www.iafor.org/about/partners

IAFOR Global Partners

University of Belgrade

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 that have an international and internationalising profile, and a commitment tointerdisciplinary 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 the development of projects and programmes with IAFOR.

/iaforjapan@iafor.official@iafor (#iafor)
www.aceid.iafor.org

Organising Committee

Shingo Ashizawa

Steve Cornwell

Joseph Haldane

Barbara Lockee

Justin Sanders

Haruko SatohToyo University, Japan

Virginia Tech., USA

IAFOR & Osaka Jogakuin University, Japan

Temple University, Japan Campus

IAFOR

Osaka University, Japan

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Letter of Welcome

Dear Colleagues,
It has been a long and challenging winter for many of us who continue to be distanced from one anotherdue to the ongoing pandemic. However, through a combination of science, innovation and education, there
is a lot to give grounds for optimism. We must ensure that the lessons we are learning now encourage
us to come back stronger, in a way that is more responsible, responsive, and that allows for international
cooperation and collaboration to be strengthened.
These IAFOR spring conferences were held online at the same time last year, just a couple of weeks after
travel advisories and restrictions were put into place across the world, with just a few days to decide how togo ahead, having never organised an online conference before. In this way, our inexperience met that of alarge number of teachers and academics across the world, who were also grappling with new technologies
as they engaged in emergency response teaching. Ours were emergency response conferences. A year
on, and after some very steep learning curves, we are thrilled to be able to bring you our international,
intercultural and interdisciplinary events.
Just last week we held our first hybrid event, the first that we were able to hold onsite since the onset of thepandemic, although the audience was limited to those in Japan as the country’s borders are still closed.
However, this event allowed us to operate the hybrid model that we have innovated in preparation for the
eventual resumption of events.
We are hopeful that by the autumn we will once again be able to leave our homes and travel freely , meet
our friends, family and colleagues face to face , and breathe new life into our International Academic Forum.
I look forward to seeing you all online!

Dr Joseph Haldane
Chairman & C.E.O, The International Academic Forum (IAFOR)
Guest Professor, Osaka School of International Public Policy (OSIPP), Osaka University, Japan
Visiting Professor, Doshisha University, Japan & The University of Belgrade, Serbia
Member, Expert Network, World Economic Forum

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Submit your research to the

IAFOR Journal of Education
The IAFOR Journal of Education is a Scopus indexed, internationally reviewed andeditorially independent interdisciplinary journal associated with IAFOR’s international
conferences on Education.
Editor: Dr Yvonne Masters
ISSN: 2187-0594
Contact: publications@iafor.org

Aims & Scope
The IAFOR Journal of Education is an Open Access, peer-reviewed, international
and intercultural journal. The journal encourages interdisciplinary research, with theprimary focus being on addressing critical issues and current trends and research ineducation. This would include exploring significant themes, exceptional programs andpromising practice in the field of education, and educational policy. The anticipatedaudience is preservice and inservice teachers and administrators, university faculty
and students, education policy makers, and others interested in educational research.
Papers submitted by academic researchers, theorists, practising teachers, policymakers and educational administrators are welcomed. Submissions should be original,
previously unpublished papers which are not under consideration for publication in
any other journal. Please note that papers already submitted to or published in IAFOR
Conference Proceedings are not accepted for publication in any of IAFOR’s journals.
Indexed in: Scopus (from 2019), DOAJ, ERIC, EBSCO Discovery Service, Education Source, MIAR,TROVE, SHERPA/RoMEO, WorldCat and Google Scholar. DOIs are assigned to each publishedissue and article via Crossref.

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 please visit:www.iafor.org/journal/iafor-journal-of-education
The IAFOR Journal of Education is indexed in Scopus.

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Conference
Guide
Conference at a Glance
Conference Proceedings
IAFOR Membership
Professor Stuart D. B. Picken (1942–2016)
IAFOR Publications
IAFOR Academic Grant & Scholarship Recipients

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March 22, 2021 | All times are Japan Standard Time (UTC+9)

Monday at a Glance

10:00-10:15		
Announcements, Recognition of IAFOR Scholarship Winners 		
			& Welcome Address			Joseph Haldane, IAFOR, Japan
10:15-11:15
			
			
			
			
			

Panel Presentation
Transformation of Global Education under COVID-19:
A New Wave of Collaborative Online International Learning (COIL)
Shingo Ashizawa, Toho University, Japan
Keiko Ikeda, Kansai University, Japan
Craig N. Shealy, Western Washington University, United States

11:15-11:25		

Break

11:25-12:25
			
			
			
			
			
			
			
			

Panel Presentation
Digital Transformation for Student Data Portability Through 		Internet of Education (IoE)
Anthony Manahan, University of Melbourne, Australia
Jay Segath, My eQuals, Australia
Joanne Duklas, Association of Registrars of the Universities 		and Colleges of Canada (ARUCC), Canada
Koichi Nakasaki, The Institute of Future Engineering, Japan
Moderator: Hiroshi Ota, Hitotsubashi University, Japan

12:25-12:35		

Break

12:35-13:35

Discussion and Networking

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March 23, 2021 | All times are Japan Standard Time (UTC+9)

Tuesday at a Glance

10:30-12:10
Live-Stream Session 1
			Knowledge Access
12:10-12:25		

Break

12:25-13:15
			Live-Stream Session 2
Curriculum Design & Development

13:15-13:25		

Break

13:25-14:40
			Live-Stream Session 3
Learning Experiences, Student Learning & Learner Diversity

14:40-14:50		

Break

14:50-16:05
			Live-Stream Session 4
Education Research, Development & Publishing

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March 24, 2021 | All times are Japan Standard Time (UTC+9)

Wednesday at a Glance
10:00-11:15
			Live-Stream Session 1
Teaching Experiences, Pedagogy, Practice & Praxis

11:15-11:25		

Break

11:25-12:40
			Live-Stream Session 2
Foreign Languages Education & Applied Linguistics

12:40-12:50		

Break

12:50-13:40
			Live-Stream Session 3
Educational Policy, Leadership, Management & Administration

13:40-13:50		

Break

13:50-15:30
			Live-Stream Session 4Interdisciplinary Session on Education

15:30-15:40
			Conference Closing Address
Joseph Haldane, IAFOR, Japan

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Conference Proceedings
IAFOR Conference Proceedings are Open Access research repositories that act aspermanent records of the research generated by IAFOR conferences. The Conference
Proceedings are published on the IAFOR Research Archive (papers.iafor.org). All
accepted authors who present at the conference may have their full paper publishedin the online Conference Proceedings.
Full text submission is due by April 26, 2021, through the online system. The
proceedings will be published on May 26, 2021.

Conference Catch-up
All live-streamed sessions will be recorded and uploaded to the Conference Catchup page (video-on-demand) via Vimeo. The catch-up page will be publicly available
after the conference.

Pre-Recorded Virtual Presentations
A full list of pre-recorded virtual video presentations will be on the conference website
during and after the conference. We encourage you to watch these presentations andprovide feedback through the video comments.

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Become an IAFOR Member
IAFOR provides an excellent personal and professional environment for academics
and scholars of all ages and backgrounds to come together and exchange the latest
ideas, and inform each other’s perspectives through their own cultural and disciplinary
background and experiences. We are able to do this thanks to the exceptional networkof individuals and institutions around the world who support our work and help shape
our exceptional events globally. We emphasise the nurturing and supporting of young
academics from different backgrounds, providing mutual advice and guidance, andoffer more senior academics the chance to forge working relationships outside of
their traditional networks.
In a world where division and strife are underlined and played up in national and local
contexts, and political posturing frequently seeks to ostracise and demonise, IAFOR
is committed to working across cultural and national borders, and to work to bringpeople together. We believe that mature human interaction and academic and cultural
exchange are essential to offering positive versions of the future, where cooperation
happens with individuals and institutions who share a commitment to bridge divides,
to being good global citizens, and to making the world a better place.
By becoming a member, you will become a stakeholder in the IAFOR missionof facilitating international exchange, encouraging intercultural awareness, andpromoting interdisciplinary discussion in the hope and expectation of generating andsharing new knowledge. Join us now in this growing global organisation, and help
make a difference today.
To learn more about IAFOR membership, please visit:www.iafor.org/membership

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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 are
made to PhD students and early career academics who are in need of funding to complete theirresearch, and whose work demonstrates excellence in the core values of academic rigour, intercultural
sensitivity and interdisciplinarity.
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www.iafor.org/publications

IAFOR Publications
Introduction
IAFOR’s publications provide a constructive environment for the facilitation of dialogue
between academics at the intersections of nation, culture and discipline. Since 2009, when theorganisation was established, over 20,000 academics have presented their research at IAFOR
conferences – a wealth of ideas have been generated and partnerships formed. Our various
publications, from Conference Proceedings, to peer-reviewed journals, to our online magazine,
provide a permanent record of and a global online platform for this valuable research. All of ourpublications are Open Access, freely available online and free of publishing fees of any kind.
By publishing work with IAFOR, authors enter into an exclusive License Agreement, where they
have copyright, but license exclusive rights in their article to IAFOR as the publisher.

Conference Proceedings
As a presenter at an IAFOR conference you are encouraged to submit a final paper to ourConference Proceedings. These online publications are Open Access research repositories,
which act as a permanent record of the research generated at IAFOR conferences. All of ourConference Proceedings are freely available to read online. Papers should be uploaded throughthe submission system before the Final Paper Submission Deadline, which is one month after theend of the conference. Please note that works published in the Conference Proceedings are notpeer-reviewed and cannot be considered for publication in IAFOR journals.

IAFOR Journals
IAFOR publishes several editorially independent, Open Access journals across a variety of disciplines.
They conform to the highest academic standards of international peer review, and are published inaccordance with IAFOR’s commitment to make all of our published materials available online.

How are papers submitted?
Submissions should be original, previously unpublished papers which are not under consideration
for publication in any other journal. All articles are submitted through the submission portal on thejournal website and must conform to the journal submission guidelines.

How does IAFOR ensure academic integrity?
Once appointed by IAFOR’s Publications Committee, the Journal Editor is free to appoint his or her
own editorial team and advisory members, who help to rework and revise papers as appropriate,according to internationally accepted standards. 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.

Where are the journals indexed?
IAFOR Journals are indexed in Scopus, DOAJ, ERIC, MIAR, TROVE, CiteFactor and EBSCO, SHERPA/ROMEO and Google Scholar. DOIs are assigned to each published issue and article via Crossref.
Please note that indexing varies from journal to journal.

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What’s the reach?
Each of our journal issues is viewed thousands of times a month and the articles are frequently citedby researchers the world over, largely with thanks to our dedicated marketing efforts. Each issue ispromoted across our social media platforms and to our tailored email marketing lists. On average,
each journal publishes biannually.
Selected IAFOR Journals are available for purchase on Amazon. Search for The International
Academic Forum (IAFOR).

What’s the cost?
IAFOR Journals are Open Access publications, available online completely free of charge andwithout delay or embargo. Authors are not required to pay charges of any sort towards the
publication of IAFOR Journals and neither editors nor members of the editorial boards are
remunerated for their work.

How are IAFOR Journals related to IAFOR Conferences and Conference Proceedings?
IAFOR Journals reflect the interdisciplinary and international nature of our conferences and areorganised thematically. A presenter can choose to publish either in Conference Proceedings or
submit their manuscript to the corresponding IAFOR Journal for review.

Current IAFOR Journal titles include
IAFOR Journal of Arts & Humanities
IAFOR Journal of Cultural Studies
IAFOR Journal of Education
IAFOR Journal of Literature & Librarianship
IAFOR Journal of Media, Communication & Film
IAFOR Journal of Psychology & the Behavioral Sciences

THINK
THINK, The Academic Platform, is IAFOR’s online magazine, publishing the latest in interdisciplinary
research and ideas from some of the world’s foremost academics, many of whom have presented
at IAFOR conferences. Content is varied in both subject and form, with everything from full research
papers to shorter opinion pieces and interviews. THINK gives academics the opportunity to stepoutside 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 audience.
For more information on THINK please visit www.think.iafor.org
If you would like more information about any of IAFOR’s publications, please contact publications@iafor.org

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IAFOR Academic Grant& Scholarship Recipients
Our warmest congratulations go to Veronica Llanes and Jasmine P. Sibayan, who have been selectedby the conference Organising Committee to receive grants and scholarships to present their research
at ACEID2021.
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: www.iafor.org/financial-support

Veronica Llanes | IAFOR Scholarship Recipient
54659
Comparative Compulsory Schooling Policy: The Cases of India and Ecuador
Veronica Llanes, National University of Singapore, Singapore
Devanshee Shukla, National University of Singapore, Singapore
Veronica Llanes is currently a candidate in the Master in Public Policy programme at the Lee Kuan Yew
School of Public Policy, National University of Singapore (NUS). Veronica is both an academic andpractitioner. Her latest endeavor includes a qualitative research paper on the effects of migration on
Ecuadorian children, accepted for publication at Migration and Development. Before NUS, Veronica
obtained a bachelor's degree in economics and international development from Clark University,
Massachusetts (US). She has international work experience in the nonprofit and public sectors indevelopment-related fields in Ecuador, Asia and the United States and has received multiple awards
and recognitions throughout her entire academic and professional career, including Dean’s Lists andrecognitions for outstanding performance as a leader in the national implementation of OECD-led,large-scale, international student evaluations in Ecuador. She is also a member of the International
Economics Honor Society, Omicron Delta Epsilon.

Jasmine P. Sibayan | IAFOR Scholarship Recipient
59304
Online Teaching Readiness of High School Teachers in Special Education
Jasmine Sibayan, Department of Education, Philippines
Joan Pucya, University of the Cordilleras, Philippines
Renaliza Juanbe, University of the Cordilleras, Philippines
At present Ms Jasmine P. Sibayan is a Special Education teacher at SFC SPED IS, Philippines. A former
teacher at Berkeley School, Baguio. She was awarded a full scholarship from the Commission on
Higher Education of the Philippines to pursue her Bachelor of Secondary Education (BSED) and was
the recipient of the Best in Practice Teaching award. She also holds a Master of Arts in Education(Major in English, Minor in SPED). At 22, she is now pursuing her PhD. She believes that teaching andresearch are two of the most important things that are needed in life. With that said, she continues
to upgrade her knowledge, skills, and capabilities through the conduct of seminars, speakerships,
and research.

14 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Monday
March 22
Plenary Session
All times are Japan Standard Time (UTC+9)

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Panel Presentation: Shingo Ashizawa, Keiko Ikeda & Craig N. Shealy

Transformation of Global Education under
COVID-19: A New Wave of Collaborative
Online International Learning (COIL)
Monday, March 22 | 10:15-11:15 | All times are Japan Standard Time (UTC+9)

In the current difficult situation caused by the Covid-19 global pandemic, international educators
have been facing unprecedented challenges. Most physical student mobility has stopped and it ishard to predict when students can start to travel freely again. While we need to deal with the difficult
situation caused by the pandemic, alternative programs that utilize online educational platforms are
emerging. This session will introduce such new learning models, including COIL (Collaborative Online
International Learning). The audience will engage in discussion about how educators can utilize
these online platforms and collectively seek ways to redesign the goals, mission and curriculum of
global learning.
Traditionally, studying abroad is believed to be an effective way to increase students’ inter- culturalcompetency. In order to pursue their career choice within today’s increasingly interdependentsocieties, students need to cultivate greater capacity by engaging with the global society.
International educators have been developing study abroad programs and trying to integrate human
complexity including cross-cultural issues more explicitly into the learning process. Another trendof study abroad during the last two decades has been the expansion of non-traditional study abroad
programs including internship, service learning and field studies. Study abroad has a high impact ona student’s life, but most students will never have this opportunity due to limitations of funding andtime. Emerging new global learning programs that utilize digital platforms allow us to design lowrisk and low-cost study abroad programs, and such programs will attract those students who havebeen traditionally unable to participate in study abroad.
The presenters will first introduce examples of good practices of COIL including one sponsored by
UMAP. UMAP (University Mobility in Asia and the Pacific) is a multi-lateral consortia for study abroad.
The UMAP-COIL program has been successfully conducted since 2019, even before COVID-19.
In 2021, UMAP-COIL will expand to include new features, beyond the original college-level honor
program for Advanced Placement (AP) programs in high school.

Shingo Ashizawa
Shingo Ashizawa is a professor at Toyo University in Tokyo. His
research involves the comparative study of higher education
management and quality analysis of the internationalisation
review process. Currently, he is leading a joint-research project
supported by the Japanese government agency, JSPS (Japan
Society for Promotion of Science). The project is focusing on
foreign credential evaluation and the comparative study of the
National Qualification Framework.
His publications include The impact of Tokyo Recognition
Convention and Digital Student Portability (2019), and Student Mobility Trends and the Role ofUniversity Networks in the Asia Pacific Region – UMAP and Its New Initiatives – (2019). He serves
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as an advisor for MEXT on the UNESCO’s Tokyo Recognition Convention Committee as well as areferee for a number of JSPS funding bodies related to internationalisation of Japanese universities.
Shingo Ashizawa is also serving as Deputy Secretary General for UMAP (University Mobility in Asiaand the Pacific) as of 2016. He teaches a number of courses including “Immigration and Crosscultural issues”, and “International Student Mobility”. As an outgrowth of these activities, he hasorganised several online communities for global education, including “RYUGAKU NO SUSUME Dot
JP (Invitation to Study Abroad)”.
As a Fulbright scholarship grantee, Shingo Ashizawa studied at Harvard Graduate School of
Education. His past professional experience includes positions at the Council on International
Educational Exchange (CIEE), Keio University, Osaka University, and Meiji University.

Keiko Ikeda
Keiko Ikeda is a Professor in the Division of International
Affairs, and KU-COIL Coordinator at Kansai University. Recently,
she has taken the role as the principal project manager
for the Inter-University Exchange Project funded by MEXT,
2018-2022 (&quot;COIL Plus Program to Develop Global
Career Mindset&quot;). Keiko is Vice-Director for the newly
established organization at Kansai University, Institute forInnovative Global Education (IIGE). She has a Ph.D. from the
University of Hawai&#39;i at Manoa, specializing in Japanese
linguistics, foreign language education, and conversation
analysis. Her interests in the international education field are internationalization at home,constructing active learning programs collaborating with universities overseas. Keiko also plays avital role in another line of the on-going government-funded project, SUCCESS-Osaka Project (20172021). It promotes the employability of international students who have studied in Japan.

Craig N. Shealy
Craig N. Shealy, PhD is Executive Director of the International
Beliefs and Values Institute (IBAVI) and Professor of Psychology
at Western Washington University. Craig Shealy leads a range
of international activities including the Cultivating the Globally
Sustainable Self Summit Series; various research and applied
projects from the Summit Series will be published in a book that
Craig is editing for Oxford University Press. Shealy, Merry Bullock,and Shagufa Kapadia also co-edit Going Global: How Psychology
and Psychologists Can Meet a World of Need, a forthcoming
volume from APA Books, which presents the work of leading
psychologists in the United States and internationally. Craig Shealy’s research on the etiology,
maintenance, and transformation of beliefs and values – explicated through Equilintegration (EI)
Theory, the EI Self, and the Beliefs, Events, and Values Inventory (BEVI) – has been featured in
multiple publications, including Making Sense of Beliefs and Values: Theory, Research, and Practice,a recent volume with Springer Publishing, and other scholarly forums. The BEVI is used in a widearray of settings and contexts (e.g., clinical, educational, forensic, leadership, organizational), bothin the United States and internationally, and has been selected for several grant-based initiatives. A
licensed clinical psychologist, Dr Shealy is a Fellow of the American Psychological Association, Past
President of the APA’s Division of International Psychology, a recipient of the Early Career Award fromthe APA’s Society for the Advancement of Psychotherapy, a Nehru Chair at the Maharaja Sayajirao
University of Baroda, India, and a National Register Legacy of Excellence Psychologist.

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Panel Presentation: Anthony Manahan, Jay Segath, Joanne Duklas,
Koichi Nakasaki & Hiroshi Ota (Moderator)

Digital Transformation for Student Data
Portability Through Internet of Education (IoE)
Monday, March 22 | 10:15-11:15 | All times are Japan Standard Time (UTC+9)

As COVID-19 upends lives and livelihoods worldwide, flexible and diversified learning is becoming
the new normal for university teaching and learning. As a result, the rapid growth of online learning
is challenging the relevance of traditional higher education systems. Over the challenges, the Tokyo
Convention enables individuals to have the right to have their studies and qualifications recognized
and/or assessed fairly and transparently, including online and blended learning. Learning outcomesshould therefore be the focus of attention across the traditional and the new normal of online
education when it comes to ensuring fair recognition and facilitating mobility and employability.
This panel explores the development of viable Transpacific collaboration for executing the
responsibilities of the Tokyo Convention through digitalising student data portability and evolving it
through the Internet of Education (IoE), a vision where every human on earth has access to quality
education and economic opportunities. In this context, the panel shares experiences, insights, andfuture roadmap of the three Transpacific regions’ initiatives of digitising learning outcome, including
online and blended learning:•••

Australia and New Zealand (My eQuals and the Australian National Credential Platform)
Canada (the ARUCC MyCreds.ca | MesCertif.ca Credential Wallet)
Japan (Japan initiative led by RECSIE (Research Consortium for Sustainable International
Education))
Throughout the three regions, the panel seeks international interoperability and convergence intechnology, best practice, and governance through the Internet of Education (IoE) stage of digitaltransformation in higher education institutions.

Anthony Manahan
Anthony Manahan is Associate Director, Admissions, Fees andScholarships at the University of Melbourne.
Anthony has been involved in My eQuals from the outset, leading
the DSD Taskforce work that led to the establishment of the My
eQuals Platform. Anthony also serves as the My eQuals businesssponsor for My eQuals, is a long-standing member of the My
eQuals Operations Committee and is the Australian representativeon the Groningen Declaration Network Board.
Anthony provides a perspective on how My eQuals is serving university needs and offers insights on
the potential for the My eQuals roadmap to deliver future benefits to the university and the sector.

18 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Jay Segath
Jay Segeth is the My eQuals Program Director. Jay has been
involved in My eQuals since mid-2015, first as a Consultant
advising to what was then called the Digital Student Data (DSD)
taskforce and now as the My eQuals Program Director with Higher
Ed Services the appointed managing organisation for My eQuals.
In these roles, Jay has led and supported initial cost/benefit
modelling, the vendor/solution selection & evaluation process, thedevelopment of the business case, the implementation of My eQuals,
operations management and the “My eQuals Future State” work.
Jay’s focus is now on the Australian National Credentials Platform, a government supported initiativethat seeks to evolve My eQuals to enable lifelong learning journey and ensuring the workforce of the
future continues to evolve with the dynamic shifts in the labour market.

Joanne Duklas
Joanne Duklas, executive lead, ARUCC National Network; founder,
Duklas Cornerstone Consulting Inc.; former president, Associationof Registrars of the Universities and Colleges of Canada (ARUCC).
Joanne Duklas is an award-winning leader in higher education
who serves as the executive lead for the ARUCC MyCreds™ |MesCertif™ National Network project and owner of a Canadianbased research and consulting firm, Duklas Cornerstone
Consulting Inc. Joanne has been formally recognized in her
field provincially, nationally, and more recently, internationallywith the Distinguished Service Award (2020) by the American
Postsecondary Electronic Standards Council (PESC). She is an expert in the higher education field
and has authored several publications, presentations, and keynote addresses to advance bestpractice, standards, transfer, and student mobility.
Joanne is a member of several national and international organizations including the Association ofRegistrars of the Universities and Colleges of Canada (ARUCC - Honorary Member), AACRAO, and PESC.
Her firm is a signatory and participant in the Groningen Declaration Network, an international organization
dedicated to student mobility through data mobility. Her career includes serving as the vice president
and president of ARUCC (2010 - 2012), a member of the 2020/21 TAICEP Strategic Task Force, and as
a former registrar and assistant vice president at one of Canada’s largest post-secondary institutions.

Koichi Nakasaki
Koichi Nakasaki is the Chief Research Officer of the Institute for
Future Engineering (IFENG), a Tokyo-based non-profit think tank,previously working as the Head of Business Development andProduct Strategy at Thomson Reuters.
He is currently leading the national digital transformation
program for higher education learning records within a voluntary
team of researchers at the Research Consortium for Sustainable
International Education (RECSIE) as well as collaboratively withthe relevant voluntary research teams at UNESCO, IEEE and otherinternational organisations.
He has worked and lived in Singapore, Bangkok and Tokyo, and has a wealth of international
experiences in strategic design, development and execution of information business and public
policies. His research interest is evolutionary psychology, marketing and organisational behaviour.
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Hiroshi Ota (Moderator)
Dr. Hiroshi Ota is a Professor at the Center for General Education
at Hitotsubashi University, Tokyo, where he serves as Director of
the Hitotsubashi University Global Education Program. Prior tohis current position, he worked for the Office for the Promotion ofInternational Relations at Hitotsubashi University, the School ofCommerce and Management as International Student Advisor at
Hitotsubashi University, the Office of International Education at
the State University of New York at Buffalo, and Toyo University,
Tokyo. His research primarily focuses on higher education policies
and practices related to internationalization and international
student mobility from a comparative perspective. From the State University of New York at Buffalo,
Ota received his Ed.M. in 2001 and Ph.D. in Social Foundations of Education with a dual title inComparative and Global Studies in Education in 2008. He was awarded a Fulbright Scholarship to
study international education administration in the U.S. in 1996.

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Tuesday,March 23
Parallel Sessions
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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10:30-12:10 | Japan Standard Time (UTC+9)

Tuesday Live Stream Session 1
Knowledge AccessSession Chair: Cynthia Northington-Purdie
59340

10:30-10:55

Awareness, Perception and Readiness of Faculty and Staff Towards Remote Educational and Operational
Services During the COVID-19 Pandemic
Carlos Morales, TCC Connect Campus-Tarrant County College, United States

The sudden transition of face-to-face instruction to remote teaching in the early days of March 2020 created a new prototype for teaching,learning, and support for faculty and staff. The disruption brought to the surface the readiness of faculty and staff, the planning, andefficacy of professional development programs. Millions of faculty and students worldwide found themselves teaching and learning ina technology-mediated environment in a matter of days. Welcome videos at the half of the semester, synchronous lectures, multimedia
elements, prompted faculty developers, instructional designers, and trainers suddenly in a new role; support 100 percent of their facultyat their institutions for Emergency Remote Teaching (ERT). While the goal was to provide faculty with the knowledge, skills, and tools
required to be successful in a remote teaching environment, this new paradigm underscores the staff's importance and readiness of thefaculty, academic and student affairs staff, systems, support structures, and technological infrastructure. Training to be always readyshould be a perennial and increasing endeavor. This abrupt change also brought to daylight the pertinence of training, support systems,
and academic continuity planning at an institution serving more than 100,000 students annually. An online campus's role in the transitionof faculty to remote educational and operational services during the COVID-19 Pandemic is examined in this paper.
60014

10:55-11:20

Finding of the Assessment on Online Education Accessibility for Young People With Disabilities – The Example
of Mongolia
Daariimaa Chuluunbaatar, Mongolian University of Science and Technology, Mongolia
Chuluunbandi Naimannaran, Mongolian University of Science and Technology, Mongolia

There is the possibility to improve the quality of life of people with disabilities by providing social and environmental conditions for theiraccess to health services, and enrollment to education, employment, and social services. Today, e-learning is widely used in countries
around the world to provide higher education to their citizens, lifelong learning, and cost-effective training for target users, regardless ofgeographical location or time. At a time when the rapid development of information and communication technology is the main impetus
for the reform of teaching methods, the process of implementing e-learning in universities in Mongolia is in full swing. Therefore, young
people with disabilities studying at universities and colleges should not be left out of the delivery of e-learning to every student. According
to the National Statistics Office 2019 data, there are 107,075 people with disabilities in Mongolia, of which 21.2 percent are young people
aged 19-34. Due to the lack of special education programs for young people with disabilities at our universities, 10.1 percent of young
people aged 19-34 have completed tertiary education. The purpose of this study is the level of satisfaction with e-learning among young
people with disabilities studying at universities, the strength of the correlation between the factors influencing it, and the level of responseof dissatisfied students was determined. Further study was conducted to identify the ways in which e-learning is accessible to young
people with disabilities and to design technology. The interviews with speech and hearing-impaired young people were conducted withthe assistance.
59742

11:20-11:45

Librarians Supporting Online Distance Learning of Selected Schools in Metro Manila: An Assessment
Veronica Bolos, De La Salle University, Philippines

Online distance learning has many definitions such as e-learning, web-based learning, virtual learning, distance learning, and blended
learning. The growth of online learning is supported and delivered through the use of computer networks such as internet and it shows
challenges for library services. This study assessed the readiness of librarians in supporting online distance learning of selected libraries inMetro Manila. This study used descriptive survey method and data were gathered through a research-made questionnaire that were takenfrom several concepts and research literature reviewed by the researcher. From the findings of this study, it is concluded that librarians
from selected libraries in Metro Manila were ready to support online library services to their patrons. However, it is recommended that theyattend more training and/or seminars on how to deliver and enhance their online library services to their community.
59697

11:45-12:10

KOHA: Analyzing Filipino Public Librarians’ Awareness on the Use of Open Source Integrated Library System
Rosendo Rama Jr., De La Salle University, Philippines

This study examined the Filipino public librarians’ awareness and use of the open-source integrated library system (KOHA). The study
was guided by research questions that focus on the main areas such as one (1) level of awareness of Filipino public librarians, two (2)issues and challenges they experienced in using the open-source integrated library system, and three (3) innovative recommendations forthe improvement of the KOHA open-source integrated library system. The descriptive-quantitative design was adopted in this research,with a total population of twenty (20) public librarians as respondents all coming from different cities and provinces of the Philippinesthat use open-source integrated library system (KOHA). The instrument used to gather data is the use of a survey questionnaire (Google
Forms) and the data generated were analyzed using frequency tables, percentages, and weighted mean. Furthermore, it aims to provide
an overview on the use of the open-source integrated library system (KOHA) in the Philippine setting.

22 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

12:25-13:15 | Japan Standard Time (UTC+9)

Tuesday Live Stream Session 2
Curriculum Design & Development
Session Chair: Brian Aycock
59763

12:25-12:50

Comparative Analysis of Kid’s Box, English in Mind and Course Books for National English Curriculumin China
Zhixin Zhang, International Education Group, Beijing Foreign Studies University, China
Yue Shi, International Education Group, Beijing Foreign Studies University, China

This presentation reports on a comparative analysis of English coursebooks in China. The study compares two western English coursebooks,
Kid’s Box (KB) and English in Mind (EiM) with the National English Curriculum Standards (2011) (the Standards) as embodied in the
textbook, Yilin. As many students use KB, EiM and Yilin in their study of English, it is necessary to explore the extent to which the content
and the themes from these books complement each other. Three aspects of the coursebooks were investigated: grammar, vocabulary
and themes. All topics, grammar and vocabulary items from the Standards and each coursebook were collected and listed first. The
comparative analyses of topics and grammar items were conducted using Excel whilst comparison of vocabulary was synthesized using
BNC/COCA Word Family List and then a Python program was developed to generate the overlap rate. Findings suggest that there is a highpercentage of overlap between the learning contents of the selected coursebooks and the Standards. Findings of the study may provide
guidelines for headteachers to evaluate curriculum design and also enable teachers to make better informed classroom decisions, using
language reference charts process as tools. Parents and learners may also have a better understanding of the relationship between what
they learn in school as part of the National Curriculum, and what they learn from the western English coursebooks.
58607

12:50-13:15

Learning Management Guidelines of the General Education Curriculum that Promotes Citizenship
Skills of the 21st Century in Thailand
Nanthon Bunjongparu, Ramkhamhaeng University, Thailand

This article introduces the guidelines for teaching and learning in the general education (GE) curriculum that corresponds to the 21stcentury skills of global citizenship of Thailand and is being implemented in an open university. This curriculum focuses on enhancing
and developing students’ knowledge, skills, and competencies all of which are meant to be used as ‘soft skills’ in day-to-day lives in theera of post-globalization by designing the GE curriculum in accordance with the Thailand qualification framework for higher education(TQF:HEd). The principle behind this is that the GE curriculum is implemented in undergraduate programs. That is, 24 credits of GE courses
are mandatory for all students, and in this regard, students will gain extensive knowledge in social science, science, mathematics, andhumanities, as well as the 21st-century skills of global citizenship. The GE curriculum is designed to expand intellectual perspectives,promote cognitive skills and desirable attitudes towards life. In addition, this curriculum elevates the learning management standards in
the GE department in line with the concept of educational management 4.0 and in order to integrate and put such concept into practice,leading to the highest benefits for the students' lives in the digital era.

Like us on Facebook at www.facebook.com/iaforjapan | ACEID2021 | IAFOR.ORG | 23

13:25-14:40 | Japan Standard Time (UTC+9)

Tuesday Live Stream Session 3
Learning Experiences, Student Learning & Learner Diversity
Session Chair: Monty Satiadarma
59672

13:25-13:50

An Intergenerational Online Communication Program to Promote College Students’ Communication Skills andElderly People’s Social Involvement: Video Conferencing via Zoom
Kaoru Mita, Jissen Women's Junior College, Japan
Mika Shirao, Jissen Women's University, Japan

Japan has been suffering from a super-ageing society and declining birthrate. Specific measures should be taken to establish qualityof life for the older generation and a special education program for the younger generation. According to a survey analyzing "abilities
Japanese companies seek from college students" (Keidanren, 2018), the top-ranked one was "communication skills (82.4%)" for the last
16 consecutive years. Matsuoka (2016) comments that communication skills does not mean that your conversation is interesting. Rather,you are required to put yourself in your partner's shoes and discover what the partner really needs. Also, you are expected to make yourself
understood, negotiate to reach an agreement, and build a good relationship with your partner. Students need a lot of experiences to talkwith people of different generations to acquire these skills. To improve students' communication skills and give elderly people a purpose inlife, the "Intergenerational Online Communication Program (IOCP)" has been developed, and 20-minute online sessions between students
and elderly people have been conducted since July, 2019. In 2020, when all college students had to use the video conferencing systemzoom to take online classes due to COVID-19, we used it for online communication between students and elderlies both in spring andautumn. Students of two junior colleges joined and the cumulative total number of students was 51, while that of different generations
was 21. What has been found through the sessions is that 1) students improved their communication skills and confidence by speaking
with people of different generations.
59872

13:50-14:15

Effectiveness of Inquiry-based Learning for Japanese High School Students: Analysis of a Survey Result of
Learners’ Attitudes
Rika Iwami, Hyogo Prefectural Hyogo Senior High School, Japan

Japan's next high school curriculum guidelines, which will be implemented in 2022, will require more exploratory and cross-curricularcurriculum management, with inquiry-based educational methods and new subjects. In the midst of this national movement, interest
in and expectations for the effects of exploratory learning activities are rising, but it has not been scientifically clear how the teaching
methods used to introduce and implement inquiry learning are linked to the outcomes of learners' research activities. In this study, basedon the results of a multiple-choice and free-description questionnaire survey of the third-year high school students (17-18 years old) at
a secondary school in Hyogo Prefecture, the author analyzed whether learners generally perceive inquiry learning as a positive activity inwhich they conduct research on a topic of their own choosing, write a paper, and present it (hereafter inquiry learning), and what abilities
they feel they acquire through inquiry learning and whether they actually acquire them. As a result of the analysis, it was found that inquiry
learning is not only useful for acquiring educational and professional knowledge, but also for cultivating the ability to work independently
and the ability to plan and prepare the processes necessary to achieve goals. In addition, the students felt that they acquired the ability
to gather information, understand lectures and literature, interpret data, think logically and critically, and write papers in the process ofsummarizing and disseminating the results of their research.
59635

14:15-14:40

Investigate the Difficulties of Indonesian Learner During Electronic Portfolio
Rezza Dewintha, Poltekkes Kemenkes Pontianak, Indonesia

Normal learning stopped, project delayed, school shut down. The universe seemed to have a halt because of the Novel Coronavirus. On
the other hand, students have to continue their education through online learning which was currently the best alternative as keeping
schools opened but safe for them. This learning method was the new one in Indonesia. It will be interesting to investigate the challenges
arise during the implementation of this method. Since Indonesia did not have internet access which was evenly distributed in every region.
This will certainly make students try harder to have good internet access, because they live in several areas of different internet quality.
This study aimed to investigate how electronic portfolio as part of ICT tools could be used to facilitate English Teaching during Covid-19.
It concerned with researcher’s own teaching experiences due to the growing demand for teachers’ competence to integrate technology
for the purpose of facilitating students’ learning. The implementation of the online portfolio over one semester was examined throughclassroom action research. Students’ experiences in learning English for Academic Purposes (EAP) through Learning Management
System (LMS) which both teacher and students can access easily. It was a stand-alone product on the company server which does notbelong to the Polytechnic. This research drew on case study and ethnographic approaches. In generating data, the researcher will apply
some methods, involved questionnaires, interviews, a teacher’s teaching journal, and an analysis on online portfolio entries.

24 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:50-16:05 | Japan Standard Time (UTC+9)

Tuesday Live Stream Session 4
Educational Research, Development & Publishing
Session Chair: Grant Black59497

14:50-15:15

Virtual Education Academy (VEA): Indonesia’s TPACK Virtual Pilot First Model in Urban, Rural, andFrontier
Tessa Siswina, Poltekkes Kemenkes Pontianak, Indonesia
Rahmat Putra Yudha, Panca Bhakti University, Indonesia
Dikdik Kurnia, University of Padjadjaran, Indonesia
Fathmawati, Poltekkes Kemenkes Pontianak, Indonesia

Educators are highly required to be able to make, select, and use good learning media during the Covid-19 pandemic, even though theabilities in integrating technology in learning are still limited. The purposes are to increase the knowledge and skills in making newlearning models by making teaching demos (videos) and lesson plans. This research uses quasi-experimental with pre and post-test
design without control. The respondents were 3,462 respondents, purposive sampling, in September 2020. Treatment: the first stage wastraining with Streamyard apps, USA; Microsoft teams (office 365); and I-spring; the second is assistance to educators with the Discovery
Learning, Project-Based Learning, problem-based learning, literature circle, and digital storytelling, the third is carried out with assistancethrough small groups under TPACK framework. The Kolmogorov-Smirnov normality test and analysis with the Wilcoxon Signed Ranks
Test. The results are most of the ages of 30-50 years were 2,673 (77.21%), most recent education was a bachelor at 1,939 people (56.01%)
and the majority as teachers were 2,082 people (60.14%); Knowledge: the average pretest value is 35.49 and posttest 70.14, with a p-valueof 0.000 <0.05, Ha is accepted; Skills: The p-value is 0.000 <0.05, Ha is accepted. TPACK framework used in VEA is obtained by combining
technology, pedagogy, content, and knowledge which emphasizes increasing the knowledge and skills of education personnel so thatthey can carry out distance learning using qualified technology. It can be seen that VEA training increases the knowledge and skills of
educators in Indonesia in creating new learning models.
59398

15:15-15:40

The Impact of Service Learning and Active-Citizenship Learning on Democratic and Civic Values
Ingrid Geier, Salzburg University of Teacher Education, Austria
Ulla Hasager, University of Hawai'i at Mānoa, United States

In order to establish civic thinking and a civic attitude, relevant ways of teaching and learning, such as service-learning or active citizenshiplearning are needed which impart relevant values and norms for social togetherness and social engagement. Most of all they sustainably
support a culture of democracy and responsibility. This contribution shows the research project on the two teaching and learningpedagogies service learning at the University of Hawai'i at Mānoa and active-citizenship learning at the University of Education Salzburg.
For the study a mixed method design with a quantitative survey (7 level likert scale) with 96 students was used to show the impact of thesepedagogies on democratic awareness and students' attitudes. In addition, 23 focus group discussions focus on how students experience
themselves when they take on social responsibility, e.g. when they participate in a solution to improve society. Our research shows thatboth pedagogies of service-learning and active-citizenship learning can contribute to the current understanding of how higher education
can cultivate students’ democratic and civic attitude. Learning through engagement and social responsibility, has an impact on students'
democratic awareness and civic attitude. Students have knowledge about volunteering, and are interested in social equity politics andissues. Furthermore, it is important to them to contribute to society with their own competencies. They interact and collaborate withpeople from different backgrounds and have an awareness of other people and their impact regarding their own actions.
59414

15:40-16:05

Leading Without Controlling: Initial Access Points for Development of Entrepreneurial Communities
in Frontier Markets
Daniel Dart, London School of Economics | DECCAP | DEC Projects, United Kingdom
Johan Bjurman Bergman, Georgetown University, United States
Michael Reeves, Georgetown University, United States
Imam Hithnawi, Birzeit University, Palestine

Sustainable economic development in an entrepreneurial ecosystem can only occur when a community is present; markets will notbenefit by 'cutting' and 'pasting' individually successful enterprises. At the same time, a thriving entrepreneurial community with unique,bottom-up experimentation and learning has no recipe or rule book. Accordingly, this paper seeks to identify gaps in Frontier Market
startup and small-medium enterprise (SME) communities, outline sustainable interventions to bridge these gaps, and showcase how
Frontier Market governments can leverage their position to lead economic development without stifling innovation. To address gaps inentrepreneurial policy that are often overlooked, this research draws from qualitative data collected from both primary and secondary
sources. The secondary sources include academic research and policy documents on entrepreneurship and economic development.,
The primary sources include 40 semi-structured interviews with venture capitalists, SME authorities, and entrepreneurs from across theglobe. interviewees were selected for their knowledge of geographic expertise as well as their experience at the intersection of policy
and entrepreneurship. Interviews were conducted individually and generally lasted 45-60 minutes. The semi-structured interview format
provided diverse perspectives on the research topic to offer in-depth understandings of individual insights and motivations while also
allowing for comparison and application of results in similar ecosystems. All sources were subject to thematic analysis, and the results
are presented as recommendations in accordance with four actionable areas which are already part of frontier governments’ agendas:
policy, partnerships, training, and awareness.

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Notes26 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Wednesday,
March 24
Parallel Sessions
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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10:00-11:15 | Japan Standard Time (UTC+9)

Wednesday Live Stream Session 1
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: James Briganti
59242

10:00-10:25

Is a Picture Worth a Thousand Words in the Classroom? Rethinking and Innovating Educational Visuals to
Optimize Learning Experience
Aaron Hahn, Columbia University, United States

Visual arts, such as drawing and painting, have been used to share information from the prehistoric times, and they have been an
integral part of teaching - from explaining vocabulary to depicting chemical elements. However, the current body of research on thissubject is limited in that its main objective is to evaluate the efficacy of the use of visuals for a particular type of learner or academic
subject. Going one step further, this study aims to identify various types of educational visuals; the specific implications of learningand teaching with them; and effective methods for the teacher who utilizes them. First, it was necessary to redefine the scope ofvisuals for educational purposes as commonly used words to describe them, such as “illustrations” or “visuals,” are too narrow or
broad. This research, therefore, uses a new term “Conceptualized Visuals for Learning Objectives” (CVLO), which is divided into threedifferent levels (types) depending on how much concept in the lesson is conveyed by the visual. Level 1 CVLO represents a simple
direction or the definition of a word. Level 2 CVLO illustrates the narrative of the lesson point literally. Level 3 CVLO metaphorically
captures the lesson point. To understand the implications of CVLO, a preliminary experimental lesson using CVLO was conducted
online at a high school. After the week-long lesson, the students wrote an essay and completed a survey. It was discovered that eachlevel of CVLO had different effects on the lesson.
59492

10:25-10:50

Student-Teacher Conflict Resolution Strategies in Singapore’s Physical Education Classes
Xiao En Charissa Ong, Nanyang Technological University, Singapore
Ho Keat Leng, Nanyang Technological University, Singapore

Effective classroom management is important as it can affect teaching effectiveness and the level of job stress faced by teachers.
Physical education being less formal than other subjects, are often faced with students being more boisterous, failing to follow
instructions and engaging in dangerous behaviour. As such, student-teacher conflict is more likely to occur in physical education
classes. The aim of this study was to examine the conflict resolution strategies used by physical education teachers teaching in lower
primary classes with students generally between 7 to 9 years of age in Singapore. 6 physical education teachers were interviewed on
their response to four different classroom scenarios involving conflicts in the classroom. This study adopts the theoretical frameworkon conflict resolution strategies based on two basic dimensions: concern for self and concern for others. From these two dimensions,five specific styles of resolving conflict are developed. It was found while the teachers preferred an Integrating style in resolving
conflicts i.e. high concern for both self and students, their response depended on situational factors. The study suggests that there isa need for physical education teachers to be proficient in various conflict resolution strategies. As this study is limited to respondents
teaching in lower primary classes with younger students, future research should examine whether the findings can be generalized to
students at upper levels.
59047

10:50-11:15

What Do You Remember Most? Is It ‘Text Book Content’? or ‘Teacher Talk Around the Text’?
Nirma Jayawardena, Griffith University, Australia

Memory has many functions and has been classified in various ways by the researchers as sensory memory, working memory, long-term
memory, visual memory, visual short-term memory, spatial short-term memory, iconic memory, photographic memory, episodic memory andsemantic memory (Solso, MacLin, & MacLin, 2005; Terry, 2017). It is evident that students’ working memory plays a significant role towards theiracademic achievements. The studies which applied a theory of social information processing by Wyer (2003) is relatively limited in education
research as this theory is a social psychological theory. Therefore, the purpose of this paper is to present the application of this theory to current
education research by comparing 'textbook content' and 'teacher talk around the text'. The theoretical assumptions of the ‘workspace unit’ inthis theory will be used to explore the differential effects of student’s working memory on 'textbook content' and 'teacher talk around the text'.
To the best of the authors’ knowledge, this study can be considered as the first theoretical paper to show the application of a theory of social
information processing by Wyer (2003) which is a social psychology theory, in secondary school education context.

28 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:25-12:40 | Japan Standard Time (UTC+9)

Wednesday Live Stream Session 2
Foreign Languages Education & Applied Linguistics
Session Chair: James Briganti
59857

11:25-11:50

Formulaic Sequence Acquisition in Argumentative Essays of Undergraduate TEFL Students in Japan:
Preliminary Research Findings
Kristie Sage, Showa Women's University, Japan

This poster presentation will outline preliminary research findings of the researcher’s doctoral studies of formulaic sequence acquisitionin argumentative essays of undergraduate TEFL students in Japan. Within-subjects action research was conducted in the classroom,and the research design involves parallel teaching of two methodologies for different yet comparable formulaic sequence items. One
treatment utilized a more implicit pedagogy to teach the first item set of formulaic sequences, while the treatment for the second set
was informed by a focus on form method combined with a genre approach. Two instrumentations were utilised to gather quantifiabledata to test the hypothesis that a focus on form-genre approach methodology is an effective teaching pedagogy for students toacquire the target language over decontextualized techniques. Simple data analysis of the results of the first instrumentation andsecond will be presented. Instrumentation one used more discrete forms of data collection, with items analysed by a one-way ANOVA.
Instrumentation two used descriptive statistics to demonstrate results graphically. Statistically significant results will be reported
for both instrumentations which support the researchers’ hypothesis. The researcher acknowledges the difficulties and limitationsof collecting and analysing formulaic sequence items for classroom writing research into the argumentative essay genre of EFL
undergraduate students. However, this field remains largely underdeveloped in the literature. Therefore, this empirical study seeks
to contribute to the research and development of classroom teaching pedagogy of argumentative essays in Japan and benefit EFL
undergraduate teachers and students alike.
59500

11:50-12:15

Using Prosodic Notations to Improve Reading Fluency and Comprehension of ESL College Students
Gavin Lee, Singapore Institute of Management, Singapore

Prosody is essential for developing reading fluency (Grabe, 2010; Rasinski, 2012). The goal of this study is to examine whether pausing
patterns in reading can be taught to adult ESL learners. Two sections of high-intermediate level college students from East Asia
served as experimental and control groups. Pre and post-tests consisted of oral reading, listening and reading comprehension tasks.
During the three-week treatment, the experimental group was exposed to 12 short passages with prosodic notations marked on the
text to indicate where to pause. They practiced repeated reading for 10 to 15 minutes during every class. The control group read thesame passages but without the prosodic notations. A customized Python computer-assisted application tool was used to analyze
the student recordings for temporal variables and pausing patterns (Park, 2016). The pre and post-test results show a significant
improvement on listening and reading comprehension for the experimental group. For oral reading, although control group’s meansyllables per run was higher, participants in the experimental group were more deliberate with their pauses while reading.
59305

12:15-12:40

Using the Millennium Development Goals to Foster Interculturality and Encourage Critical Thinking in the
Language Learning Classroom
Jody Çiçek, Aoyama Gakuin University, JapanThe questions of fostering interculturality and critical thinking in language classrooms have been widely discussed in the fields ofapplied linguistics and education, with scholars such as Gomes de Matos (1996) and Lin, Brantmeier & Bruhn (2008) arguing thatpeace linguistics can be a major educational paradigm. Even international organizations such as Save the Children have issued
reports highlighting the need for curricula that promote human rights (2008). While these works have raised the need for language
education that promotes peace, they have not adequately addressed proposed solutions nor linked the problem to specific classroom
outcomes or objectives. My discussion addresses the issue of how to implement peace linguistics in a language classroom withspecial attention to the issues of interculturality and critical thinking. Specifically, in my talk, I will describe the effects of using theMillennium Development Goals in alignment with UNESCO’s Convention on the Protection and Promotion of the Diversity of Cultural
Expressions (2005), in order to show how to cultivate interculturality and critical thinking in a development context. I will discuss the
instructional activities and teaching strategies developed for the program, and juxtapose them against current learning theories andtraditional classroom tasks, in order to reveal how this method resulted in positive development of views and attitudes toward The
Other and challenged orthodoxies of nativism and monoculturalism among the students. In conclusion, this project devises a new
methodology on the understudied issue of incubating interculturality and developing critical thinking in the language classroom using
international development goals.

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12:50-13:40 | Japan Standard Time (UTC+9)

Wednesday Live Stream Session 3
Educational Policy, Leadership, Management & Administration
Session Chair: Sarah Birchley59478

12:50-13:15

Knowledge, Attitude and Practices of Stakeholder in One Integrated School in Cabuyao: An Input to Ecological
Solid Waste Management Program
Nestor Pacuno, Pamantasan ng Lunsod ng Cabuyao, Philippines
Ofelia Maningas, Laguna State Polytechnic University, Philippines
Victoria Tamban, Laguna State Polytechnic University, Philippines

This study aims to determine the association of Knowledge, Attitude and Practices (KAP) of Stakeholder on Solid Waste Management(SWM) in the community of Southville 1 Integrated National High School and school’s implementation as an input to ecological waste
management program. This study employed a descriptive correlational research design. The respondents of the study were theselected 786 respondents consist of 350 students from Grade 7-10, 89 teachers, and 347 parents. Based on the findings, teachers were
extremely aware than parents and students in terms of their knowledge in SWM. In terms of attitude teachers have positive outlook inproper waste management than of parents and students. The teachers always practice proper solid waste management while parents
and students were sometimes. Most of the stakeholders assessed the school’s level of implementation as to moderately extent. Basedon the findings the following are the conclusions of this study, there is a significant association between the respondents’ level ofknowledge, attitude, and practices towards the level of the implementation of solid waste management in schools and household but
there are some indicators shown non-significance therefore, the null hypothesis is partly upheld. The researchers recommended thatthe teachers needs to include to their classroom management or as part of daily class routine the importance of being aware, concern,and practice solid waste management, and schools may also collaborate with other LGUs’ to conduct joined programs, projects, or
activities that can improve the solid waste management in the community.
59628

13:15-13:40

The Effect of Tenure on Teaching Performance: The Cases of Selected Tenured Faculty Members of the
University of the Philippines
Patrick De Leon, University of the Philippines Diliman, Philippines

This study was conducted to determine whether tenure influences the teaching performance of selected tenured faculty members of
the University of the Philippines Diliman Extension Program in Pampanga. The result of the paired-samples t-test showed that there isno significant difference in the mean semesterly student evaluation of teaching (SET) scores before tenure (M = 1.5408, SD = 0.11650)
and after tenure (M = 1.5836, SD = 0.16516) with t(5) = -1.825 and p = 0.128. This result suggests that tenure does not influence teaching
performance as measured by the mean semesterly SET scores. This could be because tenure and job security are safety needs
which once gained, will no longer motivate faculty members. They are also considered as hygiene factors which only keep faculty
members from being dissatisfied with their teaching job. To keep faculty members motivated, they ought to have motivators such as
achievement, recognition, responsibility, advancement, and growth.

30 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:50-15:30 | Japan Standard Time (UTC+9)

Wednesday Live Stream Session 4Interdisciplinary Session on Education
Session Chair: Justin Sanders
59761

13:50-14:15

Remedial International Schools in China: Foundations, Paradoxes and Possibilities
Adam Poole, International Education Group, Beijing Foreign Studies University, China
Li Feng, International Education Group, Beijing Foreign Studies University, China

This presentation reports on a newly emerging type of International School, referred to as the Chinese Internationalised School.
Whereas International Schools are typically depicted as ‘premium’ or ‘elite’, the school in this study was ‘remedial’ in nature, providing
students who had been unable to achieve success in the local education system with a pathway to success via an international
education. The study adopted a case study design, focusing on one school in the East of China. Interviews with teachers and schoolleaders revealed that the school’s remote location made recruiting students and teachers problematic. Moreover, the effects of
Covid-19 compounded this issue, with many prospective students abandoning their plans to study abroad and instead choosing tostudy in a local school offering the Chinese national curriculum. As a result, the school was forced to recruit students who did notpossess the necessary English language ability to access the content of the Cambridge curriculum. This created a washback effect,
which impacted on students’ academic achievement, their motivation and the teaching strategies employed by the teachers. The
teachers conceptualised this washback effect in terms of the metaphor of ‘foundations’, which was a recurring theme throughout
the interviews. The presentation ends by proposing a number of interventions, rooted in professional development, that could help toestablish the linguistic and pedagogical foundations needed for the school and its teachers not only to survive but also thrive.
59864

14:15-14:40

Indigenous Student’s Sense of Place and Place-Based Education: Acknowledging Place Through Education
Murni Sianturi, The University of New South Wales, Australia
Chia-Ling Chiang, National Dong Hwa University, Taiwan

Identity and environmental degradation lead this study to investigate the impact of place-based education on Indigenous student’s
sense of place. The study applied a qualitative approach using observation, semi-structured interviews, and documentation. The
study site was located in YPPGI Nokapaka Elementary School, Lanny Jaya District, Highland of Papua. Working with three rural
Papuans Indigenous students, the study compared students’ sense of place preceding and subsequent to implementation of placebased learning based on the three dimensions of sense of place chronologically such as place identity, place attachment, and place
dependence. By creating a curriculum entitled “Who is Papuan” and framing the place-based learning practices, the students’ sense ofplace improved. Initially, students recognized their black skin and curly hair and wanted to become someone else. Students preferred
to stay longer at places outside rather than at their home-ground for students could not undergo everything in their places. However,learning through place-based education emphasizing the place characteristic, cultural values, and environment uniqueness enhanced
students’ self-esteem to acknowledge precious properties that students had and could do in their home ground. This study suggests
schools to integrate student’s place as learning to address the sense of belonging to their place.
58993

14:40-15:05

A Conceptual Framework to Measure Student Discipline of Secondary Schools in Cross Cultural Context
Nirma Jayawardena, Griffith University, Australia

The main aim of this study is to develop a conceptual framework to measure the student discipline levels in secondary schools incross-cultural context. The author systematically reviewed several theoretical and empirical papers published in top management,
education and psychology journals using several PRISMA guidelines in the area of culture and discipline of secondary schools
published during the period of 2014 to 2015 across several databases including Google Scholar, Griffith Library, Emerald Full text,
ProQuest, ScienceDirect and Scopus. The qualified final level 60 articles were reviewed, and the author identified five major factors
which affect the student disciplinary levels in secondary schools as student counselling, bullying prevention, school climate, racialdisparities and restorative practises. Therefore, based on the literature, the author developed five hypotheses considering the five
major factors, which leads to the development of a conceptual framework which facilitates future researchers to measure student
disciplinary levels in secondary school context.

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13:50-15:30 | Japan Standard Time (UTC+9)

Wednesday Live Stream Session 4Interdisciplinary Session on Education
Session Chair: Justin Sanders
56067

15:05-15:30

Independent State School Partnerships in England – Challenging Boundaries and Embracing Differences
Margaret Hunnaball, King's College London, United Kingdom

The UK Government’s Department for Education provides state-maintained primary and secondary school places for young people inEngland. Some parents, however, choose private education, sending their children to fee-paying independent schools, which are notsubject to the same government control. These typically have smaller classes and superior facilities to state schools (Green et al, 2011),
and although they educate only 7% of all pupils (ISC, 2016), their alumni occupy a proportionally higher number of seats in government
and places at Oxford and Cambridge Universities (Sutton Trust, 2017). Furthermore, many independent schools hold charitable status(Fairbairn, 2017), bringing them significant tax benefits, further extending their financial advantage. In 1997 the Labour government
charged independent schools with sharing their facilities and their teachers with local state-maintained schools (DFEE, 1997). The
first ‘independent state school partnerships’ (ISSPs) were centrally funded the following year, and by 2017 the Independent Schools
Council reported that 88% of its schools were involved in some form of partnership with schools in the maintained sector (ISC, 2017).
While private education divides the main UK political parties, ISSPs have received support from both Labour and Conservative
governments since their introduction. There has, though, been little research into their nature or their worth. This paper considers thefindings of my study of three English ISSPs, exploring the relationships between schools and the ways they are embracing differences
between them. It explores the nature of joint working and what the headteachers, teachers and pupils involved in them understand by
the term partnership.

32 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Virtual
Presentations(Pre-Recorded)
Watch pre-recorded Virtual Presentations on the following webpage:

vimeo.com/channels/aceid2021
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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vimeo.com/channels/aceid2021

ACEID2021 Virtual Presentations (Pre-Recorded)
Challenging & Preserving: Culture, Inter/Multiculturalism & Language
59400

Communities’ Cultural Capital for Sustainable Community Tourism Development: A Case Study of Charoen
Krung Road
Chada Triamvithaya, King Mongkut's Institute of Technology Ladkrabang, Thailand
Zheng Qiu li, King Mongkut's Institute of Technology Ladkrabang, Thailand
Sujinda Suksai, King Mongkut's Institute of Technology Ladkrabang, Thailand
Rattana Sangchan, King Mongkut's Institute of Technology Ladkrabang, Thailand

This research aims to study the knowledge factors and sustainable community tourism development in the area along the Chao Phraya
River from Charoen Krung Road to Yaowarat Road, the charming old district and a multicultural society in Bangkok, Thailand. Primary data
were collected from interviews of stakeholders or the people in the community in depth and within real-life context in a qualitative manner.
The findings suggested that Thai, Thai Chinese, Thai-Muslim, and Vietnamese people are able to live together, relying on the social capitalon two types of identities: 1) The multiculturalism society identity; and 2) The Chinese identity that has five similar dialect languages,
such as the Hokkien, the Chaozhou, the Cantonese, the Hakka and the Hainan. They have grouped together, built their trust among
the community members through cultural and traditional activities of the community. That is until it becomes an important concept tocreate a multicultural social mechanism through religious systems such as temples, shrines, and mosques to manage the membersof the heritage community. Furthermore, they can create strong mechanisms of a multicultural society and will be able to develop into
sustainable tourism. The results of the research contribute to a role of the ownership in management in order to provide learning to thetourists visiting the community and indicate an issue of retaining tradition from modernization with its seemingly inevitable erosion of
traditional societies.

Curriculum Design & Development
59040

Curriculum Design and Development for Undergraduate Literacy Courses
Leslie Haas, Buena Vista University, United States
Jill Tussey, Buena Vista University, United States

The purpose of this virtual presentation is to provide participants with an overview of curriculum design and development as it relates
to undergraduate literacy courses at one United States Midwest liberal arts university. Presenters will outline the purpose and processof curriculum alignment with state standards, national standards, and university course assessments. Major design and development
components will be discussed related to master course templates, instructional lead supports, and course organization. Additional
information will be provided around the design of engagement and differentiation strategies to support student learning. Furthermore,
information on the pros and cons associated with web-based resources vs. traditional print text resources will be reviewed. The presenterswill also offer participants information related to faculty professional development related to curriculum design.

Design, Implementation & Assessment of Innovative Technologies in Education
55616

Designing Mobile Application to Support Immigrants in Higher Education – A Practical User Experience
Evaluation Case
Minna Virkkula, Oulu University of Applied Sciences, Finland
Heidi Ålander, Oulu University of Applied Sciences, Finland

In 2015, Finland received a record number of asylum seekers, generating subsequently prominent challenge for social integration of
immigrants. Regarding 40 % of working-age immigrants in Finland to be higher educated, and smartphones widely used among
immigrants, SIMHEapp project (Supporting Immigrants in Higher Education) was initiated. Existing applications are designed primarily to
speed up successful immigrant integration but they lack of educational support.
In our project, the main goal is to design an application to guide immigrants to apply for higher education and find their career path. As apart of design process, we conducted a user experience evaluation using focus group method. School counselors of immigrants were ourtarget group, since they have a wide work experience of cultural differences and language barriers. The study focused on gaining insights
of user needs by utilizing early prototype of application. Additionally, an input of the content and the features for the next design phase
was collected. Result from cultural diversity among the users, the application must be straightforward and simple, with visualizations e.g.
Finnish education system. Also design implications encompass finding individual educational path, recognizing the previous competence
and aiming to employment. The education search and creating user's own CV will make the application more personalized and allow
to operate data efficiently later. However, adding one’s own personal information may cause uncertainty among users. The case study
provided knowledge of the main features needed for supporting immigrants in higher education. The next iteration phase will consider
usability and UX-related cultural differences.

34 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

vimeo.com/channels/aceid2021

ACEID2021 Virtual Presentations (Pre-Recorded)
Design, Implementation & Assessment of Innovative Technologies in Education
59792

Study on the Use of Speech Recognition Function to Practice Speaking English Using the Voice Translator “Pocketalk”
Harumi Kashiwagi, Kobe University, JapanMin Kang, Kobe University, Japan
Kazuhiro Ohtsuki, Kobe University, Japan

Although some speech recognition software is highly developed, few studies have been performed on how we should adapt thistechnology to foreign language learners with various levels of proficiency, including Japanese students. This study explores the use ofspeech recognition to support the practice of English speaking by using the voice translator "Pocketalk". We conducted a study in which
English sentences spoken by 95 Japanese university students were identified by the speech recognition function of this translation
device. Afterward, a five-point Likert scale was administered measuring the usefulness of the activity with "Pocketalk" and the affective
factors related to speaking English. The results indicated that students tended to not distinctly pronounce the difference between the /n/sound and the /m/ sound. In addition, when the end of the words such as "terribly" and "stooped" were not pronounced distinctly, theytended to be recognized as "terrible" and "stupid". Results from the questionnaire showed that more than 70% of the students expresseda positive attitude toward their interaction with "Pocketalk", and more than 90% of them paid attention to their pronunciation. Using its
recognition function, we could identify how the spoken sentences were actually recognized, which provided clues for correcting theirpronunciation. Regarding the affective factors, no significant relationship was found between students’ responses to the usefulness of
their interaction with "Pocketalk" and their nervousness in speaking English or their negative feelings toward pronunciation. These results
suggest a positive potential for the speech recognition function of “Pocketalk” regardless of their affective factors.

Social Justice, Development & Political Movements
59793

Bridging the Gap for Critical Eco-Literacy in the Philippines through Debating
Barry Anthony Parrenas, Liceo del Verbo Divino, Philippines

The Philippine Congress has finally declared climate emergency in the country on November 25, 2020. While long overdue, the declaration
has nonetheless sparked anew the need for environmental awareness and education. Two weeks after the declaration, high school
debaters from various academic institutions gathered for the 4th Ateneo Eco Debate (AED), the sole national debate tournament on local
and global environmental issues in 2020. The urgency of the situation and the timeliness of the competition beg the re-examinationof K-12 courses’ environmental education in terms of its curriculum and pedagogy and explore how parliamentary debating can aid in
nurturing critical environmental citizenship among senior high school learners in the Philippines. Affirming that the problem of climate
crisis is also a problem of pedagogy (Kahn, 2014), this paper is designed as an action research consisting of a descriptive review andanalysis of the Department of Education’s curricular documents as well as a critical discourse analysis of the AED tournament. Framedusing the critical lens of Eco-Pedagogy, this paper found that (1) environmental education in the country is focused on technical literacy
but severely lacks key messages pertaining to eco-cultural and critical intersectional literacy; and (2) parliamentary debating is a valuable
yet underutilized pedagogical tool to bridge this gap.

Educational Policy, Leadership, Management & Administration
59421

Why Does Choice Matter? The School and Course Preference of Select High School Students, SY 2007-2008
and SY 2018-2019
Juanito Cabanias, De La Salle Medical and Health Sciences Institute, Philippines

This study focused on the course and school preference of select high school students, SY 2007-2008 and SY 2018-2019 and answered
the following questions: What are the schools and courses preferred by the select high school students from the two batches understudy?; What are the possible reasons for choosing the school/s and the course/s? What are the factors affecting their decisions?; Whatis the status of the DLSMHSI in terms of the level of preference/choice of the respondents from the two batches?; and What is the statusof the DLSMHSI in terms of its marketing /positioning / branding? This study involved 1,186 high school students from SY 2017-2018 and954 senior high school students from SY 2018-2019. Data collected were treated using frequency count; relative frequency or percentage;
and ranking. The study reveals that the High school students are indeed sure enough of the school and the course to take, on the whole,their choice of course to pursue depends on its perceived applicability to their chosen career, on the other hand, their choice of school
where to complete college education depends on who makes the decision in the family, academic program presentations provided byschools, the features, general image and record of a higher education institution. Finally, DLSMHSI is an institution acceptable to the
respondents in terms of pursuing health sciences-related courses.

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vimeo.com/channels/aceid2021

ACEID2021 Virtual Presentations (Pre-Recorded)
Educational Policy, Leadership, Management & Administration
59588

The Influence of Internal Locus of Control on the Entrepreneurial Intentions of Vocational High School Students
Kris Yuan, State University of Surabaya, Indonesia
Eppy Yundra, State University of Surabaya, Indonesia
I G P Asto Buditjahjanto, State University of Surabaya, Indonesia

Internal locus of control is one of the factors that has contributed to the entrepreneurial intentions of vocational high school students. This study
aims to test empirically the relationship between internal locus of control and entrepreneurial intentions of vocational high school students. The
population in this study were all students of class XII Vocational High Schools in the field of technology and engineering expertise as many as
422 at Jombang city. The sample used was 180 students through random techniques. The data were collected using the entrepreneurial intention
scale and the internal locus of control scale. The data analysis technique uses the product moment correlation analysis technique. The results
showed a significant positive relationship between internal locus of control and entrepreneurial intention, with a significance level (p) of 0.032.
Internal locus of control contributed 2.2 percent to entrepreneurial intention so that the remaining 97.8 percent was influenced by other variables.
It can be concluded from this study that students' internal locus of control can predict the level of student entrepreneurial intention.
59835

REVAMP: Transforming Technology-enhanced Education to Cater for Learners’ Dispositions
Pengiran Shaiffadzillah Pengiran Omarali, Educational Technology Centre, Brunei

The integration of technology into an education system is a precarious affair that prompts educators and policy-makers to refer to various
technology implementation guidelines including but not limited to Technology Acceptance Models, Gilly Salmon’s 5 Stage model, Puentedura’s
SAMR model, or Koehler’s TPCK model; to name a few. The integration of technology involves the aspects of management systems, digital tools, thelearners and the learning process – creating an intricate nexus of exponentially evolving components requiring 21st century skills. The increasingly
rapid development of technology contributes to digital obsolescence; and the unquestioned belief (doxa) that learners are able to shift their useof technology for learning when predominantly their uses are for entertainment and social purposes predisposes them to selective technology
types (hysteresis). One challenge of implementing new learning technologies is thus in identifying which tools or systematic collections of tools
are applicable to the target learners and their dispositions to using technologies for learning. Concurrent to the body of literature focusing on
online learning technologies, there is a prevalent trend in social science research that puts focus on the learner. This paper proposes a new model,
called the REVAMP model, to identifying educational technologies that significantly contribute to transforming education to cater for learners’
dispositions by providing systems and approaches that are (1) Realistic, (2) Engaging, (3) Virtual, (4) Adaptive, (5) Multimodal, and (6) Personalised.
54659

Comparative Compulsory Schooling Policy: The Cases of India and Ecuador
Veronica Llanes, National University of Singapore, Singapore
Devanshee Shukla, National University of Singapore, Singapore

Compulsory schooling laws have been at the center for countries that, as part of the MDGs, committed to ensuring access and increasing
participation for all. However, the literature on compulsory schooling has focused mostly on developed economies for which this policy has beenin place for a long period of time. The impact of such an exogenous shock on developing economies has not been studied. The present paper
analyzes the cases of India and Ecuador which amended their Constitutions introducing compulsory schooling during the late 2008 and early
2009. We study the impact of such policy change one decade after through the following education variables: access, attendance, retention andcompletion, gender parity, and learning outcomes. We find that while compulsory schooling policy was intended to make improvements in bothaccess and quality of education, progress remains concentrated around increasing access and much is left to be desired in terms of quality
for both India and Ecuador. For instance, according to UNESCO’s TERCE, Ecuador’s performance in reading and mathematics has improved
significantly from 2006 standards, nevertheless, labor market entrants continue to display important deficiencies in key cognitive skills.
Similarly, in India, children move through the education system without even acquiring fundamental competencies like reading and arithmetic.
We conclude that the effectiveness of this policy rests in its implementation and how learning progress has been tracked in both countries.

Educational Research, Development & Publishing
59666

The Influence of Soft & Hard Skills on the Graduates Competence Vocational High School Students
Kris Yuan, State University of Surabaya, Indonesia
H. Soeparno, Universitas Negeri Surabaya, Indonesia
Eppy Yundra, Universitas Negeri Surabaya, Indonesia
IG Putu Asto Buditjahjanto, Universitas Negeri Surabaya, Indonesia

Statistics Indonesia (BPS) released about unemployment in Indonesia in February 2020. The highest open unemployment rate (TPT) occurred inresidents with Vocational High School (SMK) graduates, reaching 8.63%, followed by Diploma I/II/III and high school (SMA) levels, respectively
6.89% and 6.78%. This becomes very ironic because the aim of SMK is to produce competent graduates who are ready to work in the industrial
world (DUDI). Therefore, SMK graduates are expected to have the competencies needed by DUDI. The purpose of this study was to determine soft
skills competencies, including the ability to communicate, adapt and hard skills competencies, namely technical skills such as drawing, calculating
costs and others required by the industry. This type of research is qualitative and the data collection technique is carried out by using questionnaires
and focus group discussions with DUDI actors. Data analysis uses Affinity diagrams (K-J method), which makes it easier to analyze data frombrainstorming. The results of this study can identify soft skill competencies: honest, thorough, able to solve, adaptable, able to work as a team, able
to work under pressure while hard skill competencies: survey, mapping, drawing, structure and construction cost estimation, and project scheduling.

36 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

vimeo.com/channels/aceid2021

ACEID2021 Virtual Presentations (Pre-Recorded)
Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
59402

Effect of Immersion Education on ESL Students’ English Learning Motivation
Wan Qin, University of Aberdeen, United Kingdom

This study investigated the motivation of English learning among high school students in China. Half of the 40 participants received
traditional English education and the other half received immersion education. The study compared the learning motivations of the twogroups and analyzed the differences between the two sets of data. In addition, the research examined the participants' perceptions,attitudes and opinions on the two teaching methods. The study collected the data needed for quantitative analysis through questionnaires,and obtained the data needed for qualitative analysis through interviews. The questionnaires were quantitatively analyzed by SPSS,
while the interviews were analyzed by identifying the key paragraphs or sentences through transcription. The result of quantitative data
analysis showed that there was no significant difference in the motivation of students between two teaching methods, but the results of
the interviews showed that students who received immersion education were more likely to have an interest in English learning, resulting
in stronger internal motivation. The main reason for this situation is that immersion education has distinct selection criteria in terms ofteachers, teaching activities and teaching materials, and these changes may have some positive effects on learners. The self-satisfaction
and sense of accomplishment that learners gained in this process may provide continuous motivation for the future learning tasks.
59854

Measuring Articulatory Distance for Consonants Towards a Learner-language-sensitive Pronunciation
Training Tool Development
Shunsuke Nakata, Akita International University, Japan
Florent Domenach, Akita International University, Japan

This study introduces the theoretical basis for the articulatory distance in foreign language learning context, which serves to find theefficient and optimal path to correctly pronounce the consonants of the target language in a learner-language-sensitive way, i.e. taking
into account the operational difficulties for different learners who already have their own specific phonological system. As our previous
studies have shown for vowel pronunciation, no difficulty can be language-universal in pronouncing consonants as well as vowels: uvularfricatives, for example, can be hard for many Japanese learners who use just one sound at this position - and not even fricative, but they
are usually less hard for Russian learners who use fricatives at a close (velar) position from the uvula. Our articulatory distance value tries
to quantify such differences in pronunciation difficulties, so that we can, in the first place, analyze the structure of such difficulties which
can arise from various factors including the articulatory unfamiliarity (in manner or/and position of articulation) and the multiplicity of thetask, and in the next step, find the right starting point as well as the optimal (that is, the less hard and the most efficient) path to reach thetarget consonant, even if they are counter-intuitive or counter-perceptual.

Higher Education
59236

Reading Comprehension Proficiency of English-Majored Students

Thapanee Khemanuwong, King Mongkut’s Institute of Technology Ladkrabang, Thailand
Thanate Angsuwatanakul, Rangsit University, Thailand
Ekkapon Phairot, Songkhla Rajabhat University, Thailand
Piriyaporn Uampittaya, King Mongkut’s Institute of Technology Ladkrabang, Thailand
Duangporn Jarijitpaibul, King Mongkut’s Institute of Technology Ladkrabang, Thailand
Pimjai Promsuwan, Songkhla Rajabhat University, Thailand
This study aims to investigate the reading comprehension ability of English majored students using the Thai Reading Evaluation andDecoding System (Thai READS), which has been developed based on the Malaysian READS by the researchers from Universiti Sains
Malaysia (USM); the system contains three components: the Encoder, the Reading Matrix and the Decoder. The sample group consistedof 362 English majored students, Faculty of Liberal Arts from one public university in Bangkok, Thailand. The instrument employed in thisstudy was the Thai version of READS adapted by Khemanuwong, Mohamed and Ismail (2018). The statistics used for data analysis were
descriptive statistics (percentage, mean and standard deviation) and inferential statistics of one-way ANOVA. The results revealed thata majority (59.94%) of the students performed satisfactorily at Band 4 or Meet Standard with regards to their level of reading proficiency
based on the Reading Matrix. The findings from one-way ANOVA showed that there were statistically significant differences in the ThaiREADS scores among the educational levels (Year 1 –Year 4), F (3, 358) = 20.42, p = 0.00). Post-hoc comparisons using the Tukey HSD
test indicated that the mean score for Year 2 (M = 45.50, SD = 5.25) did not differ significantly from Year 3. (M = 44.31, SD = 5.96), p >0.05. Even though on average the students were reported to perform at a satisfactory and expected level of Band 4 in the Thai READS test,
intervention support needs to be given to the underperformers to enhance their reading comprehension proficiency.

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ACEID2021 Virtual Presentations (Pre-Recorded)
Higher Education
59890

Research Self-Efficacy of Adult Learners After Philippines’ K to 12
Jun S Camara, Pangasinan State University, Philippines
Agnes D Oclay, PHINMA University of Pangasinan, Philippines
Vemma Mae R Guinto, Pangasinan State University, Philippines
Terence M Lapenas, University of Sto Tomas, Philippines
Adrian R Manaois, Pangasinan State University, Philippines
John V Bernardo, Pangasinan State University, Philippines

Baseline data to describe the ability of adult learners in research is indispensable for a successful curriculum evaluation. The ideathat research is indispensable in nation-building is an ideology that all nations would agree with. To build a nation is to build the next
generation and identifying the strengths and weaknesses of the next generation is half the solution. This study aimed to identify the levelof perceived ability of college students in the Philippines who are graduates of the K to 12 Basic Education Curriculum, where a 3-subjectenriched Senior High School has been implemented. The study utilized a descriptive-status research design which employed a validated
survey questionnaire administered digitally all over the Philippines from October to November 2020. Participated in by 1, 250 participantsfrom 9 regions and 27 provinces in the Philippines, the study revealed weak and strong areas of research ability of the participants. The
authors concluded that the level of perception of the participants on their self-efficacy in research, or ability-to-do-research is high
(M=3.58; sd=0.77). There is a strong implication that this result is due to the advanced subjects in research taken as part of the curriculum
implemented in the Senior High School. Similarly, the authors are convinced based on the findings that writing a research report remains
a concern in the next generation, as well as in statistical literacy as applied in solving research problems. However, recommendations
for a targeted research curriculum audit and the establishment of a skill-focused school research committee have been recommended.

International Education
59797

Content-Based Language Teaching in International Liberal Arts Education
Mirzosaid Sultonov, Tohoku University of Community Service and Science, Japan
Timothy Bunting, Tohoku University of Community Service and Science, Japan
Julia Arskaya, Irkutsk State University, Russia

This research tries to define the important points that should be considered for application of Content-based Language Teaching (CBLT)
in International Liberal Arts (ILA) education. The research team members have long-term experience of teaching ILA courses in two andmore countries in two and more languages. Based on their own experience of teaching and the analysing the arguments stated in theliterature, the research team suggest how to conduct CBLT lectures effectively, how to make CBLT lectures active-learning style and how
to keep the students involved even outside of the class. In particular, the important points related to the general context or environment
where the actions take place, the part of the teaching, which is under full control of the teacher, the part which could be partially controlled
or affected by the teacher and the part which is less controlled by the teacher (learning out of class) will be explained. The ideas for
effectiveness improvement for each part will be proposed. The growing international interdependence has increased the importance ofknowledge about and proactive reaction to the new global changes. When it comes to preparing students for an ever-evolving global
future, approaches to language teaching that focus on aspects besides the language itself, such as CBLT, are becoming an ever morevaluable tool. We hope our research and shared experience contributes to the development of teaching in ILA education.

Language Development & Literacy
59041

Supporting Literacy in High Poverty Areas
Jill Tussey, Buena Vista University, United States
Leslie Haas, Buena Vista University, United States

This virtual presentation will focus on the affects that poverty has on literacy and literacy instruction. Literacy development can besupported by print-rich homes; however, due to the effects of poverty, especially generational, many children are growing up with limited
interactions of reading materials outside of school. While the effects of poverty will be shared, the main focus of the presentation will
be on ways to get reading materials into student’s homes and provide literacy support for families. Participants will learn about theimportance of literature in homes but also numerous ways to support families with this task. Topics include how literacy packets andliteracy bags can be developed at school and shared with students and parents starting during the school years as well as incorporating
print and digital resources. In addition, the presenter will share information about how to support pre-service in their understanding overthe effects of poverty and literacy. Pre-service teachers will benefit from developing a strong background knowledge over this topic to beprepared to support students in their future classrooms.

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ACEID2021 Virtual Presentations (Pre-Recorded)
Learning Experiences, Student Learning & Learner Diversity
59005

Embodied Learning of Dance by GenZ and the Alphas as a Shift in Traditional Dance Education
Maria Lucina Anonas De Santos, College of Saint Benilde, Philippines

The learning of a craft such as classical ballet, which requires mindful, cognitive, and physical coordination at the onset, runs contrary to
the existing capabilities of GenZ (ages 10-24) and the Alphas (ages 0-9), who are now the current students in the studio. Impacted bytechnology, their inherent urge to constantly experiment and communicate at a frenetic pace pose challenges in lesson retention, especiallyin a conventional setting as a dance studio, where the mode of teaching is strictly transmissional. This paper investigated the efficacy ofadapting a traditional instructional method in today’s dance classroom. To develop an analytical understanding of movements, worksheets
were tailor-made to reinforce the lessons of weekly ballet classes. Anchored on studies that support the skills of coloring, tracing, and writing
as means to create neural pathways to the brain, worksheets were devised to visually simplify foundational movement concepts, as well as
to enhance focus and concentration. Findings indicated that learning objectives were reached in a shorter amount of time, which allowed
the dance teacher to seamlessly progress into more advanced lessons, quicker. The shift from disembodied learning to embodied learningchanged the relationship between the dance teacher and the student. No longer did the learning of dance remain simply transmissional,
or a form of mimicry, from a linear teacher to student stimulus response model. The learning of dance became not only a physicalresponse to the student’s propensities; but also an intellectual and sensorial answer to his development as a dancer and human being.
59745

Experiences of the COVID-19 Pandemic Among European Children and Young People
Tuuli Lähdesmäki, University of Jyväskylä, Finland

Scholars have perceived the COVID-19 pandemic as a generational experience that shapes children and young people’s lives in individuallyexperienced but collectively shared ways, and thus forms a Generation Corona, whose world views and future expectations are impacted
by the pandemic. This paper emanates from the deep impact that COVID-19 has had and continues to have on children and young people.
These impacts are diverse but many of them relate to school closures and moving to remote teaching. The paper starts with a literature
review of recent survey results on Finnish children and young people’s experiences from remote teaching in spring 2020. The results
indicate how remote schooling caused polarization in children and young people’s learning and wellbeing. After this review, the paper
presents preliminary results from the DIALLS project in which a group of educational scholars and teachers created a special learning
program on cultural literacy, implemented in schools in seven European countries in 2020. The lockdown of European societies, school
closures, and moving to remote teaching impacted the implementation of the program. The program was revised in spring 2020 to include
a COVID19-related lesson. The paper explores with a qualitative content analysis the student’s multimodal artifacts in which they reflect
how to be empathetic, tolerant, and inclusive in pandemic conditions. The analysis brings forth the emergence of Generation Corona andhow the notions of empathy, care, and the fight against the pandemic are similar among children and young people in this generation.
59795

The Case Study on the Freshmen’s Self-assessment on the Indicators of Character and Beliefs Cultivated by
the Experiential Education
Pei Wen Liao, Hsiuping University of Science and Technology, Taiwan

This case of the University of Science and Technology mainly explores the 2020 cohort of freshmen' recognition of the importanceindicators of character and beliefs and their self-assessment on the degree of enhancing character and beliefs after participating in theexperiential learning activities.The objects of this study are the freshmen who enrolled in 2020, experienced the experiential education
activities and received the questionnaires for the assessment. The questionnaires were actually distributed to them in the experiential fields
for nine weeks from September to November 2020. A total of 296 valid questionnaires were collected. The freshman in 11 departmentscompleted the experience activities. The results find that the top three indicators ranked in accordance with the freshmen' recognition
importance of the six major indicators are: actively helping others, self-belief, communication, cooperation. The top three indicators thatwere enhanced after experiencing the experiential education activities are: actively helping others, communication and cooperation,achievement motivation. This study further explores the freshmen's participation in the experiential education activities organized by
the University by employing the Importance Performance Analysis (IPA).The indicators that fall into Quadrant II represents that they arerecognized by the students as very important, but the freshmen failed to enhance the following abilities by participating in the experiential
education activities: I am willing to share what I have; I am willing to challenge the difficult things. This study can provide reference forthe improvement of the freshmen's experiential education activities organized by the University of Science and Technology every year.

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vimeo.com/channels/aceid2021

ACEID2021 Virtual Presentations (Pre-Recorded)
Learning Experiences, Student Learning & Learner Diversity
59367

Healthy Lifestyle Education in the CLIL Classroom

Marshall Smith, Obihiro University of Agriculture and Veterinary Medicine, Japan
Research has shown that poor health can be associated with lower academic achievement and poor class attendance. Teachers report
improvements in attendance, attention, behavior, and levels of concentration in schools where healthy eating has become accepted practice.
Research also shows that healthy lifestyle habits during adolescence/pre-adult can prevent many of the diseases and disabilities in adulthoodand later. Health economists argue that better-educated people are more likely to choose healthier lifestyles. With this evidence in hand, it isstrongly suggested that healthy lifestyle education be a mandatory subject for all students – the younger, the better. However, given time andcurriculum constraints, this is not an easy goal to achieve. Accordingly, Obihiro University of Agriculture and Veterinary Medicine (OUAVM) has
chosen to incorporate healthy lifestyle education as a content and language integrated learning (CLIL) course in the English program. CLIL,
which has other definitions, is a teaching method that involves teaching students about a given subject in a foreign language. It has become
the umbrella term for simultaneously learning a content-based subject, such as lifestyle health, through the medium of a foreign language,
while concurrently improving one’s ability in the foreign language by using it to study the given subject. This presentation shows how thisintegration can be done practically by incorporating the eight natural laws of health of the NEWSTART Lifestyle program into a health course
also categorized as an English III CLIL course at OUAVM.

Nurturing Creativity & Innovation: New, Innovative & Radical Education
59503

Sparking Creativity Through Digital Project Based Learning Activities in Rural Communities in India
Ayesha Selwyn, Pratham Education Foundation, India
Annapoorni Chandrashekar, Pratham Education Foundation, India
Nishant Baghel, Pratham Education Foundation, India

Project based learning has proven to be an effective technique used by highly skilled teachers in the controlled environment of the classroom.
In this study, project-based learning activities are introduced to groups of children in rural communities of India through the access of anandroid tablet, offline content, facilitation by community members and support by a facilitator. The study documents the varied PBL activities
organized with approximately 45,000 students across 800 villages in self organized learning groups. The learners took up projects covering a
range of domains including Music, Science and Social consciousness. In each case, learners worked in groups, utilized the resources present
in the tablet, reached out to the community members and participated actively in their learning process. In the process, students learned to becreative with ideas, collaborative in planning and were able to effectively to communicate their solutions leveraging tools of digital storytelling,presentation and theatre. A survey was conducted at the end of each activity to understand the process of participation and completion of
the activities. Activity completion serves as a useful metric to measure student engagement in creative activities. The results indicate that
more than 50% groups completed all steps of a given activity. Furthermore, the study also attempts to highlight the role of the community in atechnology enabled self-organized learning environment.

Primary & Secondary Education
59479

Plan-Do-Review-Share-Happy (Plandoresh) as a Development Strategy for Critical Thinking of Vocational
School Students
Aftoni Toni, UNESA, Indonesia
Eppy Yundra, UNESA, Indonesia
I Gusti Putu Asto Buditjahjanto, UNESA, Indonesia

The learning process and traditional teaching materials include activities that require memory and memorization. Most students are trained tofollow this low-level thinking pattern in schools including vocational schools. When computers take over the routine tasks at work, a number of
employees will be involved in tasks that require them to be more flexible and creative in solving problems. For this reason, the vocational school
learning system must encourage students to become critical thinkers, through appropriate learning strategies. The purpose of this study was
to test the validity of the Plan-Do-Review-Share-Happy (Plandoresh) strategy stages in the development for critical thinking of vocational
students. This study used a descriptive method with the aim of obtaining the validity of the Plandoresh strategy stages from vocational school
teachers with a random sample of 62 respondents. The results showed that: 1) Plan stage is valid with r count > r table of 0.845 > 0.254, 2) Dostage is valid with r count> r table of 0.889, 3) Review stage is valid with r count > r table of 0.866, 4) Share stage is valid with r count > r table of
0.880, 5) Happy stage is valid with r count > r table of 0.920. Based on these results, it can be concluded that the stages of the Plandores strategy
are valid to be applied as a learning strategy for vocational students.

40 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

vimeo.com/channels/aceid2021

ACEID2021 Virtual Presentations (Pre-Recorded)
Primary & Secondary Education
59494

The Challenges of COVID-19 School Closures on Teaching and Learning in Primary and Secondary Schools
in India
Josephine Desouza, Ball State University, United States

With the emergence of the COVID-19 pandemic, governments around the world have sought to protect the most vulnerable of its citizens frombeing infected with the virus. They have rushed to put in place policies that included school closures. This presentation elucidates a timelineof events such as school closures had on the teaching and learning in primary and secondary schools in the UNICEF, regions of India. The
data was obtained from the Oxford COVID-19 Government Response Tracker (OxCGRT) and analyzed for measures that involved closures andcontainment, economic and health measures that were put in place to combat the spread of the virus. Through the use of visualizations thispresentation will also discuss what factors enabled the continuation of education to take place in this time period. The results of this study have
implications on curriculum design, teaching strategies and teacher training in the use of technology for the future.

Professional Training, Development & Concerns in Education
59530

Universities of Applied Sciences in Ethiopia as Engines of Regional Economic Development
Margareth Gfrerer, Ethiopian Institute for Higher Education, Ethiopia

The Ethiopian Ministry of Science and Higher Education presented the strategy for differentiation of the higher education sector. Thisdifferentiation should contribute to the regional economic development of the country. It foresees that 15 comprehensive universities fromaround the country will be transferred to universities of applied sciences. Currently, the leaders of these 15 universities are in a limbo anddon’t know, what does this mean for their universities. This research is focusing on the main parties involved in this venture: (1) university
management, (2) students, (3) lecturers and (4) regional companies. The university management and the students on one side are comparablewith those from comprehensive universities. On the other side there are new requirements referring to lecturers’ company experiences andcompanies’ involvement in the education process. However, in the Ethiopian situation there are neither lecturers with company experience
nor in most regions there are companies big enough to collaborate with universities of applied sciences on research and development issues.
Similar situation could have been found in Europe - in countries such as Finland and Portugal, when universities of applied sciences havebeen introduced there. Over the course of time, in both countries, universities of applied sciences have become engines of regional economic
development. The answer to the research question will explore “How the roles of the four parties have developed in Finland and Portugal that
their universities of applied sciences are considered as engines of regional economic development”.
59643

Towards an Extended Mobile Social Network Acceptance Model for the Social Entrepreneurs’ Skill
Enhancement
Karishma Zaman Katha, Japan Advanced Institute of Science and Technology, Japan
Eunyoung Kim, Japan Advanced Institute of Science and Technology, Japan

Since Davis (1989) developed the theory of technology acceptance model (TAM) and explained the factors influence users to accept anduse technologies based on perceived usefulness and perceived ease of use. Many scholars modified TAM (Reychav, Ndicu, and We, 2016;
Chaka and Govender, 2020; Ali et al., 2018; Park et al., 2014). But to what extent social entrepreneurs use and accept mobile social network(MSN) for enhancing their skills need to be investigated. So, the main purpose of this research is to investigate the factors influence social
entrepreneurs to use and accept MSN for enhancing their skills. A qualitative research consisting of telephone interview was conducted. A totalof 30 interviews was conducted with the social entrepreneurs from Yunus Center Social Business Design Lab in Bangladesh. The data wasanalyzed thematically. The result shows that ease of use, usefulness, diversity, sociability, and enjoyment—are the main factors influencing
social entrepreneurs to accept MSN for enhancing their skills. The two factors: usefulness and ease of use have supported by TAM (Davis,
1989). The other three factors: diversity, sociability, and enjoyment were found to be added to the technology acceptance model in this study.
Therefore, we suggested the extended mobile social network acceptance model (EMSNAM) for understanding the perceptions of social
entrepreneurs on using MSN for enhancing their skills. The EMSNAM was developed based the results from interview data analysis. So future
research should be carried out to more quantitatively validate and verify the EMSNAM for enhancing the skills of social entrepreneurs.

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vimeo.com/channels/aceid2021

ACEID2021 Virtual Presentations (Pre-Recorded)
Teaching Experiences, Pedagogy, Practice & Praxis
55673

Transformative Interventions in Cell Biology: Motivating Cell and Molecular Biology Majors Using Instructor/
Student-Interactive Demonstrations of Key Concepts
Meera Nanjundan, University of South Florida, United States
Prashanth Rao, University of South Florida, United States
Ashok Upadhyaya, University of South Florida, United States

Our overall educational goal is to individualize student learning by creating an environment that values each student. Improved high-quality
instruction in core STEM courses will be provided to accelerate and deepen student learning by addressing more individually students’ needs in aneffort to decrease achievement gaps (i.e., such as those in under-represented groups). This project will also promote student accessibility to teachingexcellence by promoting the spread of the evidence-based teaching methods across multiple key STEM courses. Specifically, our first aim is toimprove students’ learning of challenging key cell biology concepts using props: (1) Replication, (2) Translation, (3) Protein Trafficking and Orientationin Membranes, and (4) Cell Signaling Pathways. The prop development and their initial implementation (in Fall 2018) were derived and modified fromkey publications. Our second aim is to improve the students’ ability to analyze research articles (integrating strong understanding of Cell Biology
concepts, basic Cell and Molecular Biology Methods, identifying gaps in knowledge, interpretation of research data, identifying future directions) in
our Advanced Cell Biology course using a Jigsaw Workgroup Strategy. Additional student educational goals include (1) improving student entry andretention in the Cell and Molecular Biology Major (a key STEM degree program) and (2) student success in post-graduate goals (i.e., MCAT (Medical
School Admission Test) and research) which entails development of appropriate critical thinking skills and communication skills. This project is
supported by NSF Grant #1525574 Systemic Transformation of Education Through Evidence-Based Reforms (STEER).
59217

Using the Community of Inquiry (CoI) Framework to Help Instructors Teach Effectively Online
Kristin Palmer, University of Virginia, United States

With COVID-19, many instructors need to teach online. How can we quickly help these instructors to be effective teaching online? This
presentation will highlight how one university used the Community of Inquiry (CoI) framework to develop a series of resources for including
self-serve templates, YouTube playlists, self-paced courses, workshops, individual consultations, and community of practice (CoP). Many
individual consultations and resources highlighted social presence, cognitive presence, and teaching presence and how to balance them. This
presentation will review what resources were made available to faculty at our institution, what resources are available to anyone interested indeveloping skills for teaching online, and the cost of delivery and return on investment (ROI) for these resources.
59624

Recalibrating Service-Learning Program into Pure Online Activity
Jimi Caldea, De la Salle University, Philippines

COVID19 pandemic has forced Higher Educational Institutions to recalibrate its syllabus into online learning. As De la Salle University (DLSU)
prepares for online education, the Center for Social Concern and Action-Service Learning Program (COSCA-SLP) also must recalibrate its
processes. To continuously remain relevant to society and its partner communities’ needs, it pursues its Lasallian Mission and, at the sametime, effectively carries out its educational work. Relative to this challenge, service-learning, regarded to have effectively brought social
awareness and empathy to students that substantially develop the Lasallian core values of faith, service, and communion, deepening theirresolve to contribute a life-changing action to the plight of the poor and marginalized, must be conducted online, as well. While apprehensions
to E-Service-Learning or “electronic” or “online” service-learning were due to its being new to COSCA-SLP, however, literature shows that it
can be successfully done and can still deliver the set objectives of traditional service-learning. This paper presents the recalibrated servicelearning processes to match the pure online education setup of the Corporate Social Responsibility and Governance course of the Management
and Organization Department of the Ramon V. del Rosario College of Business of DLSU. It employs L.T. Burns’ modules of the service-learning
program (preparation, action, reflection, and evaluation). I will detail the ESL process flow and all its corresponding work instructions for bothstudents and faculty that carefully embed the Lasallian Reflection Framework. ESL successfully emerged in its consistency to deliver student
learning, project effectiveness, efficiency, Lasallian values, and program management.
59304

Online Teaching Readiness of High School Teachers in Special Education
Jasmine Sibayan, Department of Education, Philippines
Joan Pucya, University of the Cordilleras, Philippines
Renaliza Juanbe, University of the Cordilleras, Philippines

The advent of technology in the 21st century transformed the educational landscape initiating a shift from traditional face-to-face teaching toonline teaching. Moving the classroom experience to digital platform poses a challenge on the online teaching readiness of teachers, more so in
special education where the teachers’ intensive guidance and specialized skills are matched to the specific needs of learners with special needs.
Hence, this study aimed to determine the online teaching readiness of high school teachers in special education along course design, course
communication, time management, and technical competence. With this, quantitative research design was employed and a questionnaire on
faculty readiness to teach online was adapted and used. The results revealed that the level of online teaching readiness of high school teachers inspecial education is moderate in all the four areas of online teaching competencies. In this regard, emphasis on the employment of strategies tofully prepare high school teachers in special education for online teaching must be done. The findings served as a basis in the development of aseminar toolkit. It was also used as a basis in understanding their reading comprehension state that recommend help to lessen students’ reading
comprehension difficulties. This study will help educators develop curriculum teaching strategies and techniques that can cater to the specificneeds of online teaching for the 21st century learning.

42 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Reviewers
IAFOR depends on the assistance of a large number of international academics and practitioners
who contribute in a variety of ways to our shared mission of promoting international exchange,
facilitating intercultural awareness, encouraging interdisciplinary discussion and generating andsharing 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 each year for presentation at our conferences, IAFOR relieson academics around the world to ensure a fair and timely peer review process in keeping withestablished 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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ACEID2021

Review Committee
Dr Regina Almonte, City College of Calamba, Philippines
Dr Maia Chiabrishvili, American University of The Middle East, Kuwait
Professor Lin-Lee Lee, National Kaohsiung Normal University, Taiwan
Dr Ho Keat Leng, Nanyang Technological University, Singapore
Dr Maria Charlene Melegrito, Polytechnic University of The Philippines, Philippines
Dr Edna Nabua, Mindanao State University-Iligan Institute of Technology, Philippines
Dr Cynthia Northington Purdie, William Paterson University, United States
Dr Kristin Palmer, University of Virginia, United States
Dr Lorena Taglucop, University of Science and Technology of Southern Philippines, Philippines
Dr Jennifer Poh Sim Tan, Help University, Malaysia

ACEID2021

Senior Reviewers
Dr Jun S Camara, Pangasinan State University, Philippines
Dr Denis Dyvee Errabo, Far Eastern University, Philippines
Dr Doaa Hamam, Higher Colleges of Technology, United Arab Emirates
Dr Pengiran Shaiffadzillah Pengiran Omarali, Educational Technology Centre, Brunei
Professor Marshall Smith, Obihiro University of Agriculture and Veterinary Medicine, JapanDr Jill Tussey, Buena Vista University, United States

ACEID2021

Reviewers
Professor Rita Almendra, Universidade de Lisboa, Faculdade de Arquitetura, Portugal
Dr Juanito Cabanias, De La Salle Medical and Health Sciences Institute, Philippines
Dr Patrick De Leon, University of The Philippines Diliman, Philippines
Dr Josephine Desouza, Ball State University, United States
Dr Margareth Gfrerer, Addis Ababa University, Ethiopia
Dr Leslie Haas, Buena Vista University, United States
Dr Harumi Kashiwagi, Kobe University, Japan
Professor Tuuli Lähdesmäki, University of Jyväskylä, Finland
Dr Carlos Morales, TCC Connect Campus-Tarrant County College, United States
Dr Meera Nanjundan, University of South Florida, United States
Dr Frances Shiobara, Kobe Shoin Women's University, Japan44 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

NotesLike us on Facebook at www.facebook.com/iaforjapan | ACEID2021 | IAFOR.ORG | 45

iafor.official

Share your conference photos and join the conversation on Instagram
using the hashtag #IAFOR
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A-Z Index ofPresenters

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A-Z Index of Presenters
Alander, Heidi Maria			p. 34
Oulu University of Applied Sciences, Finland
Anonas De Santos, Maria Lucinap. 39
De La Salle-College of Saint Benilde Manila,
Philippines
Bolos, Veronica			p. 22
De La Salle University, Philippines
Bunjongparu, Nanthon		
p. 23
Ramkhamhaeng University, Thailand
Cabanias, Juanito			p. 35
De La Salle Medical and Health Sciences
Institute, Philippines
Caldea, Jimi				p. 42
De la Salle University, Philippines
Camara, Jun S			p. 38
Pangasinan State University, Philippines
Chuluunbaatar, Daariimaa		
p. 22
Mongolian University of Science andTechnology, MongoliaÇiçek, Jody				p. 29
Aoyama Gakuin University, Japan
Dart, Daniel				p. 25
London School of Economics | DECCAP | DEC
Projects, United Kingdom
De Leon, Patrick			p. 30
University of the Philippines Diliman,
Philippines
Desouza, Josephine			p. 41
Ball State University, United States
Dewintha, Rezza			p. 24
Poltekkes Kemenkes Pontianak, Indonesia
Geier, Ingrid				p. 25
Salzburg University of Teacher Education,
Austria
Gfrerer, Margareth			p. 41
Addis Ababa University, Ethiopia
Haas, Leslie				p. 34
Buena Vista University, United States
Hahn, Aaron				p. 28
Columbia University, United States
Hasager, Ulla				p. 25
Salzburg University of Teacher Education,
Austria
Hidayatulloh, Muhammad Kris Yuan p. 36
State University of Surabaya, Indonesia
Hunnaball, Margaret			p. 32
King's College London, United Kingdom
Iwami, Rika				p. 24
Hyogo Prefectural Hyogo Senior High School, Japan
Jayawardena, Nirma			p. 28
Griffith University, Australia
Jayawardena, Nirma			p. 31
Griffith University, Australia
Kashiwagi, Harumi			p. 35

Kobe University, Japan
Katha, Karishma Zaman		p. 41
Japan Advanced Institute of Science andTechnology, Japan
Khemanuwong, Thapanee		p. 37
King Mongkut’s Institute of Technology
Ladkrabang, Thailand
Lähdesmäki, Tuuli			p. 39
University of Jyväskylä, Finland
Lee, Gavin				p. 29
Singapore Institute of Management, Singapore
Leng, Ho Keat				p. 28
Nanyang Technological University, Singapore
Liao, Pei Wen				p. 39
Hsiuping University of Science & Technology, Taiwan
Llanes, Veronica			p. 36
National University of Singapore, Lee Kuan Yew
School of Public Policy, Singapore
Mita, Kaoru				p. 24
Jissen Women's Junior College, Japan
Morales, Carlos			p. 22
TCC Connect Campus-Tarrant County College,
United States
Nakata, Shunsuke			p. 37
Akita International University, Japan
Nanjundan, Meera			p. 42
University of South Florida, United States
Palmer, Kristin			p. 42
University of Virginia, United States
Parrenas, Barry Anthony		p. 35
Liceo del Verbo Divino, Philippines
Pengiran Omarali, Pengiran Shaiffadzillah p. 36
Educational Technology Centre, Brunei
Poole, Adam				p. 31
Beijing Foreign Studies University, China
Qin, Wan				p. 37
University of Aberdeen, United Kingdom
Rama Jr., Rosendo			p. 22
De La Salle University, Philippines
Sage, Kristie				p. 29
Showa Women's University, Japan
Selwyn, Ayesha			p. 40
Pratham Education Foundation, India
Shirao, Mika				p. 24
Jissen Women's Junior College, Japan
Sianturi, Murni			p. 31
The University of New South Wales, Australia
Sibayan, Jasmine			p. 42
Department of Education, Philippines
Siswina, Tessa			p. 25
Poltekkes Kemenkes Pontianak, Indonesia
Smith, Marshall			p. 40
Obihiro University of Agriculture and Veterinary
Medicine, Japan48 | IAFOR.ORG | ACEID2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

A-Z Index of Presenters
Soeparno, H. 				p. 36
State University of Surabaya, Indonesia
Sultonov, Mirzosaid			p. 38
Tohoku University of Community Service andScience, Japan
Tamban, Victoria			p. 30
Laguna State Polytechnic University, Philippines
Toni, Aftoni				p. 40
Univeristy of South Africa, Indonesia
Triamvithaya, Chada			p. 34
King Mongkut’s Institute of Technology
Ladkrabang, Thailand
Tussey, Jill				p. 38
Buena Vista University, United States
Virkkula, Minna			p. 34
Oulu University of Applied Sciences, Finland
Zhang, Zhixin				p. 23
Beijing Foreign Studies University, China

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www.iafor.org/conferences

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iaforRESEARCH
ARCHIVE

www.papers.iafor.org

Visit the IAFOR Research Archive, where you cansearch and access the repository of research
generated by IAFOR.
You can search by keyword(s), subject area(s), or
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Introducing the
IAFOR Research Centre
at Osaka University, JapanThe IAFOR Research Centre (IRC) is a politically independent, international andinterdisciplinary think tank based at the Osaka School of International Public Policy(OSIPP), at Japan’s Osaka University, that conducts and facilitates international
and interdisciplinary research projects. The main focus is to encourage mutualinternational and intercultural understanding and cooperation in line with IAFOR’s
mission of encouraging interdisciplinary discussion, facilitating heightenedintercultural awareness, promoting international exchange, and generating andsharing new knowledge.
The IRC helps to nurture and capacity build by encouraging students to take part ininternational conferences and research projects, in line with the Osaka University’s
Global 30 commitments from Japan’s Ministry of Education, Culture, Sports, Scienceand Technology (MEXT).

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
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The 7th Asian Conference on Education & International Development (ACEID2021)

For more information about the IAFOR Research Centre visit:www.osipp.osaka-u.ac.jp/iaforresearchcentre/