europe and North America . . . with a specific emphasis on developing countries.” (UNDP Youth
Solutions Report, 2017) This paper seeks to offer an alternative model that empowers youths originating from underdeveloped communities
as creators for these solutions. The JUMP! Foundation has been delivering youth social innovation programs in underserved communities
since 2016. Program participants undergo training on problem analysis, needs assessment and design thinking followed by conducting
stakeholder interviews and designing impact projects for their communities, all facilitated through an interactive, experiential learning
approach. Selected projects are supported with seed funding and mentorship for implementation. In addition to utilizing local youths aschangemakers, every program is co-created with a local NGO partner with ties to the target community, with its staff being trained on the
curriculum and facilitating the program in the indigenous language. With maximum localization and the train-the-trainer model approach,the program increases community ownership, sustainability and scalability. Although the program’s long-term impact is still unknown,
preliminary qualitative field evidence has shown positive short- and mid-term impact. Interviews and post-program communications with
NGO partners have indicated that the winning projects have successfully been or are in the process of being implemented in the participants’
own communities, and our partners and local facilitators have indicated in increased level of confidence in leading community initiatives.

86 | IAFOR.ORG | ACEID2018 | #IAFORConference
Highlights:
The Past 12
MonthsSince 2009, IAFOR has welcomed university presidents, faculty deans, journalists,
national politicians, government ministers, diplomats, charity leaders, think tankdirectors, company presidents, documentary photographers, movie directors,
members of the armed forces, actors, lawyers, doctors, jurists, artists, poets, writers,
clergy, scientists, philosophers...
Here are some highlights from the past twelve months, from our events in six cities, infive countries, and over three continents.

#IAFOR | ACEID2018 | IAFOR.ORG | 87

Submit your research to the

IAFOR Journal of Education
The IAFOR Journal of Education is an internationally reviewed and editorially independentinterdisciplinary journal associated with IAFOR’s international conferences on Education.
Editor: Dr Yvonne Masters, University of New England, Australia
ISSN: 2187-0594
Contact: yfmasters@gmail.com / publications@iafor.org

Aims & Scope
The IAFOR Journal of Education is an Open Access, peer-reviewed, international andintercultural journal. All papers published in the journal have been subjected to therigorous and accepted processes of academic peer review. Papers submitted by academic
researchers, theorists, practising teachers, policy-makers and educational administrators
are welcomed. Submissions should be original, previously unpublished papers which are
not under consideration for publication in any other journal. We also accept reworked
versions of previously published, related IAFOR Conference Proceedings if the version
submitted to the journal is revised and differs from the previously published article by atleast 30 percent. These articles are submitted through the submission portal and must
conform to the journal submission guidelines and undergo the usual standard double
blind peer review processes.
The journal at times publishes special issues on a single topic. A call for papers is madefor these special issues which can be found on the journal home page when applicable.

IAFOR Commitment
IAFOR believes in “Open Access” publishing, and since 2009, has been committed tomaintaining an online searchable research archive that offers free access to anyone,
anywhere, where there is Internet access, regardless of institutional affiliation or
scholarly rank. IAFOR publications are accessible on the website (Open Access) toresearchers all over the world, completely free of charge and without delay or embargo.
Authors and contributors are not required to pay charges of any sort towards the
publication of IAFOR journals.
For more information about the IAFOR Journal of Education please visit:www.ije.iafor.org

88 | IAFOR.ORG | ACEID2018 | #IAFORDubai’s Festival City again hosted The IAFOR International Conferences on Education and Language Learning (IICEDubai and
IICLLDubai), and attracted delegates from across the region as well as further afield as research and presentations focussed
on the conference theme of Surviving and Thriving: Education in Times of Change. Both research focussed and more practicalpresentations and workshops were organised over the three days of the conference, and included presentations by representativesof the UAE Ministry of Education.
Above left: Dr Christine Coombe of Dubai Men's College, UAE, responds to questions following her Keynote Address entitledClassroom Management: Empirical and Practical Perspectives. Dr Coombe is a widely published academic, a past presidentof TESOL International and sits on the IAFOR International Academic Advisory Board. Above right: Dr Deena Boraie delivers
a Keynote Address, “Exploring English Language Education in the MENA Region Now and in the Future”, in which she drew onher experiences in Egypt. Dr Boraie is dean and professor of practice at the School of Continuing Education at The American
University in Cairo.
Below left: Dr Martin Spraggon of the Mohammed Bin Rashid School of Government expands on the local context, giving an
overview of educational policy, in his Featured Presentation on “Key Trends, Challenges and Opportunities in the Field of Higher
Education in the UAE”.Below right: Dr Sufian Abu-Rmaileh of the UAE University listens to delegates giving feedback after his
engaging presentation entitled “Using Critical Thinking Techniques in the Classroom”. Dr Abu-Rmaileh is a past president of
TESOL Arabia.
Bottom left: Professor Mustafa Hashim Taha of the American University of Sharjah, UAE, examined entertainment education with
an emphasis on the role of theatre in promoting political reconciliation in post-apartheid South Africa in his thought-provoking andwide ranging Keynote Presentation. Bottom right: Dr Virginia Bodolica of the American University of Sharjah, UAE delivers a Featured
Presentation that addressed the wider conference theme of Surviving and Thriving in Times of Change with her featured address on“In the Era of Disruptive Transformations: Embracing the Imperative of Dynamic Adaptation to the Evolving World of Work”.

#IAFOR | ACEID2018 | IAFOR.ORG | 89

Some 250 scholars and educators from more than 40 countries came together for the IAFOR International Conferences on Education(IICEHawaii2018), and Sustainability, Energy and the Environment (IICSEEHawaii2018) at the Hawaii International Convention Center in Honolulu,
Hawaii for an event held in partnership with the University of Hawaii at Manoa, and with the support of the East West Center, Brigham Young
University, and the World Bank.
Above left: Dr Joseph Haldane, Chairman and CEO of IAFOR chaired a plenary panel entitled “Educational Policy: Does the Democratisation of
Education in Educational Systems Fuel Economic and Social Inequality?”. Above right: Professor Xu Di and David P. Ericson, both renowned
educational philosophers based at the University of Hawai’i at Manoa, delivered addresses first, giving both the local context and then drawing
on examples from other countries, before Dr Haldane then opened the floor to questions and then a more general discussion of the topic.
Below left: Dr Xiaoyan Liang is a Lead Education Specialist in the World Bank, with a focus on educational development in Africa and East
Asia. Her wide ranging keynote, “Education in a Changing World: New Partnership and Changing Paradigm for Education Development”, wassponsored by the World Bank. Below right: Dr Andy Curtis of Anaheim University, USA, a language educator with an international reputation, andpast president of TESOL International, delivered a funny but stinging keynote entitled “‘Ignorance is Bliss’: The New Anti-Education Movement”,
that looked at educators navigating a world in which political leaders often boast of their ignorance, rather than education.

90 | IAFOR.ORG | ACEID2018 | #IAFORAbove left: Dr Failautusi ‘Tusi’ Avegalio is the director of the Pacific Business Center Program and the executive director of the Honolulu
Minority Business Enterprise Center at the University of Hawai'i at Mānoa’s Shidler College of Business. Descended from a long line of
Samoan chiefs, Dr Tusi was raised in the coastal village of Leone in American Samoa before receiving university education in the UnitedStates, and becoming a professor. Here he delivers a keynote address that looks at the importance of respecting indigenous knowledge andwisdom in the context of modern educational systems. Above centre: Dr Sela V. Panapasa of the University of Michigan, USA, addresses the“Surviving and Thriving in Times of Change” theme of the conference in her excellent keynote address entitled, “Anticipating Educational
Needs That Ensure a Diverse, Equitable, and Inclusive Workforce for a Changing U.S. Population”. Dr Panapasa is a sociologist who wasborn in Fiji, and who has worked extensively throughout the Pacific Islands. Above right: Dr Sheri-Ann Daniels is the executive director of
Papa Ola Lōkahi, the Native Hawaiian health board, and chair of Nā Limahana o Lonopūhā, the Native Hawaiian Health Consortium. Hereshe delivers a keynote presentation entitled “Native Hawaiian Health: Opportunities to Develop A Healthy Leadership and Workforce”.
Below left: Dr Richard R. Vuylsteke is President of the East-West Center, a renowned and unique institution that promotes better relations
and understanding among the people and nations of the United States, Asia, and the Pacific through cooperative study, research, anddialogue. His wide ranging keynote address introduced some particular East-West Center approaches to education, including “place
utility,” “cross-cubed” programs, and social media umbrellas, and he asked delegates of the ways in which they might be able to implement
such approaches in their home institutions. Below right: Dr Hiagi M. Wesley, responds to questions following his keynote entitled “PacificIndigenous Perspectives vs Global Ways of Learning”, which dovetailed perfectly with Dr Avegalio’s address, and looked at the value ofindigenous ways of learning. A Rotuman by birth, Dr Wesley is Director of the Center for Hawaiian and Pacific Island Studies and Associate
Dean in the College of Arts and Humanities at Brigham Young University, Hawaii.

#IAFOR | ACEID2018 | IAFOR.ORG | 91

The Asian Conference on Media, Communication and Film (MediAsia) 2017 was held in Kobe, Japan, with the conference theme of “History,
Story and Narrative”.
Above left: Multi-Emmy Award winning filmmaker, and former NBC television producer, Gary Swanson, opens the MediAsia 2017 conferencewith a hard-hitting keynote on “Fake News and the Attack on America’s Freedom of the Press”, in which he outlined the hostility of Donald
Trump and his administration toward the press, arguing that “the press is the enemy; nothing it says should be believed; and there is no role orneed for the press in American democracy”. Above right: Professor Virgil Hawkins of Osaka University’s School of International Public Policy(OSIPP) describes the Global News View (GNV) research centre, dedicated to working towards the realisation of an information environment
in which people can comprehensively and objectively view the world and the issues it faces, in the context of little or no information aboutcertain issues or geographic areas of the world, leading to a lack of care and attention about events in these places.
Below left: Professor Yoneo Ota of Osaka University of Arts, and founding director of Kyoto’s Toy Film Museum talks about the project tocollect and restore privately held toy films to reconstitute a historical record and archive, and reappraisal of their value in documenting
Japanese society. Below right: William Lyndesay OBE is a renowned geographer, author and film-maker, celebrate inside and outside China
for his long and steady commitment to the study and preservation of the Great Wall(s) of China, despite his earliest efforts falling repeatedly
foul of the Chinese authorities. His keynote showed how diverse, personal, unconventional and “foreign” approaches have made significant
contributions to the surprisingly narrow, Sino-centric and limited corpus of Great Wall knowledge, as well as popular understanding.

92 | IAFOR.ORG | ACEID2018 | #IAFORAbove left: Professor Richard Roth of Northwestern’s Medill School of Journalism delivered a very personal keynote address on theyear of his retirement, looking at how he has tried throughout his career as a journalist and educator to mentor and nurture young talent
in an industry where it is said that there is no apprenticeship. His presentation talked about his own experience as a rookie reporter
coming of age in a foreboding American prison called Attica, one part of an American system that holds more than 2 million people
captive, more than in any other nation. Roth was one of two newspaper reporters inside the prison yard at Attica during the September
9-13 riots in 1971, serving on the Select Observers Committee, and his subsequent writing about Attica earned him a 1972 nomination
for the Pulitzer Prize. Above right: Dr Yutaka Mino, Director of the Hyogo Prefectural Museum of Art (the conference venue), is one
of Japan’s most sought after museum directors, and among the country’s most prominent supporters of the public and educationalrole of art. In this keynote address he describes how an art museum can strategically write (or paint) itself into the history, story andnarrative of a city, or else consign itself to irrelevance.
Below: The Asian Conference on Media, Communication and Film (MediAsia) 2017 was held at the Hyogo Prefectural Museum of Art
and attracted 125 delegates from 25 countries. Here delegates pose outside the Tadao Ando designed building, and in front of Kenji
Yanobe’s Sun Sister.
For more information about The Asian Conference on Media, Communication and Film (MediAsia) please visit www.mediasia.iafor.org.

#IAFOR | ACEID2018 | IAFOR.ORG | 93

The Asian Conference on Education 2017 (ACE2017) saw more than 250 scholars from 38 countries come together in
Kobe, Japan to look at the theme of “Educating for Change” from a variety of interdisciplinary perspectives, cultural
backgrounds, and national contexts.
Above left: Dr Charles Allen Brown of Hokkaido University, Japan, in a lighter moment following his featured
presentation at ACE2017, which looked at, and questioned the hitherto unassailable position of the native speakerin language learning. Above right: Dr Paul Lai of Nagoya University’s academic writing center delivers a featured
address on how his pioneering center has helped research students and faculty develop clear and convincing ideas
in their research writing, thus improving publication chances and impact.
Below left: Dr Connie Guberman of the The University of Toronto, listens to questions following her featured address
on an initiative using oral history as a means of educating for change by challenging traditional institutional structuresof knowledge creation. Below middle: Dr Jack Frawley of the University of Sydney’s National Centre for CulturalCompetence delivers a plenary address on leadership and intercultural studies. Below right: Dr Tzu-Bin Lin of the
National Taiwan Normal University explains how professional development and leadership programs are developing
on Taiwan to raise standards in secondary schools.

94 | IAFOR.ORG | ACEID2018 | #IAFOROpposite Bottom: After an amazing taiko drum performance and interactive music workshop, delegates from aroundthe world mix with local students from AIE International High School's drum club.
Above left: Dr Joseph McClanahan of Creighton University (USA), and co-convenor of the Asian Undergraduate
Research Symposium (AURS) delivered a wide ranging featured address on how mentoring undergraduate students
provides tools for student success after graduation, and concentrating on the importance that educators continue
to adapt and develop new approaches that create equal opportunities for productive educational experiences forall students. Above right: Dr Yvonne Masters of Newcastle University, Australia, and AURS co-convenor, asks theconference to consider two simple but fundamental questions when we talk about change in Education, “By Whom?”and “For Whom?”.
Below: A group shot of delegates, taken in the Kobe Art Center venue, reflecting the diversity of attendees at The Asian
Conference on Education. The next ACE event will be held in Tokyo, Japan, from Saturday, October 13, 2018 ​to Monday,
October 15, 2018. For more information please visit www.ace.iafor.org.

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Above left: Dr Simon Sleight, Senior Lecturer in Australian History at King's College London delivers a Keynote Speech at The IAFOR
International Conference on the City 2017 (City2017) in Barcelona, addressing delegates on the topic of memory and the modern city. Dr
Sleight’s work explores the history of urban place-making, the evolution of youth cultures and the Australian presence in Britain. Aboveright: Internationally renowned constitutional lawyer and jurist Professor Adrien Katherine Wing gives a Keynote Presentation at The
IAFOR International Conference on Global Studies 2017 (Global2017) on the legal status of women of colour around the world undernational and international law. Professor Wing is the Associate Dean of International & Comparative Law Programs at the University of
Iowa College of Law, USA, and was involved in the drafting of the South Africa and Kosovo constitutions.
Below left: Multiple Academy Award winning documentary filmmaker, Mark Jonathan Harris, director of Breaking Point: The War for
Democracy in Ukraine, an Official Selection of the IAFOR Documentary Film Award 2016, responds to questions following his Featured
Presentation entitled “Breaking Point – Ukraine in the Era of Trump” at Global2017. Professor Harris is Distinguished Professor in the
School of Cinematic Arts at the University of Southern California, USA , where he heads the documentary program. Below right: MarkJonathan Harris's award-winning documentary, Breaking Point: The War for Democracy in Ukraine, was screened at City/Global2017 andwas followed by a Q&A with the Director.

96 | IAFOR.ORG | ACEID2018 | #IAFORAbove left: In a City2017 Featured Presentation, Gloria Montero, celebrated Spanish novelist, playwright and poet, offers her own insights into thecity of Barcelona, where she has made her home and where City2017 was held. Above center: Professor Georges Depeyrot, monetary historianat the ENS (Paris) and Member of the Board of Trustees of the French National Center for Scientific Research (CNRS), France, introduces the
IAFOR Silk Road Initiative in an information session at Global2017. Above right: In a Keynote Presentation entitled “Refuge: Refugee: Moonlightand Precarious Love” at Global2017, Professor Baden Offord of the Centre for Human Rights Education, Curtin University, Australia, discusses
the human condition in relation to people’s suffering around their sexuality with reference to the Academy Award winning film, Moonlight.
Below: An image from the series Single Mothers of Afghanistan by Canadian/Iranian photojournalist Kiana Hayeri, Grand Prize Winnerof the 2017 IAFOR Documentary Photography Award. Winners were announced at The European Conference on Media, Communication& Film 2017 (EuroMedia2017) in Brighton, UK. As an organisation, IAFOR’s mission is to promote international exchange, facilitate
intercultural awareness, encourage interdisciplinary discussion, and generate and share new knowledge. In keeping with this mission,
in appreciation of the great value of photography as a medium that can be shared across borders of language, culture and nation, and to
influence and inform our academic work and programmes, the IAFOR Documentary Photography Award was launched as a competition
that would help underline the importance of the organisation’s aims, and would promote and recognise best practice and excellence. In
support of up-and-coming talent, the IAFOR Documentary Photography Award is free to enter. For more information about the award,
please visit: www.iaforphotoaward.org.

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Above left: Dr Paul Lowe, Founding Judge of the IAFOR Documentary Photography Award, gives a Keynote Presentation on “Testimonies oflight: Photography, Witnessing and History” at The European Conference on Media, Communication & Film 2017 (EuroMedia2017). Dr Loweis an award-winning photojournalist who has covered breaking news around the world, including the fall of the Berlin Wall, Nelson Mandela’s
release, famine in Africa, the conflict in the former Yugoslavia and the destruction of Grozny. Above right: In a Featured Panel Presentation at
The European Conference on Arts & Humanities 2017 (ECAH2017) Professor Donald Hall, Dr Linda Schwarz and Professor Amanda Bright
discuss the challenges of doing research and creative activity in the arts and humanities today. Donald E. Hall is a Vice-President of IAFOR and
Dean of the College of Arts and Sciences at Lehigh University; USA. Linda Schwarz is Dean of the Faculty of Arts & Science and Professor ofInterdisciplinary Studies at Ambrose University, Canada, and. Amanda Bright has been Head of the School of Art at the University of Brighton, UK.
Below left: At EuroMedia2017, Dr Rodney Hill of the Lawrence Herbert School of Communication at Hofstra University, USA, and Francis
Ford Coppola Archivist presents on the topic of “Mythologizing One’s Own History Through Narrative” by referencing Coppola’s Tetro”.
Below right: Dr Alfonso García Osuna, Editor of the IAFOR Journal of Arts & Humanities, delivered a Spotlight Presentation entitled “ReCreating the Past: Fascist Comics and the Rehabilitation of History”, at ECAH2017. Dr Osuna has taught at Hofstra University in New York,USA, for over thirty years.
Bottom: The Conference Welcome Reception provides a great opportunity for delegates to network and get to know each other.

98 | IAFOR.ORG | ACEID2018 | #IAFORAbove left: Keynote Speaker at The European Conference on the Social Sciences 2017 (ECSS2017) Dr Anke Schwittay discusses inclusive
innovation in international development. Dr Schwittay is Head of International Development at the University of Sussex in the UK, andSenior Lecturer in Anthropology and International Development at the School of Global Studies. Above right: Dr Georgios Tsakos, Reader
in the Department of Epidemiology and Public Health at University College London, UK, gives a Keynote Presentation on the topic of “Links
Between Oral and General Health: Putting the Mouth Back in the Body” at ECSS2017.
Below: In a Plenary Panel Presentation on sustaining the city at The European Conference on Sustainability, Energy & the Environment
2017 (ECSEE2017), Professor Anne Boddington, Duncan Baker-Brown and Cat Fletcher examine the rationale behind The Brighton Waste
House – Europe's first permanent public building made almost entirely from material thrown away or not wanted (shown bottom left).
Anne Boddington is Professor of Design Innovation and Dean of the College of Arts and Humanities, University of Brighton, UK, Duncan
Baker-Brown is an expert in contemporary methods of ecology-friendly building design, an architect and an academic, and Cat Fletcher isFounding Member, Elected National Representative and Head of Media for Freegle UK.
Bottom right: ECSS2017 Featured Speaker Professor Grant Black of the Faculty of Humanities and Social Sciences, University of Tsukuba,
Japan, addresses conference delegates on the subject of “East Meets West: Innovation and Discovery in Education Reform at an Elite
Japanese University”. Professor Black is Vice-President (at large) of IAFOR.

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Above left: At The European Conference on Psychology & the Behavioral Sciences 2017 (ECP2017), Professor Geoff Beattie of Edge
Hill University, UK, delivers a Keynote Presentation entitled “Hidden Thoughts: Do Your Hand Gestures Reveal More About You Than
You Think?” Professor Beattie is a world renowned expert on non-verbal communication and a noted author, broadcaster and public
intellectual, who was the resident on-screen psychologist for Big Brother for eleven series on Channel 4. Above right: Dr Katie Woodward
discusses public attitudes towards counter-terrorism in a Featured Presentation at ECP2017. Dr Woodward is currently a Principal
Psychologist working in the Human and Social Sciences Group at the Defence Science and Technology Laboratory in Hampshire, UK.
Below left: Dr Stephen E. Gregg, Senior Lecturer in Religious Studies at the University of Wolverhampton and Keynote Speaker at The
European Conference on Ethics, Religion & Philosophy 2017 (ECERP2017), enjoying a lighter moment, after a wide-ranging address
examining the topic of complicating religious identity in the twenty-first century. Below right: Professor Thomas Brian Mooney gives
a Featured Presentation entitled “The Virtue of Politeness As a Part of the Virtue of Justice” at ECERP2017. Thomas Brian Mooney is aphilosopher with an international reputation and Head of the School of Creative Arts and Humanities, Charles Darwin University, Australia.
Bottom left & right: IAFOR’s European Conference Series is held in Brighton, UK, and features an optional tour of Bateman’s, the Jacobean
home of The Jungle Book author Rudyard Kipling, and the spectacular Hever Castle and gardens, once home to Anne Boleyn, Henry VIII’s
second wife.

100 | IAFOR.ORG | ACEID2018 | #IAFORAbove left: At The European Conference on Education 2017 (ECE2017), Professor Kwame Akyeampong of the Centre for International
Education (CIE), University of Sussex, UK, gives a Keynote Presentation on transforming the educational experience of African children throughemancipatory research. Professor Akyeampong has been a senior policy analyst at UNESCO, and also consulted for the Ghanaian Ministryof Education. Above right: ECE2017 Keynote Speaker Matthew Taylor, Chief Executive of the Royal Society for the Encouragement of Arts,
Manufactures and Commerce, UK, delivers an address entitled “Think Like a System, Act Like an Entrepreneur” as part of the conference Plenary
Panel. Prior to becoming Chief Executive of the RSA, Matthew Taylor was Chief Adviser to Prime Minister Tony Blair, as head of the Number 10
Policy Unit, and is the author of the 2017 Taylor Review of Modern Working Practices, commissioned by the incumbent UK government.
Below left: Professor Svetlana Ter-Minasova engages the audience at The European Conference on Language Learning 2017 (ECLL2017)with a Keynote Presentation on how to shatter the linguistic, cultural and psychological barriers to international communication. Professor
Ter-Minasova is founding President of the Faculty of Foreign Languages and Area Studies at Lomonosov Moscow State University, Russia
and a public intellectual in Russia. Below right: Professor Anne Boddington, Professor of Design Innovation and Dean of the College ofArts and Humanities, University of Brighton, UK, moderates the Plenary Panel “Think Like a System, Act Like an Entrepreneur” at ECE2017.
Bottom left: ECE2017 Featured Speaker Professor David Hicks of Virginia Tech, USA, addresses delegates on the topic of “Teaching
Difficult Histories Through Film: Examples and Perspectives from the Field”, highlighting the pedagogical challenges that emerge whenfilm is used to teach about the complex business of the representations of “the other”. Bottom right: Professor Brian Hudson, Professorof Education and Head of the School of Education and Social Work at the University of Sussex, UK, moderates a Plenary Panel entitled“Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4” at ECE2017.

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The Asian Conference on Social Sciences 2017 (ACSS2017), The Asian Conference on Sustainability, Energy & the Environment 2017
(ACSEE2017) and The Asian Conference on Aging & Gerontology (AGen2017), were held in Kobe, Japan, June 8–11, 2017. Above left: His
Excellency Dr Toshiya Hoshino gives an incisive Keynote Presentation as part of an ACSS2017 Plenary Panel entitled “East Meets West”,
giving a historical overview of recent trends in International Relations. Dr Hoshino is now Japanese Ambassador to the United Nations in New
York, having been seconded from Osaka University, where he is Professor at the Osaka School of International Public Policy (OSIPP). A former
Vice-President of the university, he is also a member of IAFOR’s Board of Directors. Above center: Professor Haruko Satoh of Osaka Schoolof International Public Policy (OSIPP), Osaka University, Japan, addresses delegates as part of the same ACSS2017 Plenary Panel. Professor
Haruko Satoh is a member of IAFOR’s Academic Governing Board. Above right: Political Philosopher, Professor Michael Anthony C. Vasco,
Dean of the Faculty of Arts and Letters at the University of Santo Tomas in the Philippines, sits on the same Plenary Panel at ACSS2017.
Below left: Director of the NACDA Program on Aging and Vice-President of IAFOR Dr James W. McNally gives a Featured Presentation
on methodologies for the collection of comparative community-level public health data at AGen2017. Below right: Dr Hiroshi Ishida,
Professor of Sociology at the Institute of Social Sciences, University of Tokyo, Japan, sits on an AGen2017 Plenary Panel entitled “Easts
Meets West – Healthy, Active and Beautiful Aging in Asia”.
Bottom left: ACSS2017 Featured Speaker Dr Philip Sugai of Doshisha Business School, Japan, examines the concept of value in marketing. Bottom
right: ACSEE2017 Spotlight Speaker Dr Maxime Jaffré, Assistant Professor in Sociology of Culture at the Ecole des Hautes Etudes en Sciences
Sociales and a member of IAFOR’s International Academic Advisory Board, questions whether data science can do without the field survey.

102 | IAFOR.ORG | ACEID2018 | #IAFORThe Asian Conference on Cultural Studies 2017 (ACCS2017), The Asian Conference on Asian Studies 2017 (ACAS2017) and The
International Conference on Japan & Japan Studies (IICJ2017), held June 1–4, 2017, brought together delegates from all over the world to
explore the theme of "Global Realities: Precarious Survival and Belonging".
Above left: Professor Gaurav Desai of the University of Michigan, Ann Arbor, USA, examines the figure of the migrant in recent Anglophone
fiction from Africa and South Asia in his ACCS2017 Keynote Presentation entitled “Precarious Futures, Precarious Pasts: Migritudeand Planetarity”. Above right: In a Featured Panel Presentation at ACCS2017, Professor Donald E. Hall, Professor Emerita Sue Ballyn
and Professor Emeritus Yasue Arimitsu discuss the challenges of doing Cultural Studies today, exploring the emerging geo-politicalconstraints on their work, as well as their respective national and institutional contexts, and interact with the audience on the topic ofstrategies for individual and collective response to the challenges that we face.
Below left: The University of Barcelona’s Professor Emerita Sue Ballyn gives a Spotlight Presentation at ACCS2017 on the subject ofsurgeons on eighteenth-and-nineteenth-century female convict transports, often the unsung heroes of hazardous passages to the
Antipodes, discussing the importance of their power at sea and on land, their care of their charges and how medical improvisation very
often saved a patient’s life. Below right: In his ACAS2017 Featured Presentation entitled “Buddhist Terrorism?”, Dr Brian Victoria of the
Oxford Center for Buddhist Studies examines the long history of those calling themselves Buddhists who engaged in warfare, despite
Buddhism’s long-standing reputation in the West as a religion of peace.

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Above: To ensure that delegates have an especially memorable experience, IAFOR conferences include tours to places of historicand cultural interest, led by experienced tour guides.
Fushimi Inari Grand Shrine in Kyoto, Japan, features an iconic pathway lined with orange torii, each donated by a Japanese business,that creates a 4 km tunnel leading up a mountain behind the shrine.
Below left: Professor Ted O’Neill of Gakushuin University, Tokyo, Vice-President (at large) of IAFOR, gives a Keynote Presentation
entitled “Change in Japanese Tertiary Education: Implementing Content and Language Integrated Learning (CLIL) in Japan” at
The Asian Conference on Language Learning 2017 (ACLL2017). Below center: Featured Speaker Professor Mark Pegrum presents
on moving beyond web 2.0 when designing authentic mobile learning for everyday contexts in Asia at The Asian Conference on
Technology in the Classroom 2017 (ACTC2017). Mark Pegrum is an associate professor in the Graduate School of Education at The
University of Western Australia, where he specialises in mobile learning and, more broadly, e-learning. Below right: Professor Barbara
Lockee, Associate Director of the School of Education and Associate Director of Educational Research and Outreach at Virginia Tech,
USA, explores the changing landscape for instructional design professionals in educational contexts and their potential to serveas change agents in the adoption of learning innovations at ACTC2017. Dr Lockee is Vice-President of IAFOR’s Education Division.

104 | IAFOR.ORG | ACEID2018 | #IAFORAbove left: During the annual haiku workshop at The Asian Conference on Literature 2017 (LibrAsia2017), Hana Fujimoto of the
Haiku International Association, Japan, gives a background and history to haiku and invites participants to write their own poems.
Above right: Also at the LibrAsia2017 haiku workshop, Emiko Miyashita, a prominent haiku poet who is also a councillor for the Haiku
International Association, and a board member of the JAL Foundation, reads world-famous haiku before inviting audience members
to compose haiku of their own. In addition to the yearly haiku workshop, LibrAsia2017 features the IAFOR Vladimir Devidé Haiku
Award Ceremony, at which all award-winning entries are read out. The IAFOR Vladimir Devidé Haiku Award is an open competition
for previously unpublished haiku written in the English language. The award is for haiku regardless of whether in the traditional ormodern style; it transcends haiku divisions and is based only on literary merit.
Below left: Celebrated international pianist and former Fulbright scholar Marusya Nainggolan of the University of Indonesia,
Indonesia, gives a resounding performance at The Asian Conference on Arts & Humanities 2017 (ACAH2017). Marusya Nainggolan
performs music nationally and internationally, as well as teaching European Studies at the University of Indonesia and serving
as a music counsellor for studies on music and health in the Indonesian National Health Department. Below right: At The Asian
Conference on Arts & Humanities 2017 (ACAH2017) Dr Yutaka Mino, Director of the Hyogo Prefectural Museum of Art and the Yokoo
Tadanori Museum of Contemporary Art, and Honorary Director of the Abeno Harukas Museum of Art, Japan, speaks on “Art andNarrative in the Public Sphere”, examining art as a medium for telling stories and creating narrative, and how curation can be used
to contextualise and situate works of art.
Bottom left: Professor Georges Depeyrot is a monetary historian at the French National Center for Scientific Research (CNRS) in
Paris. As part of a Featured Panel Presentation on “Constructing History” at The Asian Conference on Literature 2017 (LibrAsia2017),
he discusses the importance of the construction of national history in the creation of personal and national identity. Bottom right:
In the same Featured Panel Presentation at The Asian Conference on Literature 2017 (LibrAsia2017), Professor Myles Chilton, amember of the Department of English Language and Literature at Japan’s Nihon University, explores how history shapes our politicaldecisions today, and how we go about building, revising and deconstructing history.

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5/3/17

11:51 AMThe IAFOR
Documentary
PhotographyAward 2017
Join us as we celebrate the winners of the IAFOR Documentary PhotographyAward 2017 – an international photography award that seeks to promote andassist in the professional development of emerging documentary photographersand photojournalists.

www.iaforphotoaward.org#IAFOR | ACEID2018 | IAFOR.ORG | 107

Award Judges

Paul Lowe
Founding JudgeDr Paul Lowe is the Course Director of the Masters Programme in
Photojournalism and Documentary Photography at the London Collegeof Communication, University of the Arts London. He was responsible
for the development and launch of a new part-time version of thecourse delivered entirely online using web conferencing, blogs and the
VLE, launched in 2008. He is an award-winning photographer whose
work is represented by Panos Pictures, and who has been publishedin Time, Newsweek, Life, The Sunday Times Magazine, The Observer
and The Independent, among others. He has covered breaking news
around the world, including the fall of the Berlin Wall, Nelson Mandela’s
release, famine in Africa, the conflict in the former Yugoslavia and thedestruction of Grozny.

He is a consultant to the World Press Photo Foundation in Amsterdam,
an independent, non-profit organisation that is a major force in developing and promoting visual journalism
worldwide. His book, Bosnians, documenting 10 years of the war and post-war situation in Bosnia, waspublished in April 2005 by Saqi Books. He regularly contributes to international and national conferences inphotography, media and education, and has published chapters in edited books on these themes as well.

Monica Allende
Guest Judge

Monica Allende is a photo editor, curator, cultural producer and educator.
She is GetxoPhoto Festival Artistic Director from 2017 to 2019, and is
the Director of FORMAT17 International Photography. She is currently
producing several multidisciplinary projects with artists worldwide,
has collaborated with screen projects, and is co-founder of Offspring
Photo Meet, London. Previously she was Photo Editor at The Sunday
Times Magazine, where she launched the award-winning photography
section “Spectrum”. She is a visiting lecturer at the London College ofCommunication and lectures and teaches workshops in photography
at, among others, ScreenLab, London; EFTI, Madrid; Tashkeil, Saudi
Arabia; Mentorship Business Programme DEVELOP at the University ofSunderland; Festival di Internazionale a Ferrara; WPP workshop Angola;
Magnum Professional Practice Workshops.

She nominates photographers for Deutsche Börse Photography Prize, Prix Pictet and The Joop Swart Masterclass/World Press Photo, and has served on juries worldwide including World Press Photo, Visa Pour L’image and the
National Portrait Gallery’s Taylor Wessing photographic Portrait Prize. She produced and curated Darfur: Images
Against Impunity, an exhibition and a book by Stanley Greene, Lynsey Addario and Alvaro Ybarra Zavala. She is therecipient of the Amnesty International Media Photojournalism Award, the Picture Editor’s Award, the Online Press
Award and Magazine Design Award for Best Use of Photography. She also writes and consults on photography.
Jocelyn Bain Hogg began his career as a unit photographer on movie
sets after studying Documentary Photography at Newport Art College.
He shot publicity for the BBC, photographed fashion and now works on
documentary projects and commercial and editorial assignments. His
editorial work features in Vanity Fair, The Sunday Times, The New Yorker,
Style.com, Vogue, Elle, Harper’s Bazaar, Lui, Marie Claire, Stern, GQ, Esquire,
Le Monde, Cahiers du Cinéma, L’Espresso and La Repubblica amongst
others. In 2016 he co-instigated Sea Change as photo director, where aswell as photographing British youth for the project he commissioned 12other photographers to document the issues affecting young people in
12 countries across Europe. A continuing initiative, Sea Change has so far
realised a book, an ongoing touring exhibition and workshop programme.
Guest Judge
In addition to this work, he is the author of six photographic books todate and his first, The Firm, presented an astonishingly intimate viewof London’s organised crime world, and won international acclaim, garnering the prestigious Lead Award for
portraiture. His latest project, Public House, published in 2016, documented the denizens of a local pub, forced
to close due to the lamentable issue of social cleansing in London.

Jocelyn Bain Hogg

In February 2013, he was invited onto the jury of the World Press and was a juror for the Sony World PhotographyAwards in 2015. He is currently the head of the BA photojournalism and documentary photography course at
the UAL LCC in London and is a member of the VII Photo Agency.
108 | IAFOR.ORG | ACEID2018 | #IAFORIAFOR Documentary Photography Award 2017
Monday, March 26 | 12:05-12:20 | Prokofiev Hall (2F)Award Winners Screening
The IAFOR Documentary Photography Award was launched by The International Academic Forum (IAFOR) in
2015 as an international photography award that seeks to promote and assist in the professional developmentof emerging documentary photographers and photojournalists. The award has benefitted since the outset
from the expertise of an outstanding panel of internationally renowned photographers, including Dr Paul Loweas the Founding Judge, and Ed Kashi, Monica Allende, Simon Roberts, Jocelyn Bain Hogg, Simon Norfolk andEmma Bowkett as Guest Judges. Now in its third year, the award has already been widely recognised by thosein the industry and has been supported by World Press Photo, Metro Imaging, MediaStorm, Think Tank Photo,
University of the Arts London, RMIT University, British Journal of Photography, The Centre for Documentary
Practice, and the Medill School of Journalism.
As an organisation, IAFOR’s mission is to promote international exchange, facilitate intercultural awareness,encourage interdisciplinary discussion, and generate and share new knowledge. In keeping with thismission, in appreciation of the great value of photography as a medium that can be shared across bordersof language, culture and nation, and to influence and inform our academic work and programmes, the IAFOR
Documentary Photography Award was launched as a competition that would help underline the importanceof the organisation’s aims, and would promote and recognise best practice and excellence. Winners of the
IAFOR Documentary Photography Award 2017 were announced at The European Conference on Media,
Communication & Film 2017 (EuroMedia2017) in Brighton, UK. The award follows the theme of the EuroMedia
conference, with 2017’s theme being “History, Story, Narrative”. In support of up-and-coming talent, the IAFOR
Documentary Photography Award is free to enter.
Image | From the project Single Mothers of Afghanistan by IAFOR Documentary Photography Award 2017 Grand Prize Winner, Kiana Hayeri.

#IAFOR | ACEID2018 | IAFOR.ORG | 109

Supporters
The IAFOR Documentary Photography Award is supported by a number of leading institutions, organisations
and publications around the world in its aim to promote and recognise best practice and excellence indocumentary photography and photojournalism. These partnerships are a testament to the high regard inwhich the award is held within the photography industry.
The IAFOR Documentary Photography Award would like to thank the following organisations for their support:

Sponsorship Opportunities
Through social media, product integration, logo placement, potential press coverage, promotion at the Award
Ceremony and subsequent exhibitions in Japan, Spain, UAE, USA and UK, you have the opportunity to help bringattention to the work of highly talented photographers. For information on sponsorship opportunities or becominga supporter of the IAFOR Documentary Photography Award, please contact Thaddeus Pope (tpope@iafor.org).

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Reviewers& Presenters
IAFOR depends on the assistance of a large number of international academics andpractitioners who contribute in a variety of ways to our shared mission of promotinginternational exchange, facilitating intercultural awareness, encouraging interdisciplinary
discussion and generating and sharing new knowledge. Our academic events would not be
what they are without a commitment to ensuring that international norms of peer review
are observed for our presentation abstracts. With thousands of abstracts submitted eachyear for presentation at our conferences, IAFOR relies on academics around the world
to ensure a fair and timely peer review process in keeping with established international
norms of double-blind peer review.
We are grateful for the time, effort and expertise donated by all our contributors.

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Review Committee
ACEID2018

Dr Aaron Tan
Singapore Institute of Management
Global Education, Singapore
Dr Abdul Aziz
UIN Maulana Malik Ibrahim
Malang, Indonesia
Dr Adelfa Silor
Mindanao State University-Iligan
Institute of Technology, The Philippines
Dr Andri Zainal
Universitas Negeri Medan, Indonesia
Dr Bethe Schoenfeld
Western Galilee College, Israel
Dr Bonimar Tominez
Nueva Vizcaya State University, Philippines
Dr Chalermchai Wongrak
Ubon Ratchathani University, Thailand
Dr Deborah Javier
University of the East, Manila, The Philippines
Dr Diobein Flores
Department of Education, The Philippines
Dr Doris McEwen Harris
McEwen Education Consulting& Curriculum Auditing, USA
Dr Elena Mishieva
Lomonosov Moscow State University,
Russian Federation

Dr Gregery Misiaszek
Beijing Normal University, China
Dr Helen M. Llenaresas
Bicol University The Philippines
Dr Irina Madeyeva
Autonomous Educational Organization”Nazarbayev Intellectual Schools”, Kazakhstan
Professor Jayson Lannu
De La Salle - College of Saint Benilde,
The Philippines
Dr Lauren Misiaszek
Beijing Normal University, China
Dr Martiallou Organiza
University of the Visayas, The Philippines
Dr Nenita Delos Santos
Emirates Nuclear Energy Corporation, UAE
Dr Rennie SaranzaPhilippine Normal University (PNU)-Mindanao,
The Philippines
Dr Tanju Deveci
The Petroleum Institute, UAE
Professor Tatiana Ille
Gulf Medical University, UAE

Senior Reviewers
ACEID2018

Dr Adelfa Silor
Mindanao State University-Iligan Instituteof Technology, The Philippines
Ms Anshu Singh
Delhi School of Economics, Delhi
University, India
Dr Attila Egri-Nagy
Akita International University, JapanDr Brian Bantugan
St. Paul University Manila, The Philippines
Dr Christine Augustine
Sultan Idris Education University, Malaysia
Dr Cynthia Wong
University of Colorado Denver, USA
Dr Deron Walker
California Baptist University, USA
Dr Eileen Bernardo
Isabela State University, The Philippines
Rev Elenita Soriano
De La Salle University Manila,
Concordia College, The Philippines
Dr Eric Bordios
Department of Education, The Philippines
Professor Feng-Lan Kuo
National Changhua Universityof Education, Taiwan
Professor Husaina Banu Kenayathulla
University Malaya, Malaysia
Dr Jose Jr. Barlis
Maritime Academy of Asia and the Pacific,
The Philippines
Dr Joy Talens
De La Salle Lipa, The Philippines
Dr Julien Picault
UBC Okanagan, Canada
Miss Junqian Ma
Monash University, Australia

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Dr Li-Jen Lester
Sam Houston State University, USA
Dr Mat Nashir Irdayanti
Sultan Idris Education University, Malaysia
Dr Medie June P. Ariston
Carlos Hilado Memorial State College,
The Philippines
Dr Peng Cheng Wang
Singapore Institute of Technology, Singapore
Dr Porntip Siripatharachai
Srinakharinwirot University, Thailand
Dr Ramesh Madan
AIWC, India
Dr Ruben Sanchez
Philippine Christian University/Northern
Quezon College Inc., The Philippines
Dr Rungkiat Siriwongsuwan
Suansunandha Rajabhat University, Thailand
Dr Ruth Carlos
Polytechnic University of the Philippines,
The Philippines
Dr Sarma Vangala
Metastrategy, Inc., Canada
Dr Sittipong Wattananonsakul
Srinakharinwirot University, Thailand
Dr Sunsun Carnazo
Carlos Hilado Memorial State College- Binalbagan Campus, The Philippines
Dr Wong Huey Yi Colleen Wong
Sultan Idris Education University, Malaysia
Professor Yaoko Matsuoka
Kokugakuin University, Japan

Reviewers
ACEID2018

Dr Adijat Adams
Federal University Oye- Ekiti, Nigeria
Dr Alex Q. Chen
Singapore Institute of Technology, Singapore
Dr Anju Giri
Tribhuvan University, Nepal
Dr Anupap Thupa-Ang
Suan Dusit University, Thailand
Ms Assem Makhadiyeva
The L.N.Gumilyov Eurasian National
University, Kazakhstan
Dr Bunyapa Wangwattana
Silpakorn University, Thailand
Professor Chih-Hsuan Chang
National Taiwan Ocean University, Taiwan
Miss Cui Chen
Tsing Hua University, Taiwan
Mr Gilbert Heroux
Collège Andre-Grasset, Canada
Dr Harumi Kashiwagi
Kobe University, Japan
Professor Hsiang-I Chen
Ming Chuan University, Taiwan
Dr Ibrahim Azem
SQU, OmanDr Ikhsan Othman
Sultan Idris Education University, Malaysia
Dr Kevin Schoepp
Independent Scholar, Canada
Dr Leonila Barbacena
Bicol University, The Philippines

Dr Mamiko Orii
Waseda University, JapanDr Michelle Mei-Ling Yeo
Singapore University of Arts
and Social Sciences, Singapore
Dr Richard Licayan
Gusa Regional Science High School-X,
The Philippines
Dr Shih-Chieh Chien
National Taipei University of Business, Taiwan
Dr Thithimadee Arphattananon
Research Institute for Languages andCultures of Asia, Mahidol University, Thailand
Dr Tomoshige Kudo
Kanazawa Institute of Technology, JapanDr Verayuth Lertnattee
Silpakorn University, Thailand
Dr Wai Kit Paul Ng
City University of Hong Kong, Hong Kong
Dr Yu-Te Wang
Taichung Municipal Taichung Girls'
Senior High School, Taiwan
Dr Yuji Obataya
Geneva University, Switzerland
Dr Yvonne Loong
Chinese University of Hong Kong, Hong Kong
Dr Za Manaf
Western Sydney University, Australia#IAFOR | ACEID2018 | IAFOR.ORG | 113

A-Z Index of Presenters
Abdul, Nor Suhaila				p. 47
Ministry of Education Malaysia, Malaysia
Abe, Megumi				p. 36
National Institute of Technology, Japan
Aggabao, Nilda				p. 60
Isabela State University, The Philippines
Al Kobtan, Hoda				p. 69
Zayed University, UAE
Aljneibi, Fawzia				p. 49
United Arab Emirates University, UAE
Arellano, Camilla Cassandra			p. 56
Montessori de San Juan, The Philippines
Arphattananon, Thithimadee			p. 78
Research Institute for Languages andCultures of Asia, Mahidol University, Thailand
Augustine, Christine			p. 38
Sultan Idris Education University, Malaysia
Beck, Analyn				p. 34
Cawayan Integrated School, The Philippines
Belen Cuyugan, Ana				p. 45
Jose Rizal University, The Philippines
Bernardo, Eileen				p. 60
Isabela State University, The Philippines
Bhattarai, Taranath				p. 39
Tribhuvan University, Nepal
Błocka, Katarzyna				pp. 54, 78
SGH Warsaw School of Economics, Poland
Boland, Jenise				p. 50
Simon Fraser University, Canada
Bordios, Eric				p. 73
Department of Education, The Philippines
Briboonnanggoul, Prasan			p. 44
Suansunandha Rajabhat University, Thailand
Briganti, James				p. 55
Nagasaki University, Japan
Candemeres, Lauren			p. 42
Concordia University, Irvine, USA
Carlos, Ruth				p. 80
Polytechnic University of the Philippines,
The Philippines
Carrere, Mireille				p. 76
Consultant, France
Chan , Melvin				p. 75
Teck Whye Secondary School,
Ministry of Education, Singapore
Chang, Chih-Hsuan				p. 53
National Taiwan Ocean University, Taiwan
Chang, Pei-Fen				p. 58
National Central University, Taiwan
Chang, Wei-Hsiu				p. 49
National Taiwan Normal University, Taiwan
Chantowat, Wilawan			p. 36
Mahasarakham University, Thailand
Chen, Alex Qiang				p. 37
Singapore Institute of Technology, Singapore
Chen, Der-Thanq				p. 48
National Institute of Education, Singapore
Chen, Hsiang-I				p. 46
Ming Chuan University, Taiwan
Chen, Huei-Mein				p. 37
Chung Hwa University of Medical
Technology, Taiwan
Chien, Shih-Chieh				p. 69
National Taipei University of Business, Taiwan
Chin, Hsiu-Lan				p. 56
Toko University, Taiwan
Chiong, Jonathan				p. 45
Jose Rizal University, The Philippines
Chiu, Ivan					p. 42
The Hong Kong Polytechnic University, Hong Kong
Chuang, Nien-Ching			p. 73
University of Taipei, Taiwan

114 | IAFOR.ORG | ACEID2018 | #IAFOR

Chung, Aemee				p. 79
Osaka University, Japan
Cierkowska, Ada				p. 54
SGH Warsaw School of Economics, Poland
Cortez, Anne Katherine			p. 74
Department of Education, The Philippinesda Silva, Cláudio				p. 78
University of Coimbra, Portugal
Dahilig, Vina Rose				p. 43
Emilio Aguinaldo College & De La Salle
University, The Philippines
Dinoso, Joana				p. 67
De La Salle University Manila, The Philippines
Djoric Francuski, Biljana			p. 55
University of Belgrade, Serbia
Dowswell, Lloyd Barclay Kirk			
p. 69
Zayed University, UAE
Duo, Pey-Chewn				p. 46
Ming Chuan University, Taiwan
Egri-Nagy, Attila				p. 72
Akita International University, Japan
Enverga, Elizabeth				p. 43
International School for Better Beginnings,
The Philippines
Escote, Alixander Haban			
p. 73
De La Salle University & Tibagan High School,
The Philippines
Espena, Darlene MacHell			p. 67
National Institute of Education, Nanyang
Technological University, Singapore
Fadhil, Isma Headiyani			p. 70
Monash University, Australia
Frost, Mardi				p. 70
St Andrews Lutheran College, Australia
Gerry, Lawrence Kaiapo			
p. 69
University of New South Wales, Australia
Gintings, Mohammad			p. 67
Monash University, Australia
Giri, Anju					p. 59
Tribhuvan University, Nepal
Gundsambuu, Sainbayar			
p. 52
Osaka University, Japan
Hamilton, Nia				p. 34
JET Programme, Japan
Heroux, Gilbert				p. 67
Collège André-Grasset, Canada
Hirai, Hanayo				pp. 36, 81
Iwate University, Japan
Hiramatsu , Chiaki				
p. 57
Osaka University, Japan
Hou, Mark Chun Cheng			p. 37
Changhua Christian Hospital, Taiwan
Jasuwan, Sansanee				p. 45
Suansunandha Rajabhat University, Thailand
Jeong, Sunhwa				p. 36
International Graduate School of English,
Republic of Korea
Jhuang, Jhih Jie				p. 42
National Taiwan University of Scienceand Technology, Taiwan
Johnson, Tabora				p. 75
Medgar Evers College, CUNY, USA
Kashiwagi, Harumi				p. 77
Kobe University, Japan
Khumtha, Chanapong			
p. 35
Mahasarakham University, Thailand
Kirksey, Jacob				p. 53
University of California, Santa Barbara, USA
Kudo, Tomoshige				p. 35
Kanazawa Institute of Technology, Japan
Kuo, Feng-Lan				p. 46
National Changhua Universityof Education, Taiwan

A-Z Index of Presenters
Kurniasih, Heni				p. 80
SMERU Research Institute, Indonesia
Lachman, Richard				p. 58
Ryerson University, CanadaLai, Yiu-Chi				p. 84
The Education University of Hong Kong,
Hong Kong
Lam, Rachel				p. 63
ETH Zurich, Switzerland
Lau, Eva Yi Hung				
p. 53
The Education University of Hong Kong,
Hong Kong
Lee, Wei Ching				p. 48
National Institute of Education, Nanyang
Technological University, Singapore
Lee, Wonki				p. 35
Seoul National University, Republic of Korea
Leow, Wen-Pin				p. 56
University of Aberdeen, UK
Lertnattee, Verayuth			
p. 84
Silpakorn University, Thailand
Lester, Li-Jen				p. 76
Sam Houston State University, USA
Li, Yiran					p. 49
The University of New South Wales, Australia
Loo, Bernard				p. 38
Singapore Institute of Technology, Singapore
Loong, Yvonne				p. 81
Chinese Univesity of Hong Kong, Hong Kong
Luo, Lili					p. 59
San Jose State University, USA
Ly, Le Quan				p. 70
UTS: INSEARCH, Australia
Markovic, Ljiljana				p. 55
University of Belgrade, Serbia
Matsuoka, Yaoko				p. 52
Kokugakuin University, Japan
Meenanan, Chananart			p. 68
Suansunandha Rajabhat University, Thailand
Misheila, Nurfitrianti			p. 43
National University of Malaysia, Malaysia
Mishima, Akiomi				p. 35
Kanazawa Institute of Technology, Japan
Mohd Noor, Aishah				p. 74
University Malaysia Perlis, Malaysia
Munk Svendsen, Annemari			p. 59
University of Southern Denmark, Denmark
Nakazawa, Masae				p. 82
Kyoto Sangyo University, Japan
Neo, Wei Leng				p. 48
National Institute of Education,
Nanyang Technological University, Singapore
Nguyen, Ngoc				p. 86
National Chung Cheng University, Taiwan
Nobuhara, Mikako				p. 57
Tokyo Metropolitan College of Industrial
Technology, Japan
Obataya, Yuji				p. 77
Geneva University, Switzerland
Onaka, Natsumi				
pp. 36, 81
Iwate University, Japan
Panapinun, Sirima				p. 44
Suansunandha Rajabhat University, Thailand
Perkins, Alecia				p. 69
Zayed University, UAE
Phensit, Thassanai				p. 68
Suansunandha Rajabhat University, Thailand
Poh, Soon Koh				p. 45
National Institute of Education, Singapore
Prapngoolueam, Sornchai			p. 35
Mahasarakham University, Thailand
Rabah, Jihan				p. 86
Concordia University, Canada

Ramanathan, Subramaniam			
p. 47
National Institute of Education, Nanyang
Technological University, Singapore
Rizki Tiara, Dinda				p. 38
Yogyakarta State University, Indonesia
Romanes, May Anne Joy			p. 42
University of the Philippines & Departmentof Education, The Philippines
Rosyid, Abdur				p. 51
Monash University, Australia
Safitri, Dhian Gowinda Luh			p. 43
Monash University, Australia
Sarikkaganon, Yutakorn			p. 44
Suansunandha Rajabhat University, Thailand
Satiadarma, Monty				p. 55
Tarumanagara University, Indonesia
Saunders, Matthew				p. 36
International Graduate School of English,
Republic of Korea
Shin, Jihae				p. 61
Ewha Womans University, Republic of Korea
Silor, Adelfa				p. 81
Mindanao State University-Iligan Instituteof Technology, The Philippines
Siripatharachai, Porntip			
p. 47
Srinakharinwirot University, Thailand
Siriwongsuwan, Rungkiat			p. 44
Suansunandha Rajabhat University, Thailand
Solekhah, Heny				p. 71
Flinders University, Australia
Soriano, Elenita				p. 79
De La Salle University Manila, The Philippines
Staines, Donald Ross			p. 76
Griffith University, Australia
Su, Min-Hsun				p. 46
Ming Chuan University, Taiwan
Sulaiman, Ahmad				p. 71
Kuwait University, Kuwait
Svendsen, Jesper Tinggaard			p. 47
University of Southern Denmark, Denmark
Swanson, Hillary				p. 63
Northwestern University, USA
Taesilapasathit, Chalalai			
p. 70
Thammasat University, Thailand
Tam, Nga Ian				p. 66
Macau Polytechnic Institute, China
Taras, Maddalena				p. 66
University of Sunderland, UK
Thumthong, Kajohn				p. 68
Suansunandha Rajabhat University, Thailand
Thupa-ang, Anupap				p. 74
Suan Dusit University, Thailand
Tongkingdang, Apisit			p. 34
Mahasarakham University, Thailand
Trninic, Dragan				p. 62
ETH Zürich, Switzerland
Tsai, Shin-Ping				p. 34
National Taipei University of Education, Taiwan
Tsai, Tien-I				p. 86
National Taiwan University, Taiwan
Vail, Heather				p. 45
Toi Ohomnai Institute of Technology,
New Zealand
Vandee, Pansak				p. 68
Suansunandha Rajabhat University, Thailand
Vinarukwong, Nion				p. 51
King Mongkut's University of Technology
Thonburi, Thailand
Walker, Deron				p. 77
California Baptist University, USA
Wang, Peng Cheng				p. 71
Singapore Institute of Technology, Singapore#IAFOR | ACEID2018 | IAFOR.ORG | 115

A-Z Index of Presenters
Wang, Yu-Te				p. 71
Taichung Municipal Taichung Girls' SeniorHigh School, Taiwan
Wangrungkij, Pajaree			p. 75
Srinakharinwirot University, Thailand
Wangwattana, Bunyapa			
p. 83
Silpakorn University, Thailand
Wattananonsakul, Sittipong			p. 37
Srinakharinwirot University, Thailand
Wong, Cynthia				p. 57
University of Colorado Denver, USA
Wong, Phoebe				p. 54
The Hong Kong Polytechnic University,
Hong Kong
Wong, Wong Huey Yi Colleen			p. 66
Sultan Idris Education University, Malaysia
Wong, Yann				p. 50
National Institute of Education, Nanyang
Technological University, Singapore
Wongta, Jintana				p. 58
King Mongkut's University of Technology
Thonburi, Thailand
Wu, Chu-Lung				p. 38
National Taichung University of Education,
TaiwanWu, Jing Irene				p. 86
JUMP! Foundation, China
Yam, Min-Yee Angeline			p. 51
Nanyang Technological University, Singapore
Yeo, Michelle Meiling			p. 61
Singapore University of Arts and Social
Sciences, Singapore
Yoshida, Natsuho				p. 60
Kwansei Gakuin University, Japan
Yoshie, Yukari				p. 39
Fukui Health Science University, Japan
Yoshimuta, Satomi				p. 57
International Christian University, Japan
Yoshino, Kazutoshi				p. 80
University of Manitoba, Canada
Yu, Yuan-Lung				p. 50
National Yunlin University of Scienceand Technology, Taiwan
Yunus, Hidayatullah			p. 82
Monash University, Australia

Thank YouTo show our appreciation for your participation, IAFOR would like to offer you a 10% discount off
your next IAFOR conference registration. This offer covers any IAFOR conference that you may
choose to attend. For more information, please visit www.iafor.org/conferences.

116 | IAFOR.ORG | ACEID2018 | #IAFOR

#IAFOR | ACEID2018 | IAFOR.ORG | 117

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#IAFOR | ACEID2018 | IAFOR.ORG | 119

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#IAFOR | ACEID2018 | IAFOR.ORG | 121

The European Conference on Education 2018
The European Conference on Language Learning 2018

ECE/ECLL2018
BRIGHTON, UK
www.ece.iafor.org | www.ecll.iafor.org
ACEID2018 conference delegates receive a
10% registration discount122 | IAFOR.ORG | ACEID2018 | #IAFORECE/ECLL2018 Conference Theme“Surviving and Thriving:
Education in Times of Change”
Venue & Location: The Jurys Inn Brighton Waterfront, Brighton, UK
Dates: Friday, June 29, 2018 t​ o Sunday, July 01, 2018
Final Abstract Submission Deadline: April 16, 2018
Advance Registration Deadline for Presenters: April 16, 2018
Final Registration Deadline for Presenters: May 16, 2018
For the fifth consecutive year, The European Conference on Education (ECE) will beheld alongside The European Conference on Language Learning (ECLL) bringing
together delegates from many different national, cultural and linguistic backgrounds
to Brighton, UK, to present new research and exchange ideas. This exceptional
platform welcomes speakers and delegates for challenging debate and stimulating
discussions around the latest concepts and approaches in Education and Language
Learning.
These two events are scheduled simultaneously to maximise opportunities forinterdisciplinary discussion and interaction. Registration for either conference allows
participants to attend sessions in the other.
In conjunction with our Global Partners, including the University of Sussex (UK)and Birkbeck, University of London (UK), we look forward to extending you a warm
welcome in 2018.
For more information and to submit an abstract visit:www.ece.iafor.org or www.ecll.iafor.org
Image | The Royal Pavilion, Brighton, UK#IAFOR | ACEID2018 | IAFOR.ORG | 123

Upcoming Events

www.iafor.org/conferences

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October 13–15
The Asian Conference on Education(ace.iafor.org)
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Symposium (AURS)(aurs.iafor.org)

Upcoming Events

www.iafor.org/conferences

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June 29 – July 1

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Learn more about the IAFOR Research Centre
at Osaka University

iafor

THE IAFOR RESEARCH CENTREOSAKA SCHOOL OF INTERNATIONAL PUBLIC POLICYOSAKA UNIVERSITY

大阪大学大学院国際公共政策研究科OSIPP
IAFOR研究センター

The IAFOR Research Centre (IRC) is a politically independent international
interdisciplinary think tank based at Osaka School of International Public
Policy (OSIPP), at Japan’s Osaka University, that conducts and facilitatesinternational and interdisciplinary research projects. The main focus is
to encourage mutual international and intercultural understanding andcooperation in line with IAFOR’s mission of encouraging interdisciplinary
discussion, facilitating heightened intercultural awareness, promotinginternational exchange, and generating and sharing new knowledge.
The IRC helps to nurture and capacity build by encouraging students totake part in international conferences and research projects, in line with
the Osaka University’s Global 30 commitments from Japan’s Ministry of
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For more information about the IAFOR Research Centre visit:www.osipp.osaka-u.ac.jp/iaforresearchcentre/