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 to interdisciplinary research. The IAFOR Global Partnership Programme provides mutual recognitionand scope for Global Partner institutions and organisations to showcase their research strengths, as well as engage in thedevelopment of projects and programmes with IAFOR.

/iaforjapan@iafor.official@iafor (#iafor)ace.iafor.org

ACE2020 Organising Committee

Tien-Hui Chiang

Joseph Haldane

Tzu-Bin Lin

IAFOR

National Taiwan Normal University, Taiwan

Barbara Lockee

Yvonne Masters

José McClanahan

Justin Sanders

Zachary Walker

Zhengzhou University, China

Virginia Tech., USA

Temple University, Japan Campus

IAFOR Journal of Education (Scopus),& Independent Researcher, Australia

Creighton University, USA

Institute of Education, University College
London, UK

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Letter of Welcome
Dear Delegates,
In more normal times I would be writing this letter to welcome
people to Tokyo, however these are very different times, and so
I welcome you instead online to The 12th Asian Conference on
Education (ACE2020), from more than forty different countries
around the world.
While this conference is organised in the spirit of hope andwith the possibilities of technology, it is also organised in acontext of global uncertainty in the wake of the coronavirus, anunprecedented global crisis of enormous proportions. Many of
the things that we have come to take for granted over the past
decades, such as cheap, easy and reliable travel between countries, has become questioned as
different nations have responded to the global health crisis in different ways, each impacting local
societies, economies, communities, and many individual lives.
Due to travel restrictions relating to the unfolding situation, we have moved the entire conference
online and presentations will either be live or pre-recorded and put on IAFOR’s Online Video Archive.
Links to those videos and an online messaging board where you can directly communicate withthese academics are provided in the Virtual Presentations section of the programme. I encourage
you to watch their presentations and engage directly with authors.
Perhaps the most important thing that this crisis will have taught us is that the freedoms that wehold so close, such as those of expression and movement in a globalised world, bring to the fore
questions of transparency and governance on an international level. This serves to remind us thatquestions of human security and public policy, as they relate to such issues as health, climatechange, pollution, and individual rights and responsibilities, do not happen in sovereign vacuums,
but instead impact other nation-states. If one country is not as transparent as it otherwise mightbe, then the repercussions are not only domestic, but frequently felt across borders. In a globalised
world, our problems are increasingly global, and require concerted cooperative measures between
countries in order to seek solutions.
Let us use this time together to meaningfully engage, to combat complacency, and ensure that
this conference, even in trying circumstances, is the best that it can be.
I look forward to meeting you all online. Please enjoy the conference!
Take care and stay safe!
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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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
speciﬁc conference proceeding(s) to access
abstracts and full papers from past IAFOR
conference proceedings, browse and read them
online, or download them to your device.

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Conference
Guide
Conference at a Glance
Conference Proceedings
IAFOR Membership
IAFOR Publications

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October 30 | All times are Japan Time (UTC+9)

Friday at a Glance: Room A
10:45-11:00		

Welcome Announcements

11:00-12:30
			
			
			
			
			
			
			

Panel Presentation
Teaching Applied Creative Process – A Faculty Panel from the
ArtCenter College of Design
Sam Holtzman, ArtCenter College of Design, United States
Wendee Lee, ArtCenter College of Design, United States
Joshua Holzmann, ArtCenter College of Design, United StatesDavid Tillinghast, ArtCenter College of Design, United States
Armando Zuniga, ArtCenter College of Design, United States

12:30-12:45		

Break

12:45-13:45
Keynote Presentation
			
Healthy Brain, Resilient Mind – 5 Steps to a Calmer, Sharper, 					Happier You!
			
Terry Small, Terry Small Institute, Canada

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October 31 | All times are Japan Time (UTC+9)

Saturday at a Glance: Room A
10:00-10:10		

Welcome Announcements

10:10-10:25		
						Wadaiko PerformanceStudents from AIE International High School will be giving an 		
exhilarating Wadaiko drum performance to open the conference

10:25-11:25		
Panel Presentation
			
Educational Pathways for Refugees
			Brian Aycock, International Christian University (ICU), Japan (moderator)
			
Emily Bojovic, UN High Commission for Refugees, Thailand			Paul Hastings, Japan International Christian University 						Foundation, United States			Brandon Baughn, Roshan Learning Center, Indonesia
11:25-11:35		

Break

11:35-12:20		
Keynote Presentation
			Embracing Difference/Challenging Difference:			Two Sides of the Same Coin
			Yvonne Masters, IAFOR Journal of Education (Scopus), &			Independent Researcher, Australia
12:20-12:30		

Break

12:30-12:55		

IAFOR Documentary Photography Award

12:55-13:05		

Break[Schedule continues on the following page].
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October 31 | All times are Japan Time (UTC+9)

Saturday at a Glance: Room A

13:05-14:35		
Panel Presentation
			Embracing Difference			
Jennifer Yphantides, Soka University in Tokyo, Japan			
Kristie Collins, Reitaku University, Japan			
Oussouby Sacko, Kyoto Seika University, Japan
			
Maria Guajardo, Soka University, Japan
14:35-14:45		

Break

14:45-16:00		
Live-Stream Parallel Session 1
			Room A: Online & Blended Learning Approaches			Room B: Symposium: Critical Thinking Capability and the 					Asia-Pacific Context
16:00-17:00		

Networking Coffee

17:00-17:10		

Break

17:10-18:10								Keynote Presentation
Ten Quotations to Make You Think
Ken Wilson, Author, United Kingdom

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November 01 | All times are Japan Time (UTC+9)

Sunday at a Glance
10:00-10:10		

Welcome Address from the Organising Committee

10:10-11:50								

Live-Stream Session 1
Room A: Higher Education
Room B: Education Policy: Taiwan Perspective

11:50-12:00		

Break

12:00-13:40								

Live-Stream Session 2
Room A: Higher Education
Room B: Elementary Education: Taiwan Perspective

13:40-13:50		

Break

13:50-15:30		
						

Live-Stream Session 3
Room A: STEM Higher Education
Room B: Primary & Secondary Education

15:30-15:40		

Break

15:40-17:20								Live-Stream Session 4
Room A: Curriculum Design & Development
Room B: Primary & Secondary Education

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November 02 | All times are Japan Time (UTC+9)

Monday at a Glance
10:00-10:10		

Welcome Address from the Organising Committee

10:10-11:25
						

Live-Stream Session 1
Room A: Psychology and Education
Room B: Education, Sustainability & Society

11:25-11:35		

Break

11:35-12:35
Workshop Presentation
			Embracing Difference, Finding Commonality Collaborative 					Research and Writing
			Yvonne Masters, IAFOR Journal of Education (Scopus), &			Independent Researcher, Australia
12:35-12:45		

Break

12:45-13:45
Workshop Presentation
			Structures for Teaching Art & Design – 								A Faculty Development Workshop			Sam Holtzman, ArtCenter College of Design, United States			Armando Zuniga, ArtCenter College of Design, United States
13:45-13:55		

Break

13:55-15:10
			
			
			

Live-Stream Session 2
Room A: Roundtable: Cross-Cultural Perspective on 			
Family Stress During COVID-19 Pandemic
Room B: Online & Blended Learning Approaches

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November 02 | All times are Japan Time (UTC+9)

Monday at a Glance
15:10-15:20		

Break

15:20-17:00
						

Live-Stream Session 3
Room A: Support and Wellbeing in Education
Room B: Learning and Culture

17:00-17:15
			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 December 04, 2020, through the online system. The
proceedings will be published on January 08, 2021.

Conference Catch-up
All ACE2020 live-streamed sessions will be recorded and uploaded to the Conference
Catch-up 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 thesepresentations and provide feedback through the video comments.

12 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)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:

iafor.org/membership

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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 think.iafor.org
If you would like more information about any of IAFOR’s publications, please contact publications@iafor.org

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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:

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

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Friday,
October 30
Featured Sessions

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Panel Presentation: Sam Holtzman, Wendee Lee, Joshua Holzmann,
David Tillinghast & Armando Zuniga

Teaching Applied Creative Process – A Faculty
Panel from the ArtCenter College of Design
Friday, October 30 | 11:00-12:30 | Japan Time (UTC+9)

This is a panel of professional and academic faculty and administration from a leading international
Art & Design college discussing how to help students develop their own creative process and apply
their creativity towards industry standards and professional expectations and opportunities, within
individual classes and also across an entire program of study.

Sam Holtzman
Sam Holtzman has a PhD in educational leadership, policy, andevaluation from the University of Virginia and has lived and taught
around the world. Originally from Palo Alto, he grew up movingaround, and continued after graduate school, moving to Japan,
back to the bay where he worked with students and faculty on
visual literacy, critical thinking, and teaching for diversity, equity
and inclusion, at the California College of the Arts and San Jose
State University. In 2013, he joined ArtCenter College of Design tobecome the first dedicated director of faculty development at an
AICAD college.

Wendee Lee
Drawing from multiple problem-solving disciplines, Wendee
Lee emphasizes student growth in all areas of their lives. After
working as a rocket engineer in aerospace, Lee shifted her focus
to study, then teach, Product Design at ArtCenter. Over time,
she incorporated holistic student learning and development
to cultivate creativity in her students. She champions bold,innovative ideas achieved through iterative processes in student
projects and her own work. Lee has designed orthopedic andexercise devices and contributed to the design of award-winning
Cradle to Cradle shipping solutions. She has illustrations
included in several books by author Patti Digh. Lee has prior degrees in Mechanical Engineeringfrom Northwestern University (go 'Cats!) and College Counseling and Student Development from
Azusa Pacific University. Lee's drive to better understand and support the development of a creativemindset fuels her continued studies and research.

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Joshua Holzmann
Joshua Holzmann, a native of Milwaukee, is an artist living andworking in Los Angeles, California. His primary mediums are paintand collage. His art practice employs paint as content and thecomplicated history that is tied to the medium through the lens ofan African American male. As a conscientious millennial the artist
struggles with putting more objects into the world. To mitigate
these concerns Holzmann uses repurposed materials and items
from his family's daily consumption as the raw materials forhis paintings. Holzmann holds a BFA from Art Center College of
Design in Pasadena, and an MFA from the University of California,
Riverside. He has exhibited at the Riverside Art Museum, Harriet and Kern Gallery, Nan Rae Gallery at
Woodbury University, Barbara and Art Culver Center for the Arts, Phyllis Gill Gallery at the Universityof California Riverside and ArtCenter DTLA. Holzmann is an Assistant Professor of Art at Art CenterCollege of Design.

David Tillinghast
David Tillinghast is Director of Special Projects and an Associate
Professor within the Illustration department of the ArtCenterCollege of Design, Pasadena, California, a global leader in art,
design, film, transportation and social innovation education.
His work has appeared in major newspapers and magazines
around the United States and within the marketing materials forcorporations such as Visa, Freddie Mac, and Harvard University.
He has worked extensively in most major markets within the
Illustration industry, including Advertising, Editorial, Book
Publishing, Design Collateral and Corporate Illustration. He is therecipient of numerous awards, including those for illustration, graphic design, self-promotion andart direction. His association with Designmatters, Art Center's social impact department, has taken
him to the United Nations as lead delegate for a project supporting the Millennium Development
Goals, and their collaboration, Uncool: The Anti-Gun Violence project, produced a series of awardwinning children's books that were adopted into local Public Libraries. In 2017, and again in 2108, hecompleted training under former US Vice President Al Gore and The Climate Reality Project to serve
as a volunteer Climate Reality Leader, joining over a network of 27,000 volunteer leaders from over
150 countries, dedicated to reaching out to their communities, and informing others about the global
climate crisis and its very real and viable solutions.

Armando Zuniga
Dr Armando T. Zúñiga began his position as Director of the
Writing Center during the Summer Term of 2018. Along with the
responsibilities of this directorship, Dr Zúñiga is also Faculty
Director of English Language Learning and Assistant Professorof Humanities and Sciences. Prior to working at ArtCenter, he was
Assistant Director for the Loyola Marymount University’s Center
for Equity for English Learners (CEEL). Accordingly, he has taught
graduate-level courses in effective practices and pedagogy for
English Language Learners (ELLs). Additionally, he has consulted
in the area of second-language acquisition and cultural diversity
internationally. He earned his doctorate in Organizational Change and Leadership from the Rossier
School of Education at the University of Southern California (USC). His dissertation research was aqualitative study of the influence that knowledge, motivation, and the organization have upon thegoal attainment of instructional coaches for teachers of ELLs.

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Keynote Presentation: Terry Small

Healthy Brain, Resilient Mind – 5 Steps to a
Calmer, Sharper, Happier You!
Friday, October 30 | 12:45-13:45 | Japan Time (UTC+9)

We've all felt anxious and stressed at some point in our lives. Especially these days. Brain science
underscores how important mindset, resilience, and a healthy lifestyle is in dealing with change
and disruption at work, and in life. This session will give you the tools, and strategies to respond tocurrent life challenges, and prepare for an ever changing future.
Based on the latest cutting-edge neuroscience research, you will learn:- the #1 job of your brain;- how to take optimal care of what's between your ears;- how to eat right to think right, and age better;- the top 20 super-smart foods;- how to prevent brain shrinkage;- superstar beverages for your brain;- how to get rid of negative thoughts to experience more joy, energy & resilience;- why mental health matters a lot more than we think;- 6 smart facts you must know!
- how to make your "brain garden" flourish;- the 5 things every brain must have, and much more!
What makes Terry's sessions different? They offer science, wisdom, and practical strategies. Things
you can use right away! His presentations are humorous, engaging and all based on the latest brain
science. They are packed with tips and strategies to improve your greatest asset......your brain!

Terry Small
Terry Small, BEd, MA, is a master teacher and Canada's leading
learning skills specialist. He is the author of the Brain Bulletinwith over 34,000 subscribers worldwide.
Terry has presented on the brain for over 33 years to organizations
around the world. His knowledge, warmth, humour, and dynamic
presentation style have made him a much sought-after speakerat workshops and conferences. Terry often appears on TV, radio,
and in the press. He recently appeared on BCTV, Global, CKNW,
and Student Success. He has presented his ideas to over 266,000
people in 23 countries on 5 continents. His clients include
IBM, TEDx, Ford, IMD, JTI, UBS, Hitachi, Bayer, Bosch, CRA, RCMP, Telus, and many schools anduniversities. His presentations are engaging, humorous, practical, and all based on the latest brain
science. Terry believes, "Anyone can learn how to learn easier, better, faster, and that learning tolearn is the most important skill a person can acquire." Terry's wealth of teaching experience andextensive involvement in applied neuroscience make him an outstanding resource of the businessand educational communities. He resides in Vancouver, Canada, where he is a frequent lecturer atSimon Fraser University and the University of British Columbia.
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Saturday,
October 31
Abstracts appear as originally submitted by the author.
Any spelling, grammatical, or typographical errors arethose of the author.

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Panel Presentation: Brian Aycock, Emily Bojovic, Paul Hastings& Brandon Baughn

Educational Pathways for Refugees
Saturday, October 31 | 10:25-11:25 | Japan Time (UTC+9)

Refugees and displaced persons face countless adversities in their search for safety and a
durable solution. One significant and potentially indelible consequence of human displacement
is the loss of educational opportunities. And while there are different pathways towards durable
solutions (long-term safety and the full realization of human rights), only a small percentage will
ever be resettled. In response to these related challenges, UNHCR has worked with academic
institutions and NGOs to develop complementary pathways towards securing education andstability for young refugees (educational pathways). While it is certainly true that being a refugee
is more of a political problem than a geographic one, today’s panelists have developed effective
programs to address the problems of accessing education, obtaining legal status, and relocating
to places where addressing these needs is possible. This panel will discuss the need for andvalue of complementary pathways in helping refugees achieve educational success and longterm security. The discussion will begin with a representative from UNHCR here to explain the idea
behind complementary pathways and how the agency is promoting the public-private partnershipsthat make these endeavors possible. Then, the executive director of the Japan ICU Foundation
will discuss their experiences of operating an initiative for Syrian refugees to attend International
Christian University (ICU) in Tokyo. Offering a second example, the director of Indonesia’s Roshan
Learning Center will explain their program of helping refugees obtain their GED diploma and enroll
in university. He will share their current efforts to help a small cohort of Afghan refugee students
resettle to Europe through education. Finally, the panelists will highlight the most important factors
in providing such programs, as well as insights into how others can either support existing efforts
or explore creating new possibilities at their own institutions.

Brian Aycock
Brian served in the US military during multiple overseas operations,then joined the Peace Corps to work on economic development in
sub-Saharan Africa. Brian also managed the refugee employment
department of a resettlement agency, assisting refugees as they
arrive in the United States. In 2017, Brian was awarded an MA(Distinction) in Refugee Protection from the University of London.
He is currently pursuing his doctorate at the International
Christian University (ICU) in Japan, and serving as an adjunctlecturer at Keisen University and Oberlin University. His current
research interests are in international law, particularly refugee
and human rights law, and he is conducting research into legal protections for persons displaced byclimate change. He has published articles on economic development and underdevelopment, as well
as refugee law in Japan.

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Emily Bojovic
Emily is a Senior Protection Officer in UNHCR’s Bureau for Asiaand the Pacific, based in Bangkok. She has worked on protection
and solutions in UNHCR operations in Africa, the Middle East,
Europe, and Asia.

Paul Hastings
Paul Hastings is the Executive Director and CEO of the Japan ICUFoundation. Under his leadership, JICUF has developed several
international education programs, including the Syrian Scholars
Initiative, Rethinking Peace Studies and Global Link. Paul is therecipient of the Aspen Institute’s Nakasone Scholarship and isa trustee of the American Friends of Asian Rural Institute. He
received his BA from Bowdoin College and his MA in International
Education from Teachers College, Columbia University. Paul has
lived in Japan for 12 years, and has also lived in India and Sri
Lanka. He currently lives in Maplewood, New Jersey.

Brandon Baughn
Brandon is the Program Director for Roshan Learning Centerin Jakarta, Indonesia. Prior to moving to Jakarta in 2017, heworked in Pakistan for eight years where he managed education
programs focused on multilingual literacy for nomadic groups in
Khyber Pakhtunkhwa. Brandon first started working in refugee
education with a resettlement agency in Seattle, WA before
relocating to Indonesia. In his role at Roshan, Brandon is focusedon creating safe learning spaces for urban refugees who are
waiting indefinitely for resettlement. He holds a Master of Arts inInternational Educational Development from Teachers College atColumbia University (NYC).

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Keynote Presentation: Yvonne Masters

Embracing Difference/Challenging Difference:
Two Sides of the Same Coin
Saturday, October 31 | 11:35-12:20 | Japan Time (UTC+9)

The title of this presentation may seem contradictory: how can both “embrace” and “challenge” bealigned? In part, it is a matter of semantics, but at a far deeper level it is understanding that this is
not an “either …or” situation, but rather a “both … and” necessity. As a word, “difference” means thatthings are dissimilar. When we talk about embracing difference, we are looking to learn from others:
from their beliefs, their perspectives, their cultures. As stated on the ACE 2020 website “it is only
through encountering cultures and belief systems unlike our own that we learn anything about theflaws and limitations inherent in our own perspectives”. However, we also need to challenge difference:the difference in opportunities for some groups of people; the difference in salaries for the same
work depending on a range of variables such as age, gender, nationality; the difference in educational
opportunities depending on location or culture. We need to both embrace and challenge difference!
Importantly, all of this is currently being distilled in a global world where a pandemic seems to havethe upper hand, and the global village is returning to the insularity of individual nations. Can we breakthrough the binaries that impose difference: rich and poor; old and young; right and wrong; us andthem? This presentation explores a range of these issues as they confront us at the end of 2020.

Yvonne Masters
Yvonne Masters is an independent researcher in Australia. She
has been involved with IAFOR for several years as a member of
The Asian Conference for Education Organising Committee, as cofacilitator of The Asian Undergraduate Research Symposium, andas a member of the International Academic Advisory Board. Yvonneis the current Editor-in-Chief of the IAFOR Journal of Education,a Scopus indexed Open Access journal on education which will
publish four issues in 2020 and six issues in 2021.
Yvonne was a teacher and teacher educator for over 40 years andis still passionate about education. She was a senior lecturer in
Professional Classroom Practice in the School of Education, University of New England, Australia, aposition that she accepted after five years as Director of Professional Experience in the same School.
Prior to taking up her position at UNE, she had 30 years’ experience in secondary schools includingin the roles of Curriculum Coordinator, Deputy Principal and Principal. Her teaching experience spans
three Australian states. Her research interests centre on undergraduate research, academic publication,teacher education and policy, professional experience, teacher identity, online learning and virtualworlds. Yvonne was awarded her PhD, focused on school principalship, from Deakin University.
She is an active researcher and gained, in collaboration with other researchers, 4 Internal UNE Schoolof Education Research grants; was a partner in a $200,000 ALTC (OLT) grant, VirtualPREX: Innovative
assessment using a 3D virtual world with pre-service teachers; in 2014 achieved a UNE Seed Grant
for a one year project to explore teacher quality; and in 2015 gained a $50,000 OLT seed grant todevelop resources to assist pre-service teachers to gain online teaching skills to assist them inteaching wholly online into virtual schools.
Yvonne serves as a reviewer for several education journals and is a senior reviewer for IAFOR conferences.
She presents on a variety of education topics including publishing as an academic, teacher education policy,
undergraduate research, and online teaching at a range of conferences, both Australian and international.
24 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Panel Discussion: Jennifer Yphantides, Kristie Collins, Oussouby Sacko& Maria Guajardo

Embracing Difference

Saturday, October 31 | 13:05-14:35 | Japan Time (UTC+9)

At a time when educators across the globe have been coping with the enormous challenge of shiftingto emergency remote teaching, mass protests against racial discimination are simultaneously
sweeping through local communities from small town America to central Tokyo. While thesedual crises may be unsettling, they are also a potential source of significant positive change. The
participants on this panel will explore the current challenges of education in the Asian context,
including ethnocentrism, the gendered constructions of students and teachers, and support for
students with special learning needs, through the broader global lenses of the COVID-19 pandemic
and the recent demonstrations against prejudice. With a focus on embracing difference as a force
for the generation of a constructive shift in the ways in which we envision our roles as educators,
panelists will consider the challenges the present context poses to teachers in Asia.

Jennifer Yphantides
Jennifer Yphantides is a tenure-track faculty member in thedepartment of International Liberal Arts at Soka University inTokyo, Japan. She has been working in the field of education since
1993 and has taught in North America, Europe, the Middle East,
and Asia. Additionally, she has worked on government-funded
peace projects affiliated with the University of Haifa, Israel which
focused on the promotion of tolerance of ethnic and religious
diversity in the region and on the inclusion of persons withdisabilities in mainstream classrooms. She has a BA in History
from McGill University, an MA in War Studies from King's College,
London, and an MA TESOL from Teachers College, Columbia University, and an EdD in Organizational
Leadership from Northeastern University. Her current research interests are diversity and inclusionof neurologically diverse students in the English Foreign Language classroom.

Kristie Collins
Kristie Collins is an Associate Professor in the Faculty of Foreign
Studies at Reitaku University, in Kashiwa, Japan. Kristie teaches
courses in Gender Studies, Canadian Studies, and English as a
Foreign Language, and has been teaching at universities acrossthe UK, Finland, Turkey, and Japan for over twenty years. Among
her varied publications, are The Marginalized Majority: Media
Representation and Lived Experiences of Single Women (Bern:Peter Lang, 2013) and the chapter, “Waiting with bated breath:
My journey to securing tenure” in the upcoming Foreign Female
English Teachers in Japanese Higher Education: Narratives fromour Quarter, edited by Diane Hawley Nagatomo, Katheen A. Brown, and Melodie Cook (Candlin &Mynard, 2020).
Like us on Facebook at www.facebook.com/iaforjapan | ACE2020 | IAFOR.ORG | 25

Oussouby Sacko
Born in Mali in 1966, Oussouby Sacko studied architecture in
China, arriving in Japan in 1991, he earned his PhD at Kyoto
University’s Graduate School of Engineering, Department ofArchitecture. His research explores the relationships between
society and architectural space. His publications include Literacy
and Culture of Knowledge (Nakanishiya Publishing, 2007) andContemporary African Culture Today (Seigensha, 2020). He joined
Kyoto Seika University in 2001 and was promoted to Professor in
2013. On April 1, 2018, he was elected as the President of the
University.

Maria Guajardo
Maria Guajardo is committed to raising the next generationof global leaders as a Professor of Leadership Studies at Soka
University, Tokyo. Previously she served as Dean and VicePresident, with the distinction of being the first non-Japanese
female to serve in these positions. Her research connects
leadership development, global citizenship education, and socialchange. Her work in diversity, equity, and inclusion has taken
her from Malaysia to Mumbai, and from Singapore to South
Africa. Her portfolio includes national and local policy work,
leading national youth development initiatives, and advancing
educational initiatives for children living in poverty. Maria, aclinical psychologist, has degrees from Harvard University and the University of Denver.

26 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Keynote Presentation: Ken Wilson

Ten Quotations to Make You Think
Saturday, October 31 | 17:10-18:10 | Japan Time (UTC+9)

Teachers often use the words of wise folk to support their ideas and opinions, usually from within
the world of education. I find it useful to go outside our specialised world for words of wisdom thatcan genuinely make us think about how we teach. When you reflect on them, they often prove tohave more meaning that you originally thought. For example: Albert Einstein once said 'Imagination
is more important than knowledge'. This reminded me that students all know where they are in theclass ‘pecking order’ – she’s better than me, he’s not as good as me. This pecking order is based on
the ability to deal with the teacher’s presentation style and the practice material in the book. For me,
Einstein’s quote could suggest that if you bring student imagination and creativity into the equation,
this knowledge-based pecking order stops being so dominant. This is one of the ten examples that
I will use in my talk, all with the aim of making you reassess your teaching methods.

Ken Wilson
Ken Wilson is a teacher trainer and an author of ELT materials. He
has published with Oxford University Press, Richmond Santillanaand Macmillan. His American English course book series Smart
Choice (OUP) is now in its fourth edition. He has also written
more than a hundred ELT radio and television programmes for theBBC, including fifty radio scripts for the Follow Me series, thirty
Look Ahead TV scripts and a series of plays called Drama First.
For many years, Ken was artistic director of the English Teaching
Theatre, a company which toured the world performing stageshows for learners of English. His book Drama and Improvisation(OUP) contains more than fifty classroom drama activities.
Since lockdown, Ken has been training teachers online. Working with a Russian co-trainer, he has
also been adapting his classroom drama ideas for use with online classes. He believes that language
teachers, particularly native speakers, should also be language learners and is currently learning
Russian. In 2017, Ken completed a Masters in Creative Writing and has recently finished his firstnovel.

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14:45-16:00 | Japan Standard Time (UTC+9)

Saturday Live Stream Session 1
Room A | Online & Blended Learning Approaches
Session Chair: Curtis Ho58991

14:45-15:10

Learner Responses to Language Exchange Activities in a Technology-mediated Environment in the COVID-19 Era
Mizuki Mazzotta, Emory University, United States
Yutaka Yamauchi, Soka University, Japan

In response to the pandemic, language teachers around the globe are transforming their face-to-face courses into online courses anddeveloping technology-mediated online activities has become one of the pressing tasks. While the body of research on online teaching
addressing current day issues is rapidly growing (e.g., Foreign Language Annals. 2020; 53), research exploring students’ reactions
to technology-mediated online activities in the COVID-19 Era is still limited. The goals of this paper are to (1) present a technologymediated collaborative language exchange activity which connected collegiate language learners internationally using VoiceThread (anInternet-based interactive collaboration tool), and (2) report learners’ experiences and reactions to this activity along with changes intheir motivation and perception of language learning. Five learners of English at a Japanese university and ten learners of Japanese at an
American university participated in this study. They were students of a course at each institution in 2020. Learners participated in two
asynchronous activities in which they exchanged video comments using VoiceThread. In the first activity, everyone spoke in Japanese,and in the second, English. Then, questionnaires containing multiple-choice and short-answer questions were distributed and analyzed
quantitatively (descriptive statistics) and qualitatively. Preliminary results suggest that most learners had positive experiences in theseexchanges, perceived benefits for language learning, increased motivation, and felt connected with students overseas. Proficiency levelappears to be a factor influencing individual differences. The findings of this study lend support to the claim (e.g., Gonzalez-Lloert, 2020)
that technology-mediated online collaborative activities facilitate language learning and community building.
58810

15:10-15:35

The Digital Human Libraries: Enhancing English Language Learning Experience Online
Sin Yu Cherry Chan, The Chinese University of Hong Kong, Hong Kong
Elaine Ng, The Chinese University of Hong Kong, Hong Kong
Ngar Fun Liu, The Chinese University of Hong Kong, Hong Kong

To cope with online learning and teaching in the midst of COVID-19, this project aims to create a student-centered and collaborative online
English learning experience through a series of eLearning activities in two elective English language communication-intensive courses,
Intercultural Communication through English and English through Performing Arts at a University in Hong Kong. The courses include
both synchronous and asynchronous mode of online teaching including converting students’ written narratives into videos for themebased learning, utilizing the pre-recorded videos to facilitate real-time discussions on online platforms (e.g., Zoom and Blackboard), andholding live, interactive Human Library workshops where speakers with international and/or performing arts background were invited to
discuss course-related topics with students. This presentation reports on the design of the learning tasks and students’ perceptions of
the activities. It concludes with providing suggestions for educators to implement eLearning programs in similar contexts.
58984

15:35-16:00

Cohort-based Learning and Effectiveness of Using Smartphone Instant Messaging (IM) App for Academic
Discussion in an Undergraduate Chemistry Course
Mei Xuan Tan, Singapore University of Technology and Design, Singapore
Eng Ying Bong, Singapore University of Technology and Design, Singapore

At the Singapore University of Technology and Design (SUTD), a unique pedagogy of active learning focused on design is adopted. Firstyear undergraduates are grouped into cohorts of 50 students, where engineering and architecture undergraduates take common coremodules in math, science and humanities, arts and social sciences (HASS). In this study, the effectiveness of using a smartphone instantmessaging (IM) app (WhatsApp) for academic discussion for a first-year half-credit Chemistry course in SUTD was examined. Academic
discussion during and after instructional teaching is an integral part of learning. However, only 32% of the student participants had usedonline platform, such as Piazza and forums in Learning Management System (LMS), for after-class academic discussion with theirinstructors and peers. At the end of this study, over 83% of the participants felt that WhatsApp was a more effective platform comparedto other online forum. The study also looked at the challenges of using WhatsApp for academic discussion and its effect on face-toface interaction between instructors and students. In conclusion, the use of IM platform for academic discussion was desirable for the
students, but it should not be the only channel as face-to-face consultation and online forum for lengthy discussion are still important forafter-class learning of students.

28 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:45-16:00 | Japan Standard Time (UTC+9)

Saturday Live Stream Session 1

Room B | Symposium: Critical Thinking Capability and the Asia-Pacific Context
Session Chair: Aristidis Galatis
Symposium: Critical Thinking Capability and the Asia-Pacific Context

The modern ‘critical thinking’ tradition has, it is true, primarily been led by key thinkers and developments from the West; from Charles S. Peirce (1905),
John Dewey (1909), Edward Glaser (1941) and Robert Ennis (1962) to Peter Facione (1990), Matthew Lipman (1991) and, more recently, Richard
Paul and Linda Elder (2001). Studies on Communities of Philosophical Inquiry (CPI) theory and practices and the ever-expanding Philosophy for/with Children (P4/wC) programmes are just some examples of how Western educational traditions have continued to shape international discourseand practice around critical thinking. However, the importance of being able to identify, develop, implement, assess and report on this ‘super’capability across the educational spectrum, is not merely a Western import but a world-wide phenomenon. Nevertheless, critical thinking studies inthe East remains in its infancy. This symposium, therefore, seeks to investigate, from Asian and Asian-Pacific perspectives, emerging issues in theunderstandings and practices of critical thinking capability and its development. The question of whether socio-cultural environments influencecompetency levels and performance patterns of critical thinking will be explored (Wu, 2018; Dong, 2015; Atkinson 1997; Nussbaum, 1997; Fox,
1994). Is there a need for a departure from the familiar Western-centric understandings of critical thinking criteria, assessment frameworks andpedagogical strategies? If so, how do (or should) they differ from those applied to western contexts? Presentations will focus on the experiencesof selected Asian countries, exploring how socio-cultural factors impact practices of teaching, learning and assessment.
59138

14:45-15:10

Community of Inquiry – A New ‘Kriterion’
Aristidis Galatis, University of Melbourne, Australia

A significant development in philosophy of education and the teaching of critical thinking, especially in the West, has been the advent of communityof inquiry practices; dialogic-oriented pedagogies ‘often touted as an exemplar of democracy in action’ (Burgh & Yorshansky, 2011. See also
Lipman, Sharp & Oscanyan, 1980). Questioning and meaning-making become a communal affair. Using the Socratic, or elenctic, method of inquiry
as its blueprint, educational theorists and pragmatists C.S. Peirce and John Dewey, originators of the community of inquiry concept, have spawned
several critical thinking movements, including Matthew Lipman’s well-known Philosophy for Children program. The idea that there is more toteaching and learning than the mere discovering of ‘facts’ and determining of ‘truths’ has gained increasing traction. In the meantime, the ability to
be able to identify, develop, implement, assess and report on critical thinking capability has introduced a new sense of urgency amongst educators;
further increasing the appeal of established critical thinking teaching methods. However, can Community of Inquiry practices and normativities
genuinely fill this void and be grafted on to non-Western centric educational contexts, subjectivities and ways of knowing? This paper seeks to
explore this question by auditing what a community of inquiry is, identifying possible sources of friction and suggesting tentative solutions.
59144

15:10-15:35

Critical Thinking in the Context of Asia: A Way Forward
Pha Tran, The University of Melbourne, Australia
Cuc Nguyen, The University of Melbourne, Australia
Shelley Gillis, The University of Melbourne, Australia

Critical thinking (CT) has been recognized as one of the most important skills for university students to enter the 21st century workforce.
In the context of Asia, recent research findings have found CT a challenge for Asian students when doing overseas study in western
universities (Chen, 2017; Davies, 2013; Rear, 2017; Song, 2016). Though language proficiency apparently has its role in their academic
performance overseas, research into factors influencing these students’ CT have gained insights related to culture, curriculum, teaching
and learning practices in their home countries such as China and Japan (Zhang, 2017; Manalo et al., 2013; Tian & Low, 2011; Lun, 2010).
Cultural and educational backgrounds have an impact on the way students express their critical thinking; as a result, this paper will provide
a critical analysis of the significance of culture in teaching and assessing CT based on evidence from empirical research conducted insome Asian countries. It then will highlight the need of establishing an academic organization to support the teaching and learning
practices of critical thinking in Asia. A proposal for potential collaborations on research to enhance deeper understanding of the Asian
cultural and educational characteristics to appropriately and effectively integrate critical thinking into education will also be discussed.
58649

15:35-16:00

Epistemological Beliefs the Key to Enhance Critical Thinking for Higher Education Students in the East: Take
China as an Example
Zhihong Sundance Sun, The University of Melbourne, Australia

Higher education students from the East are normally perceived to be less competent in critical and creative thinking compared with thosefrom the West (Davies & Barnett, 2015; Ng, 2001; Atkinson 1997; Fox, 1994). In the context of higher education in China, scholars and educators
have suggested that students are not adept at critical thinking as they tend to passively accept knowledge from authority or experts and rely
on rote learning rather than participate in knowledge production (Wu, 2019; Qian, 2018; Wu, 2018; Dong, 2015; Levin, 2011). In other words,
what needs to be developed to improve critical thinking for students are their attitudes to knowledge and knowing defined as epistemologicalbeliefs. However, the current critical thinking pedagogy and assessment of higher education students in China are mainly focused on cognitive
skills, specifically logic and reasoning skills. Thus, there is a mismatch between what needs to be developed for critical thinking and how it
is cultivated in practice. Firstly, this article reviews the relationship between epistemological beliefs and critical thinking. Secondly, by further
analyzing the relationship between epistemological beliefs and dimensions of critical thinking, the argument is presented that epistemologicalbeliefs in comparison with dispositions can describe the attitudinal dimension of critical thinking in a more substantive and systematic manner.
Improving students’ epistemological beliefs is the key to enhance critical thinking for Chinese higher education students. Lastly, suggestions
are presented for developing epistemological beliefs in the context of higher education in China, which could be utilized in other eastern regions.

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Notes30 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Sunday,
November 01
Parallel Sessions
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2020 | IAFOR.ORG | 31

10:10-11:50 | Japan Standard Time (UTC+9)

Sunday Live Stream Session 1
Room A | Higher Education
Session Chair: José McClanahan
55233

10:10-10:35

A Research on Administrative Staff’s Abilities of International Program of Universities in Taiwan
Chen-Yi Yan, University of Chiayi, Taiwan
Cheng-Cheng Yang, National Chiayi University, Taiwan

Facing the trend of internationalization of higher education, there are more and more international students in Asia. Taiwan is no exception ofthis trend. In order to enhance satisfaction and learning experiences of international students in Taiwan, some universities in Taiwan establish
international colleges or international programs to teach in full English and to help recruit more international students. This kind of colleges andprograms are new type of academic departments in Taiwan and the functioning and improvement of this new type organization at university
needs to be studied. Staff is one important core of international departments and programs. To explore the key abilities of administrative
staffs of this kind of international programs in Taiwan is a very important topic and it really needs to be studied in current internationalizing
higher education environment in Taiwan. Therefore, this research plans to interview 5 professors. I choose these 5 professors based onstandards: he or she had at least 2 years experiences of managing international programs; he or she had at least 5 years experiences as
professors in Taiwan. To collect their opinions on what are the key abilities that administrative staffs need to possess to manage international
programs of universities in Taiwan. So far, based on the literature review, we already identify several important abilities: multi-cultural capacity,international perspective, foreign language, administrative procedure, basic research ability, and foreign affairs. I will interview each professor
2 times (30 mins each time) and analyze the protocols based on the above-mentioned core abilities as analytical categories. Implications of
this study will be offered for international programs and international colleges in Asia and relevant education policies.
59149

10:35-11:00

Unpacking Mission Statements of International Universities Recognized for Innovation
Kate Montgomery, Southern Methodist University, United States

This research supports some of the mounting pressures higher education practitioners face in approaching innovation strategically while
recognizing the mission-driven needs of the institution. Two research questions were examined. First, how do highly innovative universities balance
traditional missions and innovation? Second, how do mission statements project isomorphic or distinctive rhetoric? This research was grounded
in institutional theory given its relevancy to assessing the debate over legitimizing tendencies, such as symbolism and signaling. For the research
design, the unit of analysis was at the institutional level, specifically, 85 of the top 100 international universities recognized for innovation by Reutersthat have publicly accessible mission statements. For Phase I, content/archival sourcing of mission statements allowed for concept and in vivo
coding using ATLAS.ti CAQDAS software. In Phase II, quota sampling was used to more deeply explore six universities: University of Tokyo, National
University of Singapore, Stanford University, Harvard University, University of Oxford and KU Leuven. Most universities featured fell closer to central
tendencies which would suggest isomorphism in projecting the scope of their mission statements. The National University of Singapore varied moststrongly with the least descriptive rhetoric. Phase II allowed for the incorporation of a qualitative investigation – for instance, Oxford’s intentionalreference to innovation as opposed to Harvard focused solely on traditional mission. This exploratory study piques research interest to pursue
additional studies such as investigating the strategic plan alignment with missions and investigating explanatory, causal studies.
58832

11:00-11:25

Reflections From a Field Trip to an International Trade Show
Ghazala Khan, Monash University Malaysia, Malaysia

This study reports findings of students’ perceptions of a field trip. Analyses is based on the reflections of 92 second year marketing communication students
from a field trip to an international trade show. A content analyses of the reflective exercise resulted in two themes Pre and Post visit. In the Pre-visit stage,
many students were sceptical of the field trip and were somewhat reluctant to visit. Several students failed to see the relevancy of the field trip and expressed
concerns that it would be a waste of time, dull and boring. Post-visit reflections revealed both cognitive and non-cognitive outcomes. Students were able toconnect theory to practice and gain new knowledge. An appreciation of B2B business practices was also noted. Non-cognitive learning outcomes included
enhanced teamwork, bonding with course mates and a general sense of enjoyment. An overall shift in attitude was observed between pre and post visit
stages. It is recommended that marketing units include field trips to enable students to bridge the gap between theory and practice.
58859

11:25-11:50

Differential Treatment at the Workplace: Effects on Faculty and Their Perceptions of Professionalism
Saima Nomaan, Higher Colleges of Technology (HCT), Al Ain Men's College, United Arab Emirates

No discrimination/equal opportunity for all in the corporate and public sectors is lauded and implemented ubiquitously in numerous contexts aroundthe world and is considered an integral part of professionalism. The governments, the laws and the institutional policies in several countries worldwide,
including the Gulf, also proclaim the provision and implementation of the differentiation-free work environment to their employees. This type ofenvironment is particularly important in the educational workplace setups since it is crucial that students and faculty are treated equally without any
discrimination based on gender, caste, creed, ethnicity or religion and that there is no/minimal practice of preferentialism, nepotism or cronyism tomaximise the student and teacher potentials and productivity. However, contrary to these proclamations, it has been observed that the differential
treatment of employees exists in many institutions and affects the workforce in several ways. This small-scale exploratory study explores the impact
of differential treatment employed on the faculty by their managers at the workplace in a major higher-educational set up in one of the Middle-Easterncountries and how it affects faculty’s perceptions of their professionalism, motivation and performance. Using the qualitative research design, thedata was collected by means of interviews and the relevant government and institutional policy documents review. The data analyses indicated that
contrary to governmental and institutional policies, favouritism is the most exercised form of differential treatment in this educational institution by the
managers. Consequently, it negatively affected employees’ perceptions of their professionalism and motivation and subsequently, their performance.

32 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

10:10-11:50 | Japan Standard Time (UTC+9)

Sunday Live Stream Session 1
Room B | Education Policy: Taiwan Perspective
Session Chair: Tzu-Bin Lin
55488

10:10-10:30

A Research on Traditional Arts and Crafts Apprenticeship in Taiwan: To Compare Perspectives of Mentor andApprentices of Wood Work
Hsiu Shan Shen, National Chiayi University, Taiwan
Jason Cheng-Cheng Yang, National Chiayi University, Taiwan

The advancement of industrialization influenced the decline of traditional arts and crafts. However, no matter how the governmental agencies making
efforts of preserving traditional arts, it is still declining in the context of Taiwanese society. Thus, this study plans to explore how and why current
workers of wood work are willing to receive traditional mentor education, and to explore the potential problems and improvements of traditional
wood work mentor education system. This study also plans to know the role of modern school education in the traditional worker preparation system
of Taiwan. The scope of traditional arts and crafts refers to hand make traditional arts and spreading in local diverse ethnic groups. Traditional
apprenticeship in this study refers to a concept that apprentice will learn knowledge and skills in the real situation and contexts. They learn fromobservation, practical works, and reflections from mentor’s teaching or daily works. This study adopts case study as research method. This study
chooses a wood work workshop in Chiayi. The researcher conducts several times in-depth interviews with one master and three apprentices. The
researcher plans to conduct three times of half-hour interview for each research participant within three months. Three times, a total of twelve indepth interviews. In this way, we can explore how the masters and apprentices can develop the profession of woodwork, the benefits of apprenticeshipin the cultivation of wooden masters, and the differences between traditional school education and the cultivation of apprenticeship.
55692

10:30-10:50

Development of the Chinese Tea Ceremony Class in a Junior High School in Taiwan
Jung-Hua Chang, National Chiayi University, Taiwan
Yu-Liang Chang, National Chiayi University, Taiwan

Experiential theme-oriented class has been widely adopted by schools to foster the "Feature School Plan" proposed by the Taiwan
government in 2007. The Feature School Plan aimed to integrate diverse local resources Into the formal curriculum to enrich students’learning experience and, at the same time, strengthen their recognition of local culture. Schools have to first determine an educational
theme that is closely related to the local culture or local educational ecology, then a unique curriculum will be developed by a sequence ofcooperation and collaboration efforts among the principal, teachers, and community stakeholders. Fly School(Pseudonym) is a mid-sizedjunior high school located in the southern part of Taiwan, and the school is currently developing a theme class focusing on Chinese Tea
Ceremony, which include the history of tea ceremony, techniques of tea planting, introduction of tea equipment, procedures of making teas,and etiquette of tea ceremony, etc. Action research was selected as the major research method because the development of the tea ceremony
curriculum is an ongoing project, and the researcher is one of the major practitioner who actively participate in the whole curriculum
development process By determining the research problems of implementation and conduct research on solving these problems, we are
expecting to continually improve the quality of the curriculum as well as providing recommendations for similar educational situations.
55690

10:50-11:10

The Development and Challenges of Music Gifted Education in Taiwan
Min Chia Yeh, National Chiayi University, Taiwan
Hsuan-Fu Ho, University of Chiayi, Taiwan

Music education can accelerate pupils' brain development, increases human connections, and relieve learning stress, and therefore,
it has been stressed by Taiwan government since the start of its new educational system in 1949. Thereafter, in 1960, the Taiwan
government selected and fiscally supported a group of music gifted children to learn music overseas, which has represented amilestone in upgrading its music gifted education, and has thus encouraged many public schools to establish music experimental
classes for nurturing music gifted students. Later, the implementation of the Special Education Act in 1984 has further rectified thename of the music experimental class into music gifted class, and a great deal of special education funding were allocated to music
gifted education. However, the Revision of the Special Education Act in 2009 determined to expel music as a gifted education, which not
only dramatically shrink the fiscal supports to music gifted education, it also seriously deteriorated the value of music gifted education
perceived by schools, parents and the general public. This research is thus aimed to identify the major challenges currently facing music
gifted education in Taiwan, and to calculate the relative severity of each challenge. Analytic hierarchy process (AHP) was adopted as the
major research method, and a self-developed AHP questionnaire will be administered to 20 music education experts in Taiwan. Basedon the research findings, recommendations will be provided for the government and schools to revamp their music gifted education.

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10:10-11:50 | Japan Standard Time (UTC+9)

Sunday Live Stream Session 1
Room B | Education Policy: Taiwan Perspective
Session Chair: Tzu-Bin Lin
55691

11:10-11:30

Food and Agriculture Education in Taiwan
Yu-han Chuang, National Chiayi University, Taiwan
Yueh-chun Huang, National Chiayi University, Taiwan

Food and agriculture education is a new type of pedagogy focusing on the integration of classroom theoretical instruction and farming practicalexperiences. Through hands-on learning of food, nutrition, health, and agriculture, this new pedagogy allows students to build decent attitude,
knowledge and skills on food production, and has thus been promoted by UNESCO and many major countries in the world. Taiwan is no exception,and the government has promoted the "ecological campus program" as well as established the renowned "Natural Ecology Learning Web System"
since 1995. Thereafter, many schools and a variety of non-governmental organizations successively strengthened the content and extensionof this program. Despite its tremendous value and popularity only a research was devoted to this new pedagogy in Taiwan. This researchis thus aimed to understand how food and agriculture education might influence students’ eating behavior. A self-developed questionnaire
was adopted as a main research instrument, and the questionnaire will be administered to 200 high school students in Taiwan. Finally, we are
expecting to provide the government and schools with practical recommendations for refining their food and agriculture education.
55687

11:30-11:50

A Research on Relationship between Behaviors of Watching Anime and Learning Perceived by Bachelor-Level Students
Manling Wang, National Chiayi University, Taiwan
Jason Cheng-Cheng Yang, National Chiayi University, Taiwan

Japanese anime is very popular in the world. In Taiwan, many kids are familiar with Japanese anime and it influenced them a lot. Before,
there are many paper style comic books. Now, due to the development of ICT and smartphone, it is much easier to read and watch Japanesecomics and cartoons. Comics and cartoons are contradictory cultural things in Taiwan; some school teachers think it is not good forstudents’ learning. While some other younger teachers believe anime have educational benefits, some anime have educational contents
and knowledge and science. Some anime can encourage students’ passion to work hard. Some anime can help students learn international
perspectives and diverse cultures. Thus it is interesting and meaningful to know diverse people’s perspectives on types, behaviors, contents,
and benefits of watching Japanese Anime. This study designs a questionnaire to survey college students and school teachers’ perspectives
on types, behaviors, contents, and benefits of watching Japanese Anime in Taiwan. This study plans to survey 50 college students and 50
school teachers and toQAAA use descriptive analysis and T-test to know the differences of perspectives of watching Japanese Anime.
Implications of this study can offer discussions and implications for popular cultures and youth education studies.

34 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

12:00-13:40 | Japan Standard Time (UTC+9)

Sunday Live Stream Session 2
Room A | Higher Education
Session Chair: Justin Sanders
55231

12:00-12:25

A Case Study of Design Interactive Response System Applied to Engineering Education on Learning Outcomeof Students: Example on a Course in Department of Chemical Engineering
Hung-Chun Tai, National Chung Cheng University, Taiwan
Yuan-Yao Li, National Chung Cheng University, Taiwan

STEM education is the core of education reforms in many countries. However, there are relatively fewer studies focusing on how to improve STEM
education especially from the perspective of enhancing student learning outcomes. University education met many challenges in Asia, and Taiwan is
no exception. STEM departments at universities can be a driver of leading STEM education reform. This study chooses one department of chemicalengineering in one university in Taiwan as the case. The study is to explore learning outcomes and possible influencing factors of using interactive
response system in chemical engineering education. Through case studies, focus group will be interviewed with semi-structured interview outlines.
The data will be studied by spindle analysis, using the developed interactive response system integrated into the mobile vehicle. At the same time, inorder to understand the students’ understanding of teaching materials, knowledge and concepts, it is important to create an interactive environment
between instructor and students in the classroom so that the quality of the learning will be enhanced. As a result, we hope that the study can provide
some suggestions for the follow-up research and the integration of engineering education.
57346

12:25-12:50

How to Help Students Excel in Qualitative Research Methods
Yukiko Inoue-Smith, University of Guam, Guam

Researchers make use of highly diverse qualitative methods, using a set of techniques to collect and analyze non-quantitative data. What types of assignments
will systematically enhance students’ understanding of qualitative research methods? And how to tap students’ real-life experiences in ways that highlightthe importance of the assignments? This paper describes master’s level qualitative research course assignments that employ student-centered and masterly
learning approaches. Addressing three distinct but connected assignments for students, the paper substantially discusses the increasingly important issues of
how best to create course assignments of qualitative inquiry, and how to assess student outcomes in fieldwork. In a graduate research course offered in 2019,teacher education students were given three interconnected assignments: 1) doing effective interviews and careful observations; 2) writing organized fieldwork
reports; and 3) presenting orally qualitative data informatively. Scoring rubrics were used to evaluate these assignments, emphasizing the technical-rational
domain rather than the knowledge domain. Most students completed the work at satisfactory levels. Even more important is that students’ direct experienceswith ethnographic interviews and observations showed them how valuable such methods are, as qualitative research tools. Students also learned that one key
to getting good data from interviewing, is to ask well-thought-out questions. These types of assignments provide the best learning experiences for students.
Meaningful learning occurs through practice, by finding connections between classroom experiences and the outside world. Meaningful learning also occurs
when students take responsibility for their own learning. This is particularly true in qualitative research courses.
58989

12:50-13:15

A "Big" PBL Problem: What Supports or Hinders Student Motivation?
Shyamli Mehra, Republic Polytechnic, Singapore
Emilia Idris, Republic Polytechnic, Singapore

This study examines student perceptions and motivations toward solving a "Big" Problem over multiple lessons in a problem-based learning (PBL)
environment, both from student and staff perspective. It was conducted as a mixed-methods research, involving a quantitative student survey andqualitative in-depth interviews. The intervention used was a big problem introduced in ‘Qualitative Research Methods’ module where Year 2 polytechnic
students were given 4 weeks to solve it. The online survey captured student (N=71) perceptions through three subscales- Intrinsic goal orientation, Extrinsic
goal orientation and Self-Efficacy for Learning and Performance, adapted from Motivated Strategies for Learning Questionnaire (Duncan & McKeachie,2005). It also included some open-ended questions to explore the reasons behind the responses. In-depth interviews were conducted with lecturers (N=2)
to gather their perceptions of student engagement with a big problem, through observations in class and student reflection journals. Triangulating thefindings, we infer that both staff and students see value in including big problems in the curriculum, despite facing some facilitation / problem solving
challenges respectively. Further statistical analysis reveals, there is no correlation between mean motivation scores and assessment grades for thisproblem. The study gives educators the conviction to design big problems of higher difficulty, where relevant. It also provides researchers the impetus to
conduct research to help staff and students adapt to big problems with a combined grade across multiple lessons. Follow-up research may be done to study
student motivation towards large problems using other subscales such as task value, and/ across multiple disciplines.
58641

13:15-13:40

Applying Systems Thinking in Undergraduate Teaching: Why CU Boulder Has One of the Most Beautiful Campuses in the Nation
Ping Xu, University of Colorado, United States"Why is CU Boulder one of the most beautiful campuses in the nation?" The answers often refer to the iconic Lyons-stone walls and limestone trims.
This type of response reflects the weakness in conventional education that perceives architecture as an individual silo isolating from other disciplines.
To challenge this mainstream mindset, in a theory and method class at an undergraduate level, I designed a project that leads students to research this
topic. The project approach includes five components: 1) study "Systems Philosophy" (by Ludwig Van Bertalanffy and Ervin Laszlo) to understand the built
environment as an integrative system and conduct an analysis of the system structure and its functions; 2) research case studies of ancient practices thatshaped cultural landscapes to inspire our approach applying the concept of Systems Thinking; 3) research CU Boulder campus and organize groups withdifferent emphases, from large scale to small-scale, from sky, earth to people; and 4) conducted field investigations at the campus and interviews withstudents, locals, and professionals in architecture and landscape. In the end, we have discovered that the central theme of the campus design is "Student
is first", which is one of the most significant factors to make this campus successful. This project not only has trained the undergraduate students toresearch on a sustainable built environment of CU Boulder but also inspired students’ challenging thinking with debating on the trendy design theories.
Moreover, this project has also enhanced undergraduate students' Systems Thinking, a fundamental worldview in the contemporary era.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2020 | IAFOR.ORG | 35

12:00-13:40 | Japan Standard Time (UTC+9)

Sunday Live Stream Session 2
Room B | Elementary Education: Taiwan Perspective
Session Chair: Tzu-Bin Lin
55693

12:00-12:25

The Strengths and Weaknesses of Mixed-age Teaching Policy Perceived by Elementary School Music Teachers in Taiwan
Wen-Wen Luo, National Chiayi University, Taiwan
Hsuan-Fu Ho, National Chiayi University, Taiwan

The mixed-age teaching was defined as a teacher instructs more than one age-group of students in the same classroom, and this type of
pedagogical reform has been adopted in Taiwan since 2015, mainly to deal with the dramatic budgetary constraints in small schools Althoughmixed-age classes might have the potential to foster cognitive skills and to increase the opportunities for students to select a class more
adequate to his/her competence, many challenges are facing school teachers for implementing this new pedagogical mandates: Difficulties incontent integration, strains in class management, obstacles in teacher recruitment, to name just a few. This research is thus aimed to compare
the relative strengths and weaknesses of mix-aged teaching with single-age teaching, with a special focus on music education. Analytic
Hierarchy Process (AHP) was adopted as the major calculating method for evaluating the relative strengths and weakness. A self-developed
AHP questionnaire will be administered to 30 school music teachers in Chiayi County and City, Taiwan. Based on the research results, we will
provide practical suggestions for the government and schools to revamp their mixed-age instructional designs in the future.
55685

12:25-12:50

A Research on Professional Ability of Lunch Secretary of Elementary Schools in Taiwan
Yi Wen Chen, National Chiayi University, Taiwan
Jason Cheng-Cheng Yang, National Chiayi University, Taiwan

School lunch is a very important section of school life. It relates to students’ nutrition and health development. Lunch secretary is very importantin the school to help deal with relating administration affairs. Now, in the Taiwanese school context, lunch secretary work is responsible byschool teachers, thus how can school teachers have the professional abilities to promote administrative affairs of school lunch is an importantresearch question in the field of school administration. What are the key professional abilities that school lunch secretary must possess is also
an important research question. The main purpose of this study is to construct key professional abilities of school lunch secretary in Taiwan
via literature review and document analysis. The literatures are previous research outcomes published in Taiwanese journals. Documents arecollected from schools in Taiwan to know responsibilities and contents of work of school lunch secretary. After collecting relating literatures anddocuments, and to construct a questionnaire to survey the key professional abilities that should be possessed by lunch secretaries of schoolin Taiwan. This study plans to do questionnaire survey to administer 100 questionnaires to school teachers in Taiwan to collect their personal
background variables and their opinions on professional abilities of school lunch secretaries. The professional abilities of lunch secretary are
divided into two factors: personal characteristics and administrative skills. The statistical methods include descriptive analysis, T-test, and
ANOVA. The results of this study will offer implications for schools and administrators.
55695

12:50-13:15

A Case Study of Promoting Bilingual Education in an Experimental Elementary School in Tainan
Tzu-Yun Huang, National Chiayi University, Taiwan
Shan-Hua Chen, National Chiayi University, Taiwan

Since 2016, Taiwan government has set the goal of being a bilingual country by the year of 2030. In 2016, Tainan city government established two pioneer
bilingual experimental elementary schools, and the Content and Language Integrated Learning (CLIL) approach is adopted as the main teaching method.
These experimental elementary schools were allowed to decide which subjects should be taught in English, such as science, art and physical education.
In this research, the case school is one of these two experimental elementary schools. Currently, the school uses English to teach music, art and physicaleducation classes. The purpose of this research is thus to understand the effectiveness and challenges of implementing bilingual education in the caseschool, teachers’ perception of bilingual education and how they choose which subjects to teach in English, as well as the students’ attitude to thebilingual classes. The research will adopt interview method, observation, and document analysis to ensure the reliability and validity of information. Theinterviewees will include students, administrators, and teachers who teach bilingual classes in the case school. Finally, we are expecting to provide thegovernment and schools with practical recommendations for promoting bilingual education in the future.
55698

13:15-13:40

The Benefits and Challenges of the "Education Cloud" Perceived by Elementary and Junior High School
Teachers in Taiwan
Long-Zhe Lin, National Chiayi University, Taiwan
Hsuan-Fu Ho, National Chiayi University, Taiwan

The advances of digital technology in the 21st century has accelerated the e-learning practices around the world. Different from the traditional chalkand board learning exercise, e-learning leverages the electronic devices and internet resources for knowledge delivering, which not only allows
students to learn at anytime and anywhere, students can also learn at their own pace and path. To keep pace with the time and to be succeed in the
global competitions, the Taiwan government established the "Education Cloud" in 2013 to provide school teachers with a decent internet instructional
resource base, while many teachers lamented that the function and resources of the Education Cloud were somewhat meager. In accordance, thegovernment has speeded up its endeavors to update the program. With large new educational functions and contents being integrated into the
Education Cloud in 2014, the government mandated all schools to adopt it as their major internet instructional assistance foundation. This researchis thus aimed to assess the major benefits and challenges of the Education Cloud perceived by school teachers, and to examine whether teacherswith different background and using patterns may significantly vary in their perceptions of the Education Cloud. A self-developed questionnaire will
be administered to 100 elementary and junior high school teachers in Taiwan, and based on the research findings practical recommendations will be
provided for government and school administrators to further improve the effectiveness of the Education Cloud.

36 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

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

Sunday Live Stream Session 3
Room A | STEM Higher Education
Session Chair: Brian Aycock
58798

13:50-14:15

Use of 3-Dimensional (3D) Models in Anatomy Education in Leicester Medical School
Anton Wong, University of Leicester, United Kingdom

Introduction: Anatomy is one of the most fundamental aspects of medical education and remains the cornerstone of the medical profession.
The advancement of technology has allowed traditional pedagogy of dissection to be enhanced by more innovative methods, including use of
3-dimensional (3D) models. Methodology: An action research project was conducted to evaluate the effectiveness of 3D models in learning anatomy.
First and second year students were introduced to 3D models of the femur and brain respectively. At the end of the module, a formative exam wasconducted to assess the students’ memory retention and anatomy recall. Students were also given a questionnaire to offer their thoughts on theuse of 3D models in learning anatomy. Results: A total of 44 students responded to the questionnaire. The data across both cohorts supports theuse of 3D models in learning anatomy. The formative assessment scores were satisfactory and encouraging. Overall, 94% of year one students and
54% of year two students had an assessment score of 70% and above. Conclusion: The study found the use of 3D models to be a more interactive
and enjoyable way of learning. Students found 3D models to be useful in learning anatomy as it increases their visuospatial awareness. Results
suggest that the use of 3D models improve memory and information retention. Further research needs to be done in this subject, but the use of 3Dmodels should be implemented mainly as adjuncts to cadaveric dissections, rather than rendering cadaveric dissection obsolete.
58884

14:15-14:40

Coding for All: Coding Education for Liberal Arts Students in Hong Kong Higher Education
Eric Ho Chi Chow, Hong Kong Baptist University, Hong Kong

The purpose of this qualitative case study is to understand the effectiveness of introductory coding education offered by a publicly funded
liberal arts university in Hong Kong. Of particular focus is the lived experiences of non-CS (computer science) students who attended theintroductory coding courses offered at the university. The research question of this study are as follows: How do non-CS students describe
their learning experience and challenges in self-efficacy beliefs development with respect to their participation in introductory coding
education? Data collection included semi-structured interviews, document review of course syllabi, review of course projects, as well as
review of assignments. Participants for the interviews included six non-CS students who attended introductory coding courses, and threefaculty members who have taught introductory coding courses or worked in academic programs that included introductory education at the
research site. Data was analyzed using descriptive coding and revealed the presence of an informal student hierarchy in the introductorycoding courses. Unhelpful feedback from teaching assistants and instructors have failed to help some of the students develop coding
self-efficacy, while learning from online resources through self-help and working with non-CS peers helped rebuild their self-efficacy. The
students also reported successful transfer of learning to other courses or attempted to study advanced topics in coding outside the regular
university curriculum. Interestingly, students who failed to gain coding self-efficacy were not afraid to transfer their learning to other courses.
58628

14:40-15:05

A Materials Library Created by Students, for Students: An Invaluable University Resource
Faith Nightingale, Queen Mary University of London Engineering School, United Kingdom
Andrew Spowage, Queen Mary University of London Engineering School, United Kingdom

A materials library, like other curated collections, contains valuable reference which can be used for a wide variety of purposes. It is highly desirable
for universities, especially those with strong engineering and materials science programmes like Queen Mary University of London Engineering
School (QMES), to have a materials library as it allows students to see, touch and experience different materials. In its innovative programme, QMES
incorporates a comprehensive 26-hour materials library project in its 2nd year Personal Development Planning module. This project requires students
to research potential materials, competitively communicate and market their choices to their peers to win support for the next stage, research andbuild a website about the material and finally use appropriate techniques to prepare a sample of the material for display. To take the project to thenext level, in a year 3 module on materials characterisation, students must conduct actual experiments on their materials and expand their websites
with real world test data. This affords an opportunity for students to integrate additional knowledge they have gained into an updated version of
their websites. It is anticipated that as students move into their final year and need to complete final year and design projects the library will act as
an invaluable resource. To test the effectiveness of the project, a survey was conducted in two parts inviting students to comment on the original
material library project and the additional developments. The results, the teaching model and the lessons learned will be presented in this paper.
58400

15:05-15:30

Application of a Transition Survey to Help Student Identify and Close Gaps in Their STEM Knowledge, Skills
and Reasoning
Andrew Spowage, Queen Mary University of London, United Kingdom
Xinru Deng, Queen Mary University of London, United Kingdom

The transition to higher education is paved with change and difficulties. Of the various dimensions associated with the transition the gaps in student’s
entry academic knowledge, skills and reasoning is perhaps the most under investigated. This work outlines the application of a transition survey
following the approach of McCartan & Goodhew. An updated version of the transition survey was developed and deployed across two undergraduate
programmes covering 240 engineering students from Queen Mary University of London’s Joint Educational Institute in Xi’an China. The primaryresearch question asked if the application of such a survey could support students to identify and close any gaps in their prerequisite academic
background. The results indicated that the survey was a useful tool in identification and closing of any gaps in students academic background. Further,
the work allowed a greater appreciation of the student’s backgrounds to support refinement of the curriculum design and a more comprehensive
understanding of diversity within the cohort. The work identified several important areas for further work and the considerable potential of using sucha tool as part of a predictive analytics system designed to identify areas where specific students may have difficulty later in their programmes of study.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2020 | IAFOR.ORG | 37

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

Sunday Live Stream Session 3
Room B | Primary & Secondary Education
Session Chair: To be announced
58227

13:50-14:15

Positivity in Numbers: Structured Modules in Logic With Positive Education
Alberto Dizon, Don Bosco Technical Institute, Philippines

This study focused on the development and validation of structured module in Logic with the integration of Positive Education following
the five-core elements of PERMA Approach, the psychology of well-being and happiness. These elements which are positive emotions,engagement, relationship, meaning and accomplishment served as the foundations of the researcher in structuring the module. Moreover,
the researcher studied how Positive Education helped the students improved their academic performances and alter the views of thestudents in learning Mathematics. Specifically, the study was conducted by attaining the following objectives: (a) to develop and validate astructured module in teaching Logic. (b) to verify the effectiveness of the structured module to the students between the experimental andcontrol groups; low- and high- performing students. Moreover, the structured module was validated by the Mathematics specialists for thecontent, specialists who were inclined with Positive Psychology and Positive Education, and by the selected students from the experimentalgroup using a questionnaire. The results from these validations were satisfactory and highly acceptable. Hence, the effectiveness of thecontent was documented. The findings revealed that the structured module helped the experimental group to improve their performancein the post-test, which was not observed among the control group. Likewise, the study also verified if the Positive Education approach wasa factor for the improvement of the performance of both low- and high-performing students. Eventually, the results may be considered
as manifestations that there was no significant difference between the scores, meaning that the structured module was effective.Also,
the study proposed an action plan recommending a Positive Education Program to the institution to encourage positive perspective andpossibly affect happiness in the life of the members of the community, while increasing the academic performance of pupils and students.
55688

14:15-14:40

Rethinking School Administrator Compensation Policies in Taiwan
Hsuan-Fu Ho, National Chiayi University, Taiwan

School administrators play the most crucial role to ensure the school system is operating effectively and efficiently. They are in chargeof directing programs, supervise and support teaching activities, managing school budgets, and setting strategies to carry out school
missions. However, in Taiwan, many schools can hardly find enough teachers to assume the administrative positions. The shortageof school administrators can be attributed to the devastating workload and inadequate compensation system. Taiwanese school
administrators has to endure an overwhelming workload and stress without commensurate compensations, counting with their relatively
limited vacations and opportunities for other fiscal allowances have thus led to the impediments of recruiting competent talents toassume the administrative positions. Sponsored by the Ministry of Science and Technology of Taiwan government, this research isthus aimed to estimate the relative workload of a variety of school members, which in turn will be utilized for constructing adequate
compensation scale formula for school administrators. Finally, endeavors are promised to examine the political, economic, social andtechnical feasibility of the aforementioned compensation scales.
58556

14:40-15:05

Out-Of-Field Teaching in Ghanaian Basic Schools: A Matrix of Teachers Experiences
Stephen Kwakye Apau, University of Education, Ghana

Globally, the problem of out-of-field teaching still persist despite the frantic efforts of policy makers to ensure that qualified teachers are placed
to teach subjects and grade levels they have been trained to teach. Though statistics on the phenomenon remains scanty in Ghana, available
evidence indicates that it accounts for the poor performance of students in Basic Education Certificate Examination (BECE) especially in rural
areas. The purpose of this study, therefore, was to explore the lived experiences of out-of-field teachers in the Basic Schools in Ghana. Using themultiple case-study design, twelve (12) teachers were purposely sampled for the study. Both interview guide and observation schedules wereused to collect data from the respondents. Data collected from the respondents were analysed into themes. The findings of the study revealed
that the teachers found themselves teaching out-of-field as a result of policy directive and not their own volition. Most of them have, therefore,
not adjusted well to the demands of the classroom. They struggle to prepare appropriate lesson notes, conduct assessment and manage theirclassrooms effectively. The study concludes that students’ performance in the rural parts of Ghana is likely to continue to dwindle unabated
if policies that may limit its influence in the classroom are not pursued. The study, therefore, recommended that the Ministry of Education andits subsidiary agencies such as the Ghana Education Service should develop a policy framework to guide the recruitment and deployment ofteachers. Such a policy should ensure that teachers are recruited based on their expertise and the availability space to teach in the schools.

38 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

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

Sunday Live Stream Session 3
Room B | Primary & Secondary Education
Session Chair: To be announced
55689

15:05-15:30

A Research on Needs and Willingness of After-School School Perceived by Six Grade Students in Elementary
Schools of Chiayi City
Wenchen Wang, National Chiayi University, Taiwan
Yu-Liang Chang, National Chiayi University, Taiwan

After-school school is a concept similar to the idea of "cram school". This is a new term in Taiwan. Chiayi is a city that has the tradition ofcaring children’s educational development. There are many cram schools and after-school schools in Chiayi city. The Taiwan government
implemented the new curriculum guideline from 2019 to make the curriculums in primary and secondary schools diversified and thus college
entrance exam system will also be adjusted to fit with this new trend. Literatures and existed studies asserted that cram schools in East
Asian countries would change their marketing strategies to fit the transformations of college entrance exam. Because the Taiwan governmenttransformed national curriculum guideline in the year of 2019 and this trend will influence college entrance exam in the near future and will
also influence market strategies of cram schools and after-school schools in Taiwan. Therefore, this study plans to do a new survey on
students’ needs and willingness to attend after-school schools in Chiayi City after the implementation of this new policy. The participantsof this study are 200 six-grade primary school students in Chiayi city. The survey will use a self-developed questionnaire which is divided
into two sections: willingness and needs of attending after-school school. Needs include items about "curriculum", "facilities", "technology","issue", "language", "international perspective", "entrance exam", and "skill". Willingness includes items about "time", "fee", "location", "teacher
quality", "size", "education ideal", "brand", and "peer effect". The potential findings are to compare needs and willingness of six-grade primaryschool students with different background variables in Chiayi City and thus can have implications for managers of after-school schools.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2020 | IAFOR.ORG | 39

15:40-16:55 | Japan Standard Time (UTC+9)

Sunday Live Stream Session 4
Room A | Curriculum Design & Development
Session Chair: Christine Coombe
58016

15:40-16:05

Developing Student’s Creativity Using Design by Analogy with Word Trees
Hung-Hsiang Wang, National Taipei University of Technology, Taiwan

This study aims to understand the effect of the Design-by-Analogy (DbA) WordTree method, proposed by Linsey (2007), on theindividual’s development of creativity. The method was introduced to two training workshops using near-sources and to two others
using far-sources. The Creativity Assessment Packet (CAP) and the Kaufman Domains of Creativity Scale (K-DOCS) were used in the
pre-test and the post-test for the participants, who were 100 students of a university. The progress of each participant’s creativity was
examined. Results reveal that the participants’ domain-general creativity and domain-specific creativity both largely rose after taking
the whole training workshops. The ideas generated in the workshops also show that the far source and the near-source are equivalent
in enhancing idea generation by analogy. Future studies should conduct controlled experiments to compare the method with others.
58638

16:05-16:30

English Education Curriculum for Global Researchers in Medical Field
Eiko Kawagoe, Graduate School of Healthcare Sciences, Jikei Institute, Japan

I won a grant from the Japanese Ministry of Education, Culture, Sports, Science and Technology. The theme of this research supportedby the grant is ‘English Education Curriculum for Global Medical Researchers and Doctors.’ With this grant, I developed two types ofEnglish language teaching educational programs for college students in the medical field: 1) I used two types of videos from YouTubeas teaching materials: ‘2018 my Cancer Connection Cancer Survivorship Conference Medical Panel’ (2018/10/01) and ‘A New Eraof Medicine with iPS Cells - Lecture by Professor Shinya Yamanaka’ (2017/09/18) These are lectures by medical scientists fromthe University of Texas and Kyoto University. About 40 students watched the video in a required English class at Osaka University.
English was easy to understand and very educational for them. YouTube proved to be very effective for learning medical English.
2) Two dentistry students, one pharmaceutical student, and one medical student from Osaka University participated in the Berlitz
English Conversation Course in Medicine tailored for them. The course was designed to help medical specialists to present papers
at international conferences. Afterwards, all of them found the course "very informative," "useful," and "very helpful" to learn English.
All the respondents said that their motivation was "highly increased" and that they would like to continue with the course. There is no
doubt that training by YouTube videos and for conference presentations can contribute to the development of future global medical
researchers.
57025

16:30-16:55

Usage Application of Multimedia for Learning Values of Thai Literature to Develop Learning Achievement forHigh School Students
Kittipong Phumpuang, Naresuan University, Thailand
Patcharin Buranakorn, Huachiew Chalermprakiet University, Thailand

This qualitative research aimed to apply the multimedia for learning values of Thai literature with high school students in order todevelop their learning achievement. Six classical Thai literature, including Niras Phukaotong; Pra Apaimanee; Lilit Talengpai; Mathana
Phatha; Khunchang Khunpan; and Sangthong, were created as multimedia. Eight processes of producing the multimedia were as
the following: 1) producing the storyboard, 2) storyboard reviewing by the scholars, 3) storyboard revising, 4) contents and media
discussion, 5) production of the multimedia, including characters drawing; video filming; games testing; cartoons animating; graphic
producing; motion pictures editing; and sound recording, 6) making of multimedia of the six classical Thai literature, 7) the multimedia
assessing by the scholars, and 8) adjustment and completion of the multimedia Evaluation of the multimedia was the excellence,
assuring for efficient class usage. The researchers had applied the created multimedia of six classical Thai literature with 720 students
from three high schools, 240 students per school. Scores of learning achievement of students after the application of the multimedia
were significantly high, 0.05 statistic level, compared to the pretest before application of the multimedia. The results of the application
were correlating to the research hypothesis.

40 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:40-17:20 | Japan Standard Time (UTC+9)

Sunday Live Stream Session 4
Room B | Primary & Secondary Education
Session Chair: Bernard Motoneri
59140

15:40-16:05

Promoting Children’s Emotion Word Learning at Elementary Schools in Japan: Examining Teachers’ Efforts
and Textbooks’ Contents
Hiromi Narimatsu, NTT Communication Science Laboratories, Japan
Naomi Watanabe, NTT Communication Science Laboratories, Japan
Sanae Fujita, NTT Communication Science Laboratories, Japan
Tessei Kobayashi, NTT Communication Science Laboratories, Japan

New curriculum guidelines set by the Japan Ministry of Education, Culture, Sports, Science and Technology (2020) emphasize children's
development of self-expression including emotion expression. To learn about how elementary schools are working towards this new
objective, the present study conducted semi-structured interviews with teachers and examined emotion word usage in Japanese
textbooks. Interviews with teachers from three elementary schools revealed that there is no specific curriculum intended to promotechildren's emotion word learning and emotion expression. However, they see Japanese class, moral education, teacher-child interactions,and diary and essay assignments as great opportunities to teach students emotion words and how to use those words to express theiremotions properly. The teachers believe daily school life is filled with emotion teaching; however, they also pointed out that the quality ofemotion teaching varies among teachers due to the absence of a formal curriculum. We analyzed emotion word usage in the most common
Japanese literature textbooks (grades 1-6) using 225 words recommended for school-aged children to acquire (Kotoba no takarabako,2020). The results showed that across three publishers' textbooks, only 86 different emotion words appear on average. Also, 55 emotion
words (e.g., happy, surprised, fun) are common across the publishers, suggesting that those words may be basic emotion words essential
for communicating emotions. We conclude by discussing possible intervention ideas to promote children's emotion word learning.
55697

16:05-16:30

A Study of Junior High School Students’ Extracurricular Reading Behavior in Taiwan
Ying-Tzu Lin, National Chiayi University, Taiwan
Hsuan-Fu Ho, National Chiayi University, Taiwan

Extracurricular reading are pleasure reading that falls outside the scope of formal school curriculum. Extracurricular reading has beenstressed by most countries in the world because it has a significant number of benefits to students, such as exploring one's own interests,
improving concentration, broadening perspectives, building higher self-esteem, and improving academic achievements, etc. Taiwan is no
exception, and the government has thus promoted a sequence of extracurricular reading projects to improve students reading performances.
The establish of the "Reading Instruction Talents Nurturing Center" in 2012, for example, was aimed to improve elementary school teachers'reading instruction skills; The "Morning Reading Exercise 123" mandated in 2013, for another example, was designed to dramaticallyincrease students' extracurricular reading exercises. However, the results of these official endeavors were poor and miserable. Taiwanese
students' performance in the Program for International Student Assessment (PISA) ranked as 23th place in 2015, dropping 15 spots from
7" in 2012. This research is thus aimed to recognize students' general reading behaviors, to identify the factors that has contributed to thegovernmental project failure, and to build policy alternatives to indeed lift students' reading performance. A self-developed Likert five-point
scale questionnaire will be administered to 100 junior high school students in Taiwan. Finally, based on the findings, we are aiming to provide
schools with practical implications and recommendations for guiding and improving their reading instruction projects.
58095

16:30-16:55

Establishment of the Common Understanding for in-school Lesson Study System: The Case of Shinshiro
Elementary School in Aichi Prefecture
Daiki Yamashita, Nagoya University, Japan

This study investigates how a common understanding of the in-school lesson study system was established at Shinshiro Elementary
School (SES), located in Aichi Prefecture of Japan. To this end, this study analyzes the school document entitled "Kangaeru", written byschool principal Toshio Atsumi. At SES, the "Kangaeru" was distributed to all in-school members at every teacher training session. Basedon the document, Atsumi delivered a lecture on the in-school lesson study research policy. The analysis of this study reveals that Atsumi
recommended reference works as a strategy for establishing a common understanding of the in-school lesson study system: 1) Atsumi
selected some books on the empiricist philosophy of education written by Professor Kaoru Ueda, a famous philosopher of empiricist
education in postwar Japan. Atsumi had conducted joint research on problem-solving learning based on empiricist education as amember of the group under the supervision of Professor Ueda. Given this background, Atsumi recommended Professor Ueda’s books asrepresentatives of the empiricist philosophy of education. 2) Atsumi selected educational practice records by Fumio Nagaoka, Kihaku
Saitoh, and Yoshio Toi. Nagaoka is a famous educational practitioner specializing in problem-solving learning for social studies, while
Saitoh and Toi are authors of practice records—in which they proposed pioneering educational methods—that were read by many teachers
after postwar Japan. Atsumi recommended these records as the guiding principle for the creation of lesson plans on the grounds thatthey provided highly valuable viewpoints for educational practice.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2020 | IAFOR.ORG | 41

15:40-17:20 | Japan Standard Time (UTC+9)

Sunday Live Stream Session 4
Room B | Primary & Secondary Education
Session Chair: Bernard Motoneri
58127

16:55-17:20

Stand Alone Worksheets for Basic Mathematical Computation Skills Development
Jaymar L. Bonaobra, Bicol University, Philippines
Richard Lorente, Bicol University, Philippines

The recent National Achievement Test (NAT) results proved the mathematics performance of Filipino learners fall below the DepEd’s
75% MPS target. Additionally, international assessments including TIMSS and PISA revealed similar poor results of Filipino students inmath. This study developed "Stand Alone Worksheets" (SAW) to address least mastered computation skills; it revealed the developed
Grade 6 basic mathematical computation skills preparatory to Grade 7 and performance gains of the mathematically challenged Grade
5 completers along basic mathematical computation skills. A one-group pre-test and posttest pre-experimental design was used inthis study. There were 880 pupils from three (3) representative large schools in Albay of S.Y. 2018-2019 screened from where the lowest
25% participants were taken. Fifteen (15) worksheets were developed covering multiple operations on whole numbers, estimations andfour basic operations on fractions and decimals. The SAWs increased the pupils’ performance. The said improvement is statisticallysignificant @ α=0.01. Further, the SAWs can be adopted/modified to enhance learners’ performance level, and that teachers should
focus on deepening pupils’ conceptual understanding of basic computation skills. This paper suggests that a better mathematical
performance is achievable in both primary and secondary levels when teachers focus on developing basic math skills among students.

42 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Monday
November 2
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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Workshop Presentation: Yvonne Masters

Embracing Difference, Finding Commonality– Collaborative Research and Writing
Monday, November 02 | 11:35-12:35 | Japan Time (UTC+9)

Academia can be a lonely place. We are all encouraged to research and to publish, but often thedesire to succeed can lead to creating individual silos, places where sharing is seen as dangerous.
In this workshop/presentation I want to encourage participants to consider ways in which we canpull down the silos and work together on both research projects and in writing. Both research andwriting can be interdisciplinary, international and intercultural. There are challenges in doing thisand the need for both trust and the suspension of ego. However, the benefits can be exponential.
Let’s explore together!

Yvonne Masters
Yvonne Masters is an independent researcher in Australia. She
has been involved with IAFOR for several years as a member of
The Asian Conference for Education Organising Committee, as
co-facilitator of The Asian Undergraduate Research Symposium,
and as a member of the International Academic Advisory Board.
Yvonne is the current Editor-in-Chief of the IAFOR Journal of
Education, a Scopus indexed Open Access journal on education
which will publish four issues in 2020 and six issues in 2021.
Yvonne was a teacher and teacher educator for over 40 years andis still passionate about education. She was a senior lecturer in Professional Classroom Practicein the School of Education, University of New England, Australia, a position that she accepted after
five years as Director of Professional Experience in the same School. Prior to taking up her position
at UNE, she had 30 years’ experience in secondary schools including in the roles of Curriculum
Coordinator, Deputy Principal and Principal. Her teaching experience spans three Australian states.
Her research interests centre on undergraduate research, academic publication, teacher educationand policy, professional experience, teacher identity, online learning and virtual worlds. Yvonne wasawarded her PhD, focused on school principalship, from Deakin University.
She is an active researcher and gained, in collaboration with other researchers, 4 Internal UNE Schoolof Education Research grants; was a partner in a $200,000 ALTC (OLT) grant, VirtualPREX: Innovative
assessment using a 3D virtual world with pre-service teachers; in 2014 achieved a UNE Seed Grant
for a one year project to explore teacher quality; and in 2015 gained a $50,000 OLT seed grant todevelop resources to assist pre-service teachers to gain online teaching skills to assist them inteaching wholly online into virtual schools.
Yvonne serves as a reviewer for several education journals and is a senior reviewer for IAFOR
conferences. She presents on a variety of education topics including publishing as an academic,teacher education policy, undergraduate research, and online teaching at a range of conferences,both Australian and international.
44 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Workshop Presentation: Sam Holtzman & Armando Zuniga

Structures for Teaching Art & Design– A Faculty Development Workshop
Monday, November 02 | 12:45-13:45 | Japan Time (UTC+9)

Learn about the primary structures and principles behind teaching and learning in Art & Design
and begin to develop an outline for your own course or project. We will cover Backwards by Design,
Scaffolding, Parameters for Creativity, and Critique and Grading, using an visual diagram that offers
an opportunity for audience members to create their own project and problem-based assignment for
their students to understand creative process and applied creative production.

Sam Holtzman
Sam Holtzman has a PhD in educational leadership, policy, andevaluation from the University of Virginia and has lived and taught
around the world. Originally from Palo Alto, he grew up movingaround, and continued after graduate school, moving to Japan,
back to the bay where he worked with students and faculty on
visual literacy, critical thinking, and teaching for diversity, equity
and inclusion, at the California College of the Arts and San Jose
State University. In 2013, he joined ArtCenter College of Design tobecome the first dedicated director of faculty development at an
AICAD college.

Armando Zuniga
Dr Armando T. Zúñiga began his position as Director of the
Writing Center during the Summer Term of 2018. Along with the
responsibilities of this directorship, Dr Zúñiga is also Faculty
Director of English Language Learning and Assistant Professorof Humanities and Sciences. Prior to working at ArtCenter, he was
Assistant Director for the Loyola Marymount University’s Center
for Equity for English Learners (CEEL). Accordingly, he has taught
graduate-level courses in effective practices and pedagogy for
English Language Learners (ELLs). Additionally, he has consulted
in the area of second-language acquisition and cultural diversity
internationally. He earned his doctorate in Organizational Change and Leadership from the Rossier
School of Education at the University of Southern California (USC). His dissertation research was aqualitative study of the influence that knowledge, motivation, and the organization have upon thegoal attainment of instructional coaches for teachers of ELLs.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2020 | IAFOR.ORG | 45

10:10-11:25 | Japan Standard Time (UTC+9)

Monday Live Stream Session 1
Room A | Psychology and Education
Session Chair: Cynthia Northington Purdie
59060

10:10-10:35

Analytics of Behavior Semantics for Understanding Constraint Conditions Hidden in Formative Process of
Real-world Learning
Koryu Nagata, Shizuoka University, Japan
Masahiro Tada, Kindai University, Japan
Masaya Okada, Kyushu University, JapanAn alternative of classroom learning is situated learning by behaving in the world (e.g., environmental learning in a natural field). Among
various types of human intelligence, this research is interested in understanding the process mechanism that human intelligence isformed through learner-learner and learner-environment interactions. Here, we assume that a learner’s cognition, interpretations andbehavior in the world are positively or negatively affected by various levels of constraint conditions given by his/her body, cognition,and surroundings. For example, a learner may not generate a certain type of effective real-world behavior if he/she does not know basic
knowledge (i.e., cognitive-level constraint). At the place where interesting objects do not exist in the world, a learner’s active inquiry
will be restricted (i.e., environment-level constraint). To mine a learner’s prospective behavior for making multi-view understanding of
the world, we developed technologies (1) to multidirectionally sense a learner’s behavior in the world, (2) to parameterize time-series
behavior with different semantics, and (3) to extract constraint conditions hidden in the formative process of real-world learning. This
research applied our analytical framework to our experiments of environmental learning with 30 participants in an experimental forest.
Our initial results showed that the semantic-level data of behavior enabled us to understand the cognitive state and constraints oflearners, and to find the changing points of learning situation. This illustrates our framework can be a theoretical basis to understandthe mechanism of situated intelligence emerging in the world.
59091

10:35-11:00

A Real-time Engagement Assessment in Online Learning Process Using Convolutional Neural Network
Shofiyati Nur Karimah, Japan Advanced Institute of Science and Technology, Japan
Shinobu Hasegawa, Japan Advanced Institute of Science and Technology, JapanEngagement is one of essential components in a learning process to provide personalized intervention pedagogy. Since there is aparadigm-shift on information and communications technology (ICT) in education, fostering learner’s engagement is not only fortraditional classrooms but also for distance learning settings such as online learning. In this paper, we propose a practical use of areal-time engagement assessment through facial expression by optimizing convolutional neural network. We built a face recognitionand engagement model to be applied in a web-based learning application. The deep learning model is experimented on open Dataset
for Affective States in E-Environments (DAiSEE) with hard labeling modification. Extracting images from every 10 seconds video weredone to prepare the dataset to be fed into the neural network. Some hyper-parameter tunings are conducted to achieve high accuracy(more than 90%). The engagement states are recorded to perform an evaluation of the learner’s during any online learning activities
such as reading, writing, watching video tutorial, online exams and online class. The results demonstrate the potential improvement
for interactive distance learning by taking into account engagement assessment.
58906

11:00-11:25

Condition Branding & Resistance: An Analysis of Brand Sentiment of ADHD Among American Students andIAD Among Chinese Students
Brandon Chicotsky, Texas Christian University, United States

A marketing phenomenon called "condition branding" influences a wide scope of stakeholders impacted by Attention Deficit
Hyperactivity Disorder (ADHD) and Internet Addiction Disorder (IAD). The Center for Disease Control and Prevention (2017) estimates
11% of American children are diagnosed with ADHD. The majority of the diagnosed population are under the age of 17 in the UnitedStates, with a substantial amount of diagnoses currently attending college. In China, IAD is associated with youth populations, which
also extends to college students (Ni, Yan, Chen, & Liu, 2009). The current analysis investigates sentiments regarding ADHD and IAD
treatments with condition branding as a central factor. The study’s overarching question asks: "Is there any unfavorability among
consumers regarding ADHD and IAD as a result of condition branding about which we are not aware?" Respondents of the study arecollege students recruited from four regional university environments of both private and public universities from the southwest,
southeast, northeast, and northwest of the United States (for the ADHD test group) and Guangdong Province and Hebei Province in
China (for the IAD test group). Students’ opinions in the current analysis provide insight into principles that extend beyond national
borders regarding potential backlash to condition branding. Cross-cultural inquiries are critical for identifying potentially generalizable
results (Brislin, 1976), which informs academe while also empowering stakeholders impacted by, or directly involved in, condition
branding campaigns.

46 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

10:10-11:25 | Japan Standard Time (UTC+9)

Monday Live Stream Session 1
Room B | Education, Sustainability & Society
Session Chair: Grant Black
58898

10:10-10:35

Hope for the Tago Ng Tago: Self-efficacy and Resilience of Undocumented Filipinos in United States Higher
Education
Gloria Montiel, Claremont Graduate University, United States

Undocumented students in the United States are among the most academically vulnerable populations. One in six Filipinos in the US
is undocumented (Migration Policy Institute, 2018), and the University of California President reports that 40-44% of undocumented
students at the University of California system are Asian and/or Pacific Islander. However, virtually nothing is empirically known about
their experiences in the educational pipeline. Leveraging Banduras’ (1999) concept of self-efficacy & Masten and Powell’s (2003), thisstudy explores the factors that help nine Filipino undocumented students to persist in education despite risks associated with an
undocumented status. Data were collected through structured interviews and thematically analyzed (Botatzis, 1998). Findings showthat despite not having specific information related to their undocumented status and needing to ke¬ep their status secret, even withinfamily circles, undocumented Filipino students built self-efficacy and resilience through (1) internalization of motivation from theirfamilies; (2) internalizing the value of education from familial expectations, and; (3) designing their own strategies to navigate their
undocumented status in their pursuit of higher education. This study is one of the first to center on undocumented Filipino students.
It also advances the use of asset-based lenses to analyze the undocumented student experience, which has historically focused onrisk. Its findings can serve K-12 schools and institutions of higher education to build specific mechanisms to support undocumented
students of diverse backgrounds to ensure equitable access and experience.
56005

10:35-11:00

What’s Noteworthy and What Needs to be Taken Note of: An Exploratory Examination of a Learning Center for
Refugee Children
Jennifer Tan, HELP University, Malaysia

This paper examines the initiatives of a faith-based, non-governmental learning center set up to teach basic literacy and numeracy
skills to a group of Rohingya refugee children in Malaysia. Using the four criteria mentioned in the SAFE Approach; Sequenced, Active
Focused, Explicit, the purpose of the study is to highlight the noteworthy practices of the center as well as to identify what are someessential weaknesses that need to be taken note of in order for sustained teaching and learning to happen. Based on the exploratory
nature of the research purpose, face-to-face, in-depth, semi-structured qualitative interviews and observations were used to collectthe study data. Findings showed that while good intentions to serve the community seem to drive the initiatives, there is a dire need tosee a shift in focus to training and development of human resources, particularly towards the teachers and volunteers who scaffold thechildren as they begin the challenging process of navigating a new educational environment. Finally, this paper concludes with somerecommendations for a more sustainable program; particularly in the area of teacher/volunteer development.
58909

11:00-11:25

Creating Hope: Embracing Differences through Dialogue
Maria Guajardo, Soka University, Japan
Mandeep Taneja, Soka University, JapanThe year 2020 forced dramatic changes within higher education as universities in Japan quickly shifted to emergency remote learning
due to Covid-19. The challenges for students, including adjusting to online instruction, were compounded by separation from friends,
and a disconnect from participation in university life. Simultaneously, social activism in the United States encapsulated by theBlack Lives Matter movement revealed deep schisms defined by discrimination and institutional racism against Blacks, Indigenous,
and People of Color (BIPOC). The need to address human divisions in society presented a challenge to create an engaged learning
experience for university students, where new ways of thinking about the ‘other’ could emerge. Turning to educational pedagogies
centered on praxis and humanism (Burger, 2019; Freire, 1998; Palmer, 1998; Torres, 2014; Wiesel, 1986), a general education course
was redesigned. Six themes (democracy, dialogue, community, creativity, power, and freedom) were the base for building an innovative
learning experience for 30 students in a 14-week course. This exploratory case study relied on two key informants, the professor anda graduate student assistant. A dialogic process (Bradley, 2017) between the two key informants unpacked relational pedagogy andrevealed the impact of an engaged learning experience, that was both personal and hopeful. Findings reveal a dialogic group processthat moved students from the destructive power of despair to a community of hope by building connections, community, and at thesame time embracing challenges. An operational model for embracing differences through dialogue will be shared along with Seven
Action Rules for Engaged Learning.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2020 | IAFOR.ORG | 47

13:55-15:10 | Japan Standard Time (UTC+9)

Monday Live Stream Session 2
Room A | Roundtable Session
Session Chair: Monty Satiardarma
59141

13:55-15:10

Cross-Cultural Perspective on Family Stress During COVID-19 Pandemic: Finding Helpful Support and Coping
Services for Families With Children
Naomi Watanabe, NTT Communication Science Laboratories, Japan
Maiko Ikeda, Integral Psychoeducational Services California, United States
Yayoi Watanabe, Hosei University, Japan
Junko Iida, University of Tsukuba, Japan
Baiba Martinsone, University of Latvia, Latvia
Sandra Gudiño Paredes, Tecnológico de Monterrey, Mexico

This is an unprecedented time that COVID-19 has impacted our lives multidimensionally and globally: social distancing, school closure,restricted businesses, teleworking, etc. These changes could cause stress, anxiety, and/or any other mental health issues. Purposesof this roundtable are: a) to present the results of a web survey designed to capture such psychological changes and coping occurringin families with children across the globe; b) to learn about how the threat of COVID-19 is affecting families across the globe as taking
government policies, education system, current status of the disease, and other culturally-specific factors into consideration and c)
to discuss what universal as well as culturally-specific support and coping services would be. Panelists of this roundtable represent
four countries: Japan, Latvia, Mexico, and USA. In each country, families with children (age 0-18) completed a web survey investigating
their stress level, causes of their stress and support they seek for. At the roundtable, panelists will present preliminary results onchanges in stress before and after COVID-19 pandemic began and relations between families’ stress and needed support services.
Then, they will talk about each country’s situations and the results in details. Based on those findings, the roundtable highlights
cultural similarities and differences in families’ response to COVID-19. Implications of the findings and future analysis ideas will be
discussed with audience.

48 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:55-15:10 | Japan Standard Time (UTC+9)

Monday Live Stream Session 2
Room B | Online & Blended Learning Approaches
Session Chair: Michael Menchaca
59095

13:55-14:20

Self-regulated Learning Recognition and Improvement Framework
Minh-Tuan Tran, Japan Advanced Institute of Science and Technology, Japan
Shinobu Hasegawa, Japan Advanced Institute of Science and Technology, Japan

Self-regulated learning (SRL) is a learning approach whereby learners actively set learning goals, then monitor, control their learning
progress, and finally reflect on their learning performance. In the last three decades, SRL has drawn attention not only from researchers
but also from schools and universities that aim to equip their learners with self-study ability. With the development of distance learning ande-learning technologies, SRL has become a crucial ability for learners. Profoundly, in the last several months, the strike of COVID-19 has
isolated students, teachers, and dramatically challenged the current learning and teaching approaches; COVID-19 seems to force learners
to self-regulate their own study without options. Understanding SRL maturity is necessary for the educational growth and knowledge
fulfillment of individuals. Although there have been increasing studies and models about how SRL works and is measured, it still remainsa challenge for research on the principles whereon SRL exists, operates and the foundation for SRL intervention for improvement. Aiming
for these principles, we propose the SRL Recognition and Improvement Framework to support the process of recognizing one’s SRL
maturity level and improving SRL ability. This framework is a set of educational principles, models, and factors based on which formulas,techniques, and environments for supporting SRL recognition and improvement are developed. The framework is constructed on thefoundation of the theory of metacognition and cognition, the philosophical habit of the mind, and existing SRL models and measurement
methods. We also demonstrate the experiment design for validating the framework and conducting empirical studies.
59128

14:20-14:45

Education in Times of Change: The Place of Relational Pedagogy in a Blended Tertiary Teaching-Learning
Space
Susie Kung, Manukau Institute of Technology, New Zealand

Literature indicates that educational online technologies (EOT) have transformed the delivery of teaching and learning in the tertiary
environment. The COVID-19 pandemic has also expedited the need for online learning platforms to aide flexibility in learning. This
presentation outlines a current research project that builds on two previous research projects that aimed at discovering best teachinglearning environments through the eyes of student teachers (2013) and their lecturers (2018). The findings from both these projects
suggest that relationship is the cornerstone of effective teaching-learning spaces. Importance is placed on the preparation of a place andspace for relational learning that privileges narrative pedagogies. Both locally and globally, there is a drive to replace traditional learningspaces with technologically enhanced learning spaces. This current on-going research project seeks to investigate the impact of blendedteaching-learning spaces on relational pedagogy. The project is underpinned by the research question: How might the student-teacher
relationship continue to grow and flourish in an increasingly online/blended tertiary teaching environment? This study employs the casestudy approach methodology and the participants are student teachers enrolled in a teacher education programme in New Zealand. Datais collected through a survey to collect baseline data, followed by focus group interviews. Initial key findings suggest that having moved
into a blended teaching space, students still place great value on relationships as the foundation for effective learning. This presentation
will discuss some key initial findings from this research project as catalyst for dialogue on teacher education in times of change.
59101

14:45-15:10

When Future Becomes the Present: A Survey About On-going Online Classes as a Creative Measure During
the COVID-19 Pandemic
Marlon Gado, De La Salle Medical and Health Sciences Institute, Philippines

On-line distance learning is one of the most creative measures during the COVID-19 Pandemic in the Philippines. This study sought
to determine the on-line learning readiness of faculty and students among the (6) colleges and Senior High School of De La Salle
Medical and Health Sciences Institute (DLSMSHI), Philippines. DLSMHSI shift to online learning as a creative measure against the
COVID-19 Pandemic. A total of 126 faculty members and 1,677 students participated in the online survey, mostly four (4) point Likert
scale and open-ended questions. This study, which utilized a descriptive research method, revealed that the majority of students andfaculty agree that learning should continue during a crisis. However, the data result shows students were not ready to participate in
an online class while faculty members are ready to teach online. The researcher concludes that the following aspects were relevant in
preparing for an immediate shift to the on-line course during a crisis: (1) informing new students and faculty that computing devices
and internet connection are necessary for academics; (2) establishing blended learning readiness programs, (3) having a pool of online
learning champions, and (4) minimal but consistent use of the Learning Management System (LMS) enables the faculty members andstudents to sustain their skills in using the on-line environment. This study recommends that LMS should be in place throughout theschool year, including the conduct of blended learning readiness training. Also, students' limitations concerning participation in online
classes should always be considered by the faculty and administration.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2020 | IAFOR.ORG | 49

15:20-17:00 | Japan Standard Time (UTC+9)

Monday Live Stream Session 3
Room A | Support and Wellbeing in Education
Session Chair: Monty Satiardarma
58645

15:20-15:45

Trauma Informed Response to Intervention in Education
Cathy Little, The University of Sydney, Australia

A traumatic event is one that threatens injury, death, or the physical integrity of self or others causing horror, terror, or helplessness. There exists
little current, contextual evidence on educator’s knowledge of trauma, their understanding of the impact of trauma on student learning, and the useof interdisciplinary responses and practices toward students who are victims of or experiencing trauma. This paper presents the initial results ofa study undertaken to ascertain 1) a baseline of what educators currently know about trauma informed interventions, and, 2) what supports they
believe are necessary to the development of cross-disciplinary responses to student trauma. Using a mixed-methods design, 200 school teachersand school administrators responded to a survey designed to elicit their understandings of trauma and existing response practices in schools when
dealing with student trauma. Focus groups were then held with teachers to ascertain their current knowledge of trauma- informed frameworks
and identify perceived challenges to implementing trauma-informed support. Results suggest teachers generally have limited knowledge about
trauma-informed response to intervention frameworks. Teacher responses toward supporting students who are victims of or experiencing trauma
were affectual in nature and often emotionally rather than rationally based. Teachers reported school leadership and ‘systemic blinkering’ as asignificant factor to the implementation of trauma-informed responses. The main challenges to supporting students who have experienced or are
currently experiencing traumatic experiences were a lack of resources and appropriate professional development opportunities.
58820

15:45-16:10

Better Scores, Happier Parents? How Children’s Academic Performance Affects Parental Well-being
Hongyu Yu, Beijing Foreign Studies University, China

It is well known that Chinese parents tend to have high educational expectations for their children. Ultimately, the parental sense of well-being
is potentially influenced by children's academic performance. Conventional qualitative studies treat the relativity of the two as the reflection orcontinuance of generationally-shared traditional Confucian ideology of collectivism, which strongly emphasizes education and kinship. Althoughsuch a viewpoint is widely accepted in a culturist way, it is unsupported by substantial data analysis and possibly one-sided and insufficient if
put in the context of contemporary Chinese society. In this paper, I challenge the conventional understanding in the following ways by conducting
quantitative research using China Family Panel Studies (CFPS) to quantitatively show that the parental well-being is indeed affected by theirchildren's academic performance. I extract key variables from parents' well-being, education level, and satisfaction with kids' academic results
using factor analysis. The relationship between these variables and parents' life satisfaction is then analyzed using a random effects model. I findthat 1) the logic association between parental well-being and children's academic performance is not merely relative but causal; 2) the exact effectof children's academic performance is equally moderated by the parental hukou status and educational levels. A sensibility analysis is conductedto confirm the findings. Finally, I argue that in addition to Confucian values and the ideology of collectivism, the cross-generational desire for social
mobility serves as another origin of the direct causal link between the parental sense of well-being and children's academic performance.
58653

16:10-16:35

Setting the Stage for Clinical Supervision Using Evidence-based Practice in the Philippines
Elaine Marie Aranda, De La Salle University, Philippines

Knowledge, skills, and values determine the competency of a practicing psychologist. They define how effective and efficient is the delivery ofmental health services. This is achieved through an organized and systematic clinical supervision program that uses evidence-based practices.
Most clinical supervisors are trained in a variety of orientations contributing to diversity in practice. It is a clear and persistent challenge in thePhilippines to set-up an evidence-based clinical supervision for mental health professionals as a basis of evaluating psychologists before they
actually handle clients with mental health concerns. Clinical supervision in mental health services utilizes different approaches in defining
standards by which supervisors evaluate psychologists before they proceed to actual practice. Supervisors are expected to be objective incompetently qualifying psychologists and using evidence-based clinical supervision will consider different factors in evaluating supervisee.
However, there are instances where supervision assessments are subjective, implicated by supervisor-supervisee relationships, alliance, andvalues. This paper explores the adaptation of evidence-based practice in evaluating the competency level of psychologists to reduce diversity inclinical supervision. This is to address the lack of standardization in the practice of professional psychology especially in the Philippines. Setting
the stage for evidence-based clinical supervision in the Philippines would change the landscape on how new breed of mental health professionals
are supervised, trained, and equipped with competencies that match the standards and quality of the local or even the international mental healthpractices.
53857

16:35-17:00

Self-harm and Non-suicidal Self-injury (NSSI) Tendencies Among Children: Effect of an Intervention Program

Ma. Dominique Sta. Cruz, De La Salle Santiago Zobel School, Philippines

Self-harm according to research is an increasing global concern, which is not just of today. It has been beginning to be alarming that in the
recent generation self-harm and Non-Suicidal Self-Injurious (NSSI) behavior have been rampant especially in the younger ages. This study
aims to determine the prevalence of self-harm and non-suicidal self- injury tendencies and the common form of self-harm among those
who are in late childhood up to the earlier years of adolescence. Moreover, this action research also gauges the overall psychologicaldistress of the respondents in the dimensions such as subjective well-being, problems and symptoms, life functioning and, risk and harm.
It was participated by 301 school-going adolescents under ages 9 to 11 years old and employing a standardized self-report questionnaire(Clinical Outcomes Result Evaluation). The findings indicate that the most common form of self-harm is cutting (71.43%). Results also
show that the dimension risk and harm determines an individual being at risk to themselves or others by having thoughts of hurting
oneself. Findings suggest that prevention program such as wellness intervention can be developed and implemented to promote skills tominimize risk-taking behavior such self-harm and self-injury.

50 | IAFOR.ORG | ACE2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:20-17:00 | Japan Standard Time (UTC+9)

Monday Live Stream Session 3
Room B | Learning and Culture
Session Chair: To be announced
58866

15:20-15:45

Before Thinking Mind: The Role of Capping Phrases in Korean Seon Buddhist Kongan
Hugh Schuckman, University of Utah, Asia Campus, South Korea
Byung-Hoon Oh, University of Utah, Asia Campus, South Korea

Whereas the Seon (Japanese Zen, Chinese Ch’an) Korean project of personal awakening is said to be ‘beyond words,’ language plays acentral role in the Seon Buddhist monastic curriculum. Perhaps most linguistically important is the practice of meditating with kongan(Jpns. Koan), or short cases recorded from earlier meditation masters (Hyewon & Mason, 2013). These brief mind puzzles are meant tochallenge students to drop their attachments to name and form, while pushing them to awaken to a pre-cognitive state (Buswell, 1992;
Park, 2010; Heine & Wright, 2003). Much recent scholarship has focused on ‘capping phrases,’ or esoteric commentary written by venerable
Japanese Zen Masters appended to Koan (Hori, 2013). However, no research on Korean Seon capping phrases is currently available in
English. Given the relevance of this topic to cultural linguistics, this presentation will categorize and decode capping phrases written by
Seon Master Seung Sahn Sunim of the Korean Kwan Um school of Buddhism. Through archival research of Seung Sahn’s lectures as well
as semi-structured interviews of several living Korean Seon masters in the Kwan Um School of Buddhism, this presentation will highlight theimportance of capping phrases in making Korean Kongan culturally and personally relevant to contemporary Seon Buddhist practitioners.
58808

15:45-16:10

Students’ Reactions Towards Cultural Differences Presented in Foreign Language Learning Contexts –A Critical Multimodal Investigation of Maltese GFL Classrooms
George Cremona, University of Malta, Malta

When adolescents learn a Foreign Language [FL], they encounter different texts through which they start forming their representations of
the culture and the people of the contexts where the target language being studied is used as a native L1 language (Majala, 2015). In thislight, the paper will present the findings of a one-year data collection venture from Maltese German as a foreign language [GFL] classrooms.
Through interviews and drawings, students learning GFL were asked to share insights about people living in Germany. The analysis of thecollected data indicates that these students, while learning the foreign language maintained an us-them mentality. Instead of learning fromobserved similarities and differences, students ended up frequently and starkly only identifying differences which glorify Maltese people andview people living in Germany through an ambivalent less positive light. The analysis of these differences indicate that student perceptions
are built on essentialist comments (Gelman, 2011) based on very limited stereotypes and non informed cultural, historical and social biases(Sadker and Sadker, 2010). As a reaction and as a conclusion, based on the outcome of these findings, the paper will present the original
multimodal PACKS checklist (Cremona, 2018). This checklist serves as a tool through which GFL students, helped by their teachers, will startseeking to proactively instead of passing judgements about cultural differences, learn that it is only through encountering cultures and belief
systems unlike their own, that they can learn anything about the flaws and limitations inherent in their own perspectives.
58925

16:10-16:35

Multinational Students’ Culturally Versatile Adjustment and Readjustment Experiences Through Study Abroad in Japan
Naomi Tsunematsu, Hiroshima University, Japan

This research examines how culturally diverse exchange students from North America, Europe, Oceania, and Asia experienced culturaladjustment and readjustment through their study abroad in Japan. These multinational students participated in the Hiroshima University
Study Abroad Program (HUSA)* with strong interest in Japanese culture and language, and studied at Japanese university for one year or
one semester. Qualitative research method is used to examine the narratives of culturally diverse students who had different cultural distanceto Japan. By incorporating the analysis of multinational students’ multifaceted perspectives in their engagement with experiential learning
projects to work with local people, value of integrating different belief systems and its intellectual challenge is also presented. The research
revealed each student experienced cultural differences between their home culture and Japanese culture variably from multiple perspectives.
Students experienced cultural dilemma and incongruence as well as positivity. Cultural differences became collective strength and innovative
power when multinational students fully utilized their versatile resources to be proactive. Knowing the value of diversity and its generative power
through study abroad becomes an asset for students to make a difference in global world. *Hiroshima University has concluded exchange
agreements with 94 universities in North America, Europe, Oceania, and Asia in 31 countries and two consortiums (the University Studies Abroad
Consortium [USAC] and the University Mobility in Asia and the Pacific [UMAP]) in the world (as of January 2020). Approximately 40~60 students
attend the HUSA program annually, and they study at Hiroshima University for one semester or one academic year.
58847

16:35-17:00

Understanding the Role of Mary in the Catechetical Documents Issued in the Philippines
Andrew Joseph Chanco, University of Santo Tomas, Philippines

The Blessed Virgin Mary plays a vital role in the history of salvation. She was chosen to become the Mother of God and given by Christ to
become the Mother of All. The Church in the Philippines is called Pueblo Amante de Maria, which means a people in love with Mary. It is one of
the characteristics of the Christian Faith of the Filipino people wherein their approach to Christ is through and with Mary. Mary becomes thecentral inspiring force in bringing about a deeper evangelization for the people to preserve and have a fuller maturity in the faith. This paper,seeks to look at Mary's place in the Catechetical Documents issued by the Catholic Church in the Philippines. In presenting the said theme, thefollowing topics are discussed: first, Mary in Catechesis by having a general outlook on her role and mission; second, the Catechetical situationin the Philippines by looking into its context; and third, the place of Mary in the Philippine Catechetical documents by presenting her as theInspirational Model that must be emulated especially of the Filipino people.

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Adult, Lifelong & Distance Learning
58650

The Development of Adult Learning and Education for People With Intellectual Disabilities in Japan: A Literature Review
Ayame Suzuki, Shizuoka Prefectural Fuji School for Special Needs Education, JapanThe aim of this article is to review the literature on adult education for people with intellectual disabilities in Japan. The review also aims tocompare adult education in Japan with that of other countries and to explore its issues. It was concluded that the Japanese government
established a formal education system for secondary students with disabilities but that few welfare facilities, post-secondary institutions,or adult education facilities have initiated adult education for people with intellectual disabilities. The main strategy used to identify
relevant literature was a search in CiNii for scientific articles, using the following combination of keywords: "lifelong learning" OR "social
education" AND "people with disabilities." The search produced 338 publications. After examining effective literature, these studies showedthat adult education for people with intellectual disabilities altered their educational concept and expanded it, a process influenced by thedevelopment of domestic special education and changes in international views on human rights, including normalization. Adult education
began as alternative education for people with disabilities exempted from compulsory education. The reviewed studies showed that adulteducation centers became widely established, influenced by the heightened awareness of human rights in the world. This review showsthat adult education for people with intellectual disabilities has enabled them to develop and expand their activities. Moreover, the few
studies that have been conducted offer useful insights into the effects of adult education on individual lifestyles.
58747

Exploring the Experiences of Post Graduate Education Students Doing Their Studies Through Blended Distance
Learning in South Africa
Kudakwashe Mamutse, University of South Africa, South Africa

This qualitative study seeks to explore the experiences of Post Graduate Certificate in Education (PGCE) students who are doing theirstudies through blended distance learning in a South African institution. The students attend their lectures through tele-conferencing
three days in a week from 17H00 to 20H00 per day. In some cases, the lectures are pre-recorded and just played for the students. The
study uses critical discourse analysis as a theoretical framework to explore the experiences of these students. Data was collected using
focus group and in-depth individual semi-structured interviews. The data were analysed using content analysis, and the findings werereported in form of themes. The study found out that irrespective of the tele-conferencing through which they get their tuition, thestudents felt that they need more guidance especially on hands-on aspects such as lesson planning. The participants also felt that it
would be best to have the lectures every day. The study concluded that the institution should put in place a tutorial system that would help
students when they face challenges. The study also concluded that the institution needs to come up with a comprehensive frameworkthat would ensure that not only would the students complete the course, but also, they need to develop professionally.

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ACE Virtual Presentations
Assessment Theories & Methodologies

58877

Performing Arts: Assessment of Learning in Grade 7 Mathematics
Ruth Revilla, Bicol University, Philippines
Jocelyn Goyena, Bicol University, Philippines

This study determined the effect of performing art as an assessment in Grade 7 Mathematics in the academic achievement of the Grade 7
students of Bicol University College of Education Integrated Laboratory School, the school year 2019-2020. Specifically, the study sought
to answer the following sub-questions: (1) What lessons in Grade 7 Mathematics may be developed with performing arts as assessment?
(2) What performing arts are presented by the students during the assessment of the lesson? (3) What mathematical concepts areevident in the performing arts? (4) What is the effect of the developed lessons on students in terms of conceptual understanding, 21stcentury skills, and motivation in learning mathematics. The researcher employed a pre-experimental research design particularly apretest-posttest design. Both qualitative and quantitative methods were utilized in analyzing the result in the lesson implementation. The
qualitative data were obtained from the students’ journals and teachers remarks on the observation sheets. In the quantitative method,data were obtained from the pretest and posttest scores of the students. The results revealed that students’ conceptual understanding,
21st-century skills, and motivation in learning mathematics were enhanced and improved. Based in the teacher-observers, the students
participated actively in the class discussions and performed well during the assessment of the lesson. With these, the students’ 21stcentury skills such as communication, collaboration critical thinking, and creativity were developed and enhanced through performing
arts in the assessment of the lessons for Grade 7 Mathematics.

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ACE Virtual Presentations

Challenging & Preserving: Culture, Inter/Multiculturalism & Language

55466

Doing Multicultural Education in Times of Trouble: A Case of PBL in Bilingual Arab-Jewish School in Israel
Raz Shpeizer, Kaye Academic College of Education, Israel
Orit Freiberg, Kaye Academic College of Education, Israel

Israeli society, like many contemporary societies, consists of various cultures and sub-cultures. This diversity finds expression in Israel's
education system, albeit through segregation, since the system is divided into culturally-based educational sectors, most prominently
among Jews and Arabs. This segregation strengthens mutual cultural alienation rather than intercultural dialogue. Against this tendency, a
few bilingual-bicultural Arab-Jewish schools have been established in Israel, one of which is situated in Beer-Sheva, a city in the southern
region of Israel, whose demographic consists predominantly of Bedouins-Arabs and Jews. The bilingual school in Beer-Sheva wasbuilt on multicultural and intercultural principles. The school’s underlying pedagogical assumption is that there should be a connection
between the school's educational agenda and the forms of teaching that it deploys. Thus, in order to advance social transformation in
the spirit of multiculturalism and interculturalism, a pedagogical approach that fosters students' activism, initiative, critical thinking andcollaborative abilities needs to be adopted. Such an approach can be found in PBL (project-based learning), a proactive, student-centered,group-oriented and practice-oriented teaching method. Therefore, in this lecture we explore a case study of a one-year PBL initiativethat took place in Beer-Sheva’s bilingual Arab-Jewish school. Through a rich and thick description, we expose the different layers of thecase and provide a holistic picture of it, arguing that the study’s findings affirm the positive connection between PBL and a multicultural
agenda. Based on these findings, we offer some guidelines for the implementation of PBL in the context of multicultural and intercultural
education.
58976

Developing Future International Hospitality Employees’ Cultural Intelligence and Intercultural Competence
Yu Chih Chiang, Fu Jen University, Taiwan
Kazuharu Owada, Ritsumeikan University, Japan

In response to the international trend in hospitality industry, hospitality groups in the world are actively expanding global markets. Thereis a need of international talents with intercultural competence when local companies attempt to develop new markets in other countries
as well as when foreign companies would like to enter a new territory. College students are one of the main labor sources in the hospitality
industry. Companies usually target student employees with excellent performance as their candidates of management trainee program,highlighting the urgency and importance of hospitality students' intercultural competence. However, culture-related training is limited
to individuals in current hospitality education. For example, overseas internships usually are obtained by students who have excellent
language skills and economic support. Therefore, this study aims to develop hospitality students’ cultural intelligence and interculturalcompetence using mixed research and experimental design for teaching intervention in a multinational distance course. Research sample
will be about 40 to 60 hospitality students who enroll in the multinational distance course. The pre and post-tests will conduct at the firstand last weeks of the distance course for course effectiveness. Qualitative data will be analyzed using NVivo 12 Plus, a qualitative data
analysis software, and t-test will be utilized to analyze quantitative data using SPSS 20.

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ACE Virtual Presentations
Counselling, Guidance & Adjustment in Education
58480

Building Resilience and Self-care Strategies Manual for Promoting Counselors’ Wellness
Rosemarie Tayoto, De La Salle University, Philippines

Counselors’ well-being is very essential in the fulfillment of day to day task of providing counseling services to their clients. It is expected thata counselor with positive physical, mental, spiritual, and emotional state will be able to develop therapeutic alliance, demonstrate empathy, anddesign appropriate intervention plan to address client’s presenting concern. On the other hand, prolonged exposure to individuals experiencing
high level of stress may place counselors at risk on vicarious stress, secondary stress disorder, compassion fatigue, and burnout. Thus, it is at
utmost importance that school counselors should prioritize their own mental health. This current manual aims to provide set of group intervention
activities that will enhance resiliency and self-care strategies in order to promote counselors’ wellness. Counselors’ level of professional vitality,
personal vitality, professional stress, and personal stress will be measured using the Skovholt Practitioner Professional Resiliency and Self-CareInventory (Skovholt, 2014). This will serve as a sounding board for counselors to reflect on their current state of well-being and self-care practices.
The manual will be consists of 6 sessions (two hours every session) which will be scheduled on a weekly basis. Strategies will include groupsharing, individual journaling, creative works, reflections, and processing. At the end of the group intervention, counselors are expected to havetheir own self-care plan that will aid them to maintain positive mental health amidst the challenges brought by personal and professional life.
58474

College Students Informal and Formal Ways of Seeking Help: Who’s to talk with?
Maria Cristina Firmante, De La Salle University, Philippines

Records show various ways to better understand help-seeking behavior. Literatures also showed that despite the fact that free counseling isavailable in the campus; only limited numbers of students are accessing the said service. The current study investigated the college students’
informal and formal ways of seeking help among 488 samples enrolled at a private university in Metro Manila. These college students were 18.5
years old on average [219 or 44.8% are males and 269 or 55.1% are females]. Findings reveal that 57% have not received or sought counselingwhile 43% were found to be aware of the presence and have received or sought a counseling service. Half or 55% proportions have expressed aneed to talk their concerns if offered and 45% expressed no interest of expressing their concerns. The present study revealed that these college
students marked preference for informal ways of seeking help specifically to their friends, parents, and other significant others but also showedinterest in accessing the formal ways of seeking help. These results highlight the needs to explore better mechanisms as to how the campusbased counseling can maximize students’ informal ways of seeking help. Working with students significant others can be explored by creatinga peer support system and easy access to counseling. Furthermore, results point the need for the school counselors to further promote theservices of the campus school counseling centers by educating the students, parents, and campus stakeholders of the benefits of counseling.
58473

Suicide Intervention Experiences and Practices of School Counselors: Basis for Development of Practice Guidelines
Joel Navarez, De La Salle University, Philippines

The current study investigated the Filipino school counselor’s knowledge, attitudes, and competencies in suicide intervention as well as
their experiences and practices in suicide intervention. The study also aimed to develop and standardize suicide intervention guidelines. The
study has two (2) phases. Phase 1 utilized the descriptive and generic qualitative inquiry methods of research. Purposive and conveniencesampling was applied and participants were college counselors from the National Capital Region (NCR), Luzon, Visayas, and Mindanao.
Results revealed that counselors do not have high level of knowledge on suicidal behaviors, have some negative attitudes toward suicidal
behavior, and need to acquire better intervention skills. The findings also showed that the trainings received by counselors are not enoughto advance their suicide intervention skills which would help enhance positive attitudes towards suicide risk assessment and management.
Some common experiences of the counselors in suicide intervention were focused on the areas of accountability, stigmatizing attitudes ofparents, and confidentiality issues. Phase 2 of the study was the development of suicide intervention practice guidelines using the Delphi
process. The tentative guideline was based from the content analysis of interventions taken from literature and from the actual intervention
practices of counselors as seen from the findings of the qualitative study of Phase 1. After three (3) Delphi rounds and the consensus fromsixteen (16) mental health experts, 145 recommended actions can be implemented by school counselors in suicide.
58865

Exposure Therapy as an Intervention for Social Anxiety Disorder: A Case Study of a College Student
Josephine Indah Setyawati, Universitas Indonesia, Indonesia
Adhityawarman Menaldi, Universitas Indonesia, Indonesia

Social anxiety disorder or SAD is defined as intense fear or anxiety of one or more social situations where one might behave embarrassingly
or be observed and be negatively evaluated by others. This anxiety makes individuals distance themselves from daily social situations.
Individuals with SAD are more likely to have impairments in various areas of functioning and experience reduced quality of life. Interventions
are given to reduce anxiety symptoms in social situations. Common interventions given to SAD clients are cognitive behavior therapy,
exposure therapy, social skills training, and relaxation. Exposure therapy is recognized as one of the most effective interventions todecrease social anxiety symptoms. This kind of anxiety could happen to college students as well. This clinical case study examines a
21-year-old college student, "Deasy", who presents symptoms of SAD based on the DSM-5, including avoidance and excessive anxiety
of social situations, difficulties in daily social functions, fear of being in crowds, and excessive anxiety to interact with others. Thisanxiety also made her afraid to actively participated in the learning process because she worried to be looked foolish by her lecturer andclassmates. The exposure therapy was used to decrease her anxiety toward five social situations that she tends to avoid, especially in thecollege context. She gradually confronted fear-inducing social stimuli from the least to most feared. The result of this therapy showed that
CBT was an effective intervention to reduce social anxiety symptoms as measured with the Social Phobia Inventory.

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ACE Virtual Presentations
Curriculum Design & Development
58509

Developing Advanced Critical Thinking Skills in Education Systems: Higher Order Thinking Processes in an Era
of Rapid Change
Nathaniel Edwards, Yamaguchi National University, Japan

This paper examines the close connections between critical thinking and cognitive development, logic, and emotionality and the growing
importance of promoting and developing higher-order thinking processes in education systems and work environments in an era of
rapid change. Students and employees require advanced critical thinking skills to carefully evaluate and effectively use vast amounts of
information and data from a growing number of sources. Educational institutions in many countries have given priority to the developmentof critical thinking skills in curricula, most notably at the university level. Teachers at all levels of education have been advocating theuse of critical thinking skills in classes in recent years. Critical thinking skills can be improved by training students in the use of Socratic
dialogue and by promoting an advanced self-awareness of thinking processes (Braun, 2004). Logical reasoning, problem-solving andrelated skills are important elements in critical thinking, but emotions may also play an important role in thinking processes. Emotions
may influence logical, objective thinking and a certain level of emotional self-awareness and self-control may enhance critical thinking
processes (Ruggiero, 2004). Critical thinking has become an important topic in education systems in many countries, and the need for
self-aware, resilient, and resourceful students and employees who can think critically, flexibly, creatively, and independently is increasing.
59092

On Curriculum Development of CBE for Fine Arts Specialty of Art Talent Classes in Junior High School
Yu Ting Lai, National Changhua University of Education, Taiwan

This essay aims to unfold the process of fine arts speciality curriculum development of the Art Talent Classes in Taiwan. In order toconstruct the curriculum of Art Talent Classes, the junior high school sets up a curriculum development board. The committee of school
curriculum board comes from administrators, fine arts teachers, representatives of PTA, and outside art education experts. The board
comes into several difficulties such as internal and external factors are involved, as well as the problems faced by different art subjects. A
strategy for solving these problems is emerged. This study employs interview, document and observation to collect data. It is hoped that
we can view the features of competency-based arts education curriculum development process of the case school.
58899

Preparing Pre-service K-6 Teachers Online for a Socially Distanced World
Tony Pellegrini, Southern Utah University, United States

Preparing teachers to teach in K-6 classrooms has been and must continue to be a very practitioner-based process to prepare theseteachers to meet the ever changing needs of 21st Century learners. In our continuing paradigm of face to face and brick and mortar
instruction, we have been able to establish tools and patterns to provide structure and gatekeeping to assure that appropriately trained
individuals are prepared to address our K-6 learner's needs. In the more asynchronous, virtual, and socially distanced world in which weare entering, these same needs of pre-service educators exist. Institutions of higher education tasked with teaching, supervising, andrecommending these learners for licensure are faced with unique and challenging dilemmas with nurturing their learners success in bothof these worlds. Tony's presentation will invite participants to walk alongside him as he outlines and identifies the value-added activities
and approaches the Teacher Education Department at Southern Utah University has adopted to engage face to face and synchronous
learners and their learning while simultaneously engaging their distance, online, and asynchronous learners to prepare themselves tomeet the needs of their learners in our new socially-distanced world.

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ACE Virtual Presentations

Design, Implementation & Assessment of Innovative Technologies in Education
58931

Study on Computer-adaptive Testing: Proposal of a Scaffolding Tool
Hirotaka Azuma, Tokyo Denki University, Japan
Hironobu Takenouchi, Tokyo Denki University, Japan
Tatsuyuki Takano, Kanto Gakuin University, Japan
Takashi Kohama, Tokyo Denki University, Japan
Osamu Miyakawa, Tokyo Denki University, Japan

A multiple-choice method is one of the major methods in Classical Testing Theory used at university, in certification exams, and so on.
This method enables faculty to score a test easily while requiring a certain amount of quizzes to estimate examinees' abilities with acertain accuracy. This also requires time to answer for examinees and time to create quizzes for faculty. Then it can be considered toadopt CAT, Computer-Adaptive Testing. CAT is another testing theory that reduces the number of quizzes to theoretically half comparedto the existing multiple-choice method while keeping the accuracy of estimating examinees' abilities almost the same; however, it isnecessary for each quiz to have its own difficulty. In this study, a programming exercise tool with a scaffolding method is going to besuggested aiming at generating quizzes with various difficulties automatically. A scaffolding method is a method that helps examinees
to solve problems by providing some hints gradually. By using this tool, what elements are associated with reduction in difficulty can be
examined, and they will be used to a quiz generation. Students will be required to answer half the number of quizzes and faculty will needto create much less ones than before. This tool also supports beginners to avoid bias in a difficulty distribution by providing very basic
quizzes so that the beginners will be encouraged to brush up their skills and more detailed classification will be acquired.
59172

A Framework for Designing Metacognitive Scaffolds in Ill-structured Problem-solving Using e-Learning
Authoring Tools: A Design and Development Study
Qing Zhang, SUNY-Oswego, United States
Barbara Lockee, Virginia Tech, United States

Problem-solving has been studied in many disciplines (Jonassen, 2011; Lazonder & Rouet, 2008; Lester, 1994), however, it has not been
explored extensively in the field of instructional design (Jonassen, 2000, 2011). Given the importance of solving ill-structured problems
in daily life, there is a need to create effective instruction to teach such skills. Metacognition is regarded as key to solving ill-structured
problems (Lin, Hmelo, Kinzer, & Secules, 1999; Jonassen, 2000). Therefore, metacognitive scaffolds can be integrated into computerbased curricula to teach problem-solving skills. Interactive features in eLearning authoring tools can be used effectively to design
metacognitive scaffolds. The rich affordances of such tools allow designers, instructors, and other stakeholders to present and tackle
a problem with utilizing a wide variety of media attributes. Given these affordances, a need exists for guidance on how to leverage
the features of such environments to support meta-cognitive scaffolding. This study focused on the development a computer-based
interactive content design framework to guide the design of metacognitive scaffolds in ill-structured problem-solving instruction. The
framework was composed by synthesizing research and practical literature, and then evaluated by experts. The completed framework
includes metacognitive strategies, instructional design strategies, interactive media types, question prompts, and feedback. Instructional
designers, instructors, and other key stakeholders could follow the guidelines to create metacognitive-based ill-structured problemsolving instruction using e-Learning authoring tools.
59130

A Prototype System With Speech Recognition Function for Practicing Speaking English
Harumi Kashiwagi, Kobe University, JapanMin Kang, Kobe University, Japan
Kazuhiro Ohtsuki, Kobe University, JapanWe developed a prototype system with a speech recognition function to practice speaking English. While examining English learning inJapan, it was found that many students do not use English outside language classes. Therefore, speech recognition technology can help
create opportunities to speak English. By incorporating Microsoft Windows’ speech recognition function, the system attempts to identify
which spoken words and sentences are recognized. During a pilot study, it was experimented with 17 Japanese university students. The
students were asked to recall the correct English word from a picture provided by the system. A survey questionnaire was administeredcollecting the students’ responses to the speech recognition function. The results of the speech recognition rate indicated that most of
the words were recognized accurately, and the students’ speech was correctly reflected by the system to a significant extent. The results
also indicated that 88% of the students had a positive attitude toward the function. However, they might be less confident if their speech isrepeatedly found to be incorrect. These results suggest that speech recognition create opportunities for students to practice their English.
Further studies are needed, but both the systems’ recognition rate and the students’ motivation for practicing English must be consideredwhen speech recognition are used for language instruction.

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ACE Virtual Presentations

Design, Implementation & Assessment of Innovative Technologies in Education
58817

Analysis of Educational Difficulties, Proposals and Challenges in Light of COVID-19
Carmen Burgos, Institute for Research in Social Sciences and Education, University of Atacama, Chile
Javiera Martínez, Institute for Research in Social Sciences and Education, University of Atacama, Chile

The health context related to the COVID-19 virus has implied challenges for several areas, among them the educational field stands
out. The research project known as DIFPRORET covered various educational challenges; however, in this specific article, the aim is toanalyze the perception of 112 people about the use of digital platforms through three questions: the educational difficulties encounteredin the period of confinement, the main challenges we must overcome to address education in periods of confinement, and what are themost relevant proposals made by the subjects in this period. For the analysis of the questions, multivariate analyses were employed:
multidimensional scaling and hierarchical clusters. It was observed that two of the main educational difficulties are the organization oftime and the preparation of activities in confined contexts. Nevertheless, the proposals point to different levels that go from individualcompetences of the student-teacher to the society, with the discussion on the access to resources. This corresponds to a broader
dimension such as social inequality.
59122

Designing Learning for Students’ Affective and Cognitive Engagements
Siti Raihana Husainni, Nanyang Technological University, Singapore

To ensure continuous student engagement in teaching and learning (T&L), The Singapore Ministry of Education (MOE) emphasises on
the design of learning experiences that encourages Joy of Learning. The design of learning materials takes into consideration, students’affective and cognitive engagement to improve teaching and learning in the classroom. In the teaching and learning of Mother Tongue
Languages (MTL), these considerations have been instrumental in guiding curriculum resource developers in designing T&L materials,
especially digital resources, which encourage students to build a strong foundation in Mother Tongue Language, develop greater
confidence in using their Mother Tongue language in daily lives, and concomitantly, keeping the language alive. This focus in ICT is theresult of the Mother Tongue Languages (MTL) review in 2010 where the incorporation of ICT in T&L of MTL was recommended to inculcate
active and proficient users of MTL. This was further accelerated with the roll out of Student Learning Space (SLS) made available toSingapore schools in 2018. These innovations gave rise to different types of digital resources to engage students in the learning of MTL.
These design considerations of digital resource development bring about positive feedback from secondary school students and teachers
in engaging students affectively and cognitively.

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Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
58953

Exclusion/inclusion of Persons With Impairment: A Study on the Role of Language Vocabulary
Mansi Pandey, National Institute of Educational Planning and Administration, India

The aim of this research was to examine the role of language in the lives of persons with impairment and how meanings get attached towords that make it discriminatory against a certain section of the society. This research questioned the routinization and normalizationof these insulting words used for persons with impairment. To overcome the limitations of a single design, mixed method approach(sequential explanatory) was chosen for this research. The research involved collection and analysis of quantitative data followed by acollection and analysis of qualitative data. 20 persons with impairment were interviewed between the age group of 20-35 years alongwith 70 responses collected through the method of questionnaire from both persons with and without impairments. The findings ofthe research highlighted various themes such as normalization and acceptance of words like 'cripple', 'freak' and 'abnormal' etc in our
everyday vocabulary, the dichotomy between 'normal' and the 'other/deviant', differences between the terms handicap, disabled andimpairment. It also highlighted the role socialization plays in establishing such stigmas and stereotypes in the society and important of
the social model of disability in creating an inclusive environment.
59032

Vocational Skill Training Model to Embody Social Independence of Mild Intellectual Disability People
Zubaedah Wiji Lestari, Universitas islam Nusantara, Indonesia
N.Dede Khoeriah, Universitas Islam Nusantara, Indonesia
Nani Nur Aeni, Universitas Islam Nusantara, Indonesia

Vocational skills for people moving towards adulthood, including for mild intellectual disability people, are requisite competencies. By
having vocational skills, mild intellectual disability people may empower themself and raise their confidence to live in society as it will
become the power to increase their social independence. Mild intellectual disability people have the right to work appropriately follow
their abilities. However, mild intellectual disability people face the problem in terms of their skills that do not meet the required skills andstandards needed in the business and industrial world. Based on that problem, this study aims to develop a vocational skills training
model that appropriate for post-school mild intellectual disability people. The participants of this study are post-school mild intellectual
disability people, instructors, and social workers in the rehabilitation service for disabilities in West Java Province, Indonesia. The researchfollowed stages proposed by Borg & Gall by collecting the data through observation, interviews, and focus group discussion. The research
conducted successfully developed a vocational training model for mild intellectual disability people based on their competence andenvironmental conditions. Some theories related to intellectual disability and vocational skills supported the developed model. The
determination of components and quality indicators for the preparation and training process as the core of the vocational skills training
model carried out through conceptual, theoretical, and empirical studies. Furthermore, the study also found that vocational skills training
model for mild intellectual disability people has five components, namely: identification, assessment, focus on the abilities of persons
with environmental conditions.
59147

What Play Does ASD Have in 3D Media Art Class

Meng Ting Ou, National Changhua University of Education, Taiwan
Most art-making such as drawing and painting are visional. However, the three-dimensional medium in visual art such as sculpture andinstallation art are spatial forms. Compared with painting, 3D media has the actual volume and spatial relationship with other objects. In
handling 3D medium to make a work of art, students need to make sense of the feeling and relationship from their material via hand andeye. They need no transition from the real world into 2D. The traits of autism spectrum disorder (ASD) include abnormal responses tosensory stimuli. Some children with ASD have delayed development with fine and gross motor skills. These traits relate to the cognitive,
psychological and social dimensions. Arts teachers or parents of children with ASD often use visual cues as main strategy in theirclassroom to stimulate cognitive development. Therefore, this study wants to know what behaviors and appearances students with ASD
present when art class using 3D media with visual and tactile properties.

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ACE Virtual Presentations

Educational Policy, Leadership, Management & Administration
59190

Instructional Coaching for School Principals – Lessons and Findings From the Peruvian Principal Mentoring Programme
Pamela Valdivieso Matta, Ministry of Education, Peru

In Peru, the role of principals has been traditionally associated with administrative duties at school. However, in recent years the Ministryof Education of Peru (MINEDU) has been promoting an education reform oriented towards the improvement of school management,
which implies empowering principals in their role as pedagogical leaders. This reform has become even more critical considering thepoor principal performance both in the results of the National Principal evaluation and in the national school management indicators(MINEDU,2018), showing that for the most part, principals in the country are still unclear about the best practices to improve theirpedagogical leadership strategies. Given this scenario, the MINEDU launched in 2019 a principal instructional mentoring pilot programme
for government schools, aimed at strengthening principals´ leadership skills. The programme promotes the use of school evidence toenhance pedagogical practice, school planning and collaborative work. The programme has now been implemented nationwide and its
design has been adapted to address the new challenges posed to principals in the scenario of home school learning faced by COVID-19.
By using programme monitoring and evaluation data, the study will explore the influence of the programme on principal’s performance.
Our findings show that the MINEDU mentoring programme has been significantly successful in enhancing principal skills to effectively
support pedagogical practice, the creation of professional learning communities and school planning. These preliminary results show therelevance of developing further studies to better understand the importance of developing programs that use school evidence and data
to improve the school management.
58922

Predictors of Management Performance of Higher Educational Institutions (HEIs): Basis for Structural Model
Jesse Zamora, Mindoro State College of Agriculture and Technology, Philippines

Organizational climate, culture and innovations are dimensions crucial in management performance, effectiveness and survival of HEIs.
This descriptive-correlational and comparative study aimed to develop a structural equation model that predicts the management
performance of HEIs using the data gathered through a validated questionnaire from top officials and senior faculty of public and private
colleges in Oriental Mindoro, Philippines. Key informant interviews substantiate the results of the survey. ANOVA results show that only
indicators of organizational climate are significantly different specifically teamwork and recognition. Multiple linear regression reveals
that only organizational climate and organizational culture were significantly related to management performance. Path analysis indicatesthat organizational climate has higher effect to organizational culture than it does in the management performance but organizational
culture has higher impact to management performance of HEIs than the organizational climate to management performance. The
fitted regression model confirms that management performance is best predicted by the organizational culture’s shared rights, sharedsayings, shared doings and a combination of organizational climate and innovation. Said predictors can greatly affect the management
performance in terms of planning, directing, staffing, controlling and organizing. This study recommends for administrators to give more
attention to assessing the personnel fairly, give recognition to their exemplary performance to boost their morale, emphasize teamwork,
planning and attain cordial organizational climate and better organizational culture to ensure more success in the management of Higher
Educational Institutions.

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ACE Virtual Presentations
Educational Research, Development & Publishing
58651

Cognitive Representation of Social Identity of Collectivistically and Individualistically-oriented Primary School Students
Alla Gudzovskaya, Institute for Research on Social Phenomena, Russia
Michael Goryachev, Institute for Research on Social Phenomena, Russia

Collectivistic and individualistic cognitive orientations are considered as a result of the influence of the factors that led to their development on
the one hand, and on the other as a mechanism of their carriers' perception and understanding of the world. The ratio of the number of people
with collectivistic/individualistic orientations is a distinctive feature of a particular culture. Of the 54 examined Russian children aged 9-10
years, 63.0% were identified with a collectivistic orientation, the rest - with an IO (individualistic orientation). To assess identification features
a content analysis of the narrative "I am a person" was used. IO children use a significantly greater number of words in the narrative. The
value is based on a greater frequency of verb forms, indications of desires and preferences. The category of еvaluation is used by 90% of theIO group, and 29.4%. in the KO group.The data are consistent with the studies on emphasizing differences in individualistic cultures and onsmoothing contradictions in collectivistic ones (Nisbett, Peng, Choi, 2001). The use of components of social identity in the narratives - family,
age, friends, territory - occurs approximately at the same rate in both groups (64.7% of KO, 60% of IO). Significant differences were noted inthe "I am a person" identity (63.6% of KO, 36.4% of IO). Such level of ingroup requires a shaped ability to generalize in social space and can beconsidered as a sign of a higher level of social identity development. The reported study was funded by RFBR, project number 19-513-22010
58611

What Parents and Teachers Say About Their Relationships in ECEC: A Study in Rural China
Yan Li, Independent Scholar, Belgium
Jiacheng Li, East China Normal University, China
Jochen Devlieghere, Ghent University, Belgium
Michel Vandenbroeck, Ghent University, Belgium

A growing body of literature refers to the potential of parental involvement (PI) as a critical educational remedy and solution for a diversityof issues in ECEC. However, the reflection of mainstream values and assumptions and the lack of attention to cultural differences in thisexisting body of literature has been criticized. In this article, we, therefore, conducted 15 focus groups to explore parents and teachers’
perspectives on what they perceive as ‘good’ for children in ECEC and on the relationship between families and schools in rural China. The
findings indicate that parents and teachers’ consider ECEC as a long-term investment in terms of social and intellectual capital. Furthermore,
the conflicts between teachers and parents in our study on learning ideas were downplayed by ‘pushed-down’ reforming policy, and PI
was featured by including parents into the life of youeryuan, as well as the pedagogicalization of parents. This article concludes with a
discussion about the findings and the potential of building relationships of mutual exchange, connectedness and solidarity.
59150

Developing a Textbook of Writing Pantun, Syair, and Acrostic Poetry by Using the Website www.rimakata.com
and Kbbi.kemdikbud.go.id
Armilia Sari, Sriwijaya University, Indonesia

This study was aimed to develop a textbook of writing pantun, syair, and acrostic poetry by using the website www.rimakata.com andkbbi.kemdikbud.go.id. The researcher used the Research and Development (R&D) method with the ADDIE model (Branch, 2009) which thesteps were Analyzing, Developing, Implementing, and Evaluating. The results of the need analysis with a closed questionnaire showedthat 94% of students needed a textbook of writing pantun, syair, and acrostic poetry. The textbook consisted of four chapters; Tutorial
in Writing Pantun, Tutorial in Writing Syair, Tutorial in Writing Acrostic Poetry, and Anthology. In the three beginning chapters, there were
three types of evaluations; completing the first two lines called ‘sampiran’ and the second two lines called ‘isi’, matching the rhymes, andwriting poetry exercise. The textbook draft was validated by three reviewers. After being revised, the researcher conducted three tests offormative evaluation with students. The textbook draft was revised again based on students' suggestions.
58217

The Study of Factors That Affect Zhuhai Undergraduates’ Willingness to Get Master Degree in Hong Kong
Hu Dongxue, HKBU-BNU United International College, China
Li Pingzhong, HKBU-BNU United International College, China
Liao Han, HKBU-BNU United International College, China
Liu Meiling, HKBU-BNU United International College, China
Zhou Jingyi, HKBU-BNU United International College, China

Previous research is limited in analyzing students’ willingness to study abroad in specific political settings. This paper used Push-pull model todevelop a model that link political, economy and cultural factors with Zhuhai undergraduates’ willingness to get master degree in HK. We tested
this model with the data got from five universities in Zhuhai and the sample size of 150. Regression results showed that perceived safety andcultural adaptation positive influenced Zhuhai undergraduates’ willingness to get master degree in HK. Two hypotheses proposed in the paper
were verified. While perceived cost of living and tuition fee have low effect on Zhuhai undergraduates’ willingness to get master degree in HK.

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ACE Virtual Presentations
Educational Research, Development & Publishing
59155

Education System in Pakistan: A Case Study of South Waziristan
Muhammad Irfan Mahsud, National Defence University, Pakistan

There are two types of education systems in Pakistan, Madrassa system and mainstream education. The Madrassa system focuses
religious education primarily. This system flourished during the Afghan War when thousands of Madrassas were created to manufacture
Jihadist to fight the Soviet. The school system provides education in the public and private sectors with focus on the promotion ofWestern models leaning. The private sector provides better education as compared to public sector schools. Unfortunately, the lack ofhigher education institutions is huge impediment in scientific innovation and research-oriented education in the tribal areas particularly inSouth Waziristan. The literacy rate in Pakistan in general is 65 percent. The literacy ratio in South Waziristan is low which is approximately
20.3 percent in 2007 (USAID, 2012. p.13). The paper will explore the reasons of low education ratio in South Waziristan. It will examine
the nature of state policies regarding literacy in the area. The study will employ ethnographic based data collection tools, such as semistructured interviews, informal discussions and personal observations to reach its findings. The interview respondents will include
students, teachers, members of the concerned communities, tribal elders, members of civil societies and NGOs, professionals and related
government personnel (both serving and retired).

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ACE Virtual Presentations

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
58743

University Speaking Assessment as Collaborative and Self-effective Skill Development
Kinsella Valies, University of Shizuoka, Japan
James Herbach, University of Shizuoka, Japan

Educators generally agree that the mastery of speaking skills is a necessity for most EFL and ESL learners (Ounis, 2017). While scholars debate
which aspect of speaking should be a priority, interactional or transactional, Klingen links both usages. 3 of Klingen’s (2000) 12 functions of
speaking: personal, descriptive and explanatory are relevant to this project. The impetus of this research is deeply rooted within the immediateneeds of our students and their future professional goals. Student comments gathered from previous workshops and course evaluations
reflect the desire for more focus on speaking skills. The aim of this action research is to improve confidence and communicative ability byimplementing classroom-based speaking assessment tools. Research questions are: 1) To what extent can our speaking assessment tools
help students better express themselves in English? 2) To what extent can teaching towards this assessment help improve self-efficacy,awareness of, and confidence in students’ ability? This study took a mixed-method approach where assessment results provide quantitative
data and pre- and post-course survey results provide qualitative data. The project structure not only proved helpful in assessing students’skills, but surveys showed that student confidence in their ability to express themselves in English increased by 4.2%, while general English
skill increased by 13.9%. The median grade differential between finals and midterms was 25%. Future research will focus on the design andimplementation of similar speaking assessment tools for first graders to start promoting autonomy and mitigating performance anxiety.
58946

The Teaching of Global Competence in Chinese as a Foreign Language Classrooms
Wanru Xue, Utah State University, United States

Learning Chinese as a foreign language involves not only acquiring linguistic skills but also having the ability to communicate in culturally
appropriate ways in the target language environment. To act in culturally appropriate ways, one needs to obtain a sufficient level of global
competence, which by Hunter, White, and Godbey’s (2006) definition, is "the knowledge and ability to identify cultural differences, having
the interest to interact with people from cultures outside of one’s own, and utilizing linguistic and cultural skills to communicate mosteffectively in different contexts" (p.512). Although current literature has developed theoretical frameworks for teaching global competence
in foreign language classrooms and investigated approaches to foster language students’ global competence in a classroom setting, mostof the research has a focus on the study abroad context (e.g., the effect of studying abroad on gaining global competence). There is a lackof research investigating how global competence is cultivated in Chinese in the home institution setting. Hence, this study will take thequalitative methods of classroom observation and teacher interviews and proposes to compare how instructors of Chinese as a foreign
language perceive the level of importance of different components of global competence, and how the different components are emphasizedin teaching practices. The implications of the research results will inform language educators and language program administrators on
specific strategies to integrate the teaching of global competence in Chinese as a foreign language in the home institution setting.
59000

Attitudes of Filipino Senior High School Students Towards English: Implications for Teaching English
Jerusha Eve Ong, Centro Escolar University, Philippines

Attitude towards a language is a crucial factor in learning the target language. Language attitude can be behavioral, cognitive, or affective.
This study aimed to determine the attitudes of senior high school students towards English according to their dimensions and compare themaccording to the learners’ gender and type of school, which could provide valuable insights to the teachers of English. Descriptive-comparative
method was utilized with the use of mean, standard deviation, frequency distribution, and t-test. There was a total of 133 respondents
enrolled in the STEM strand in Marcelo H. Del Pilar National High School and Montessori De Sagrada Familia. A survey questionnaire wasgiven to the respondents to determine their attitudes towards English. The study revealed that senior high school students have a positive
attitude in each dimension of attitude towards English. Furthermore, there was no significant difference in each dimension of attitude whengrouped according to gender and type of school. Since the results yielded only a positive attitude, these imply that further enhancement isnecessary to achieve a highly positive attitude among the students through the help of teachers, parents, schools, and curriculum developers.
59142

Explore Alternatives in On-line/On-Demand Type of Language Teaching – The Case of TOEIC Preparation
Course in a Japanese University
Arata Fujimaki, Tokai University, Japan

With the spread of Covid-19, many of the universities in Japan were required to introduce on-line/on-demand courses all the sudden in2020 academic year. Concerning this new teaching system, there has been a strong debate whether the above stated educational system
has a positive influence on the students. Last Spring semester in the 2020 academic year, the presenter taught TOEIC preparation course
through on-demand teaching method. He has been teaching this course for a considerable long time including advanced, intermediate, andintroductory level. However, for all the fact that the presenter has a long-time teaching experience, he has been forced to keep finding smallchanges in teaching method. With this urgent but educationally interesting background, in this presentation, firstly, the presenter will talkabout the teaching methods he utilized throughout the semester together with the brief literature review of the on-line/on-demand typelanguage teaching. Then, he will discuss on the survey result of the questionnaire he has distributed during the course in order to share how
the students really felt and thought this new system. Lastly, he will explain the improvement of English language proficiency by showing thetest result. In conclusion, as is stated above, the presenter will explore and suggest some of the benefit of the alternative teaching method
in on-line/on demand type of language education in the case of TOEIC preparation course in the academic institution in Japan.

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ACE Virtual Presentations
Higher Education
58657

Teaching (and Learning) in the Time of Epidemics: Reflection on Humanities Teaching in Higher Education
Amy Wai Sum Lee, Hong Kong Baptist University, Hong Kong

During the global Covid-19 situation, there was a general shutdown of daily operations, including education. In Hong Kong, which was among thefirst locations to be hit by the epidemic, face to face teaching stopped early in February 2020, which was the beginning of the second semester of theacademic year. The higher education sector was the first to respond to the situation by shifting to online teaching immediately, and finally extending
to the end of the semester. The sudden shift to the eLearning mode posed a lot of challenges to both teaching and learning, including feasibility andeffectiveness. This presentation is a sharing of my professional practice in Hong Kong higher education during this second half of the academic year
2019-2020. Although it was generally felt that the humanities subjects encountered fewer challenges shifting to the eLearning mode, the outcomes ofthis semester was a strong reminder to us to review the current practice in teaching and learning, and to rethink how to engage with the new generationof learners and new circumstances. It is hoped that the presentation can share some observations about the challenges of e-learning, and facilitate
some new thinking about how to conduct eLearning in higher education, more specifically relevant to the Hong Kong’s unique cultural environment.
58502

The Development of Lesson Plan Based on CIPPA Model in Principles of Guidance Course
Karakada Nugkim, Kasetsart University, Thailand
Chakree Kerdsomboon, National Dong Hwa University, Taiwan

The aim of this study was to develop the pedagogical approach under the concept of CIPPA instructional model in order to enhance the 26 students’logical and rational skills that enrolled in The Principle of Guidance course of the first semester in 2019. Classroom research was utilized for thisresearch. The three significant research instruments employed for investigation are; 1) Lesson plan based on the CIPPA model 2) The respondent
questionnaires 3) The application form of reflection and focus group. The findings indicated that According to students’ opinion toward the benefitsof activity participation, it was found that students have possibly learned and comprehended other perspectives of thinking knowledge/understanding
learning process of the CIPPA model at the highest level, and the development of thinking process/ thinking skills for themselves and the others.
Regarding reflection on behaviors in order to convey students’ thinking/thinking skills expresses during participating learning activities are Creative,
Analytical thinking, Step thinking, and Self-learning knowledge construction. In terms of activity participation, the supportive and encouraging activities
which stimulated students to express their most thinking behaviors and skills were Collaboration, Conceptual summarization, and Presentation.
According to the focus group of the learners' perspectives toward activity participation based on the CIPPA, it was found that participating in activities
has strengthened Leadership skills, Communication skills, Adaptation, Positive attitudes toward themselves, and classroom participation.
58644

The Effect of College Service Quality on the Learners’ Satisfaction at English Study Program of Higher Education
Sabarun, IAIN Palangka Raya, Indonesia
Hj. Hamdanah, IAIN Palangka Raya, Indonesia

The study was to investigate the effect of college service quality on the learners' satisfaction of English study program at IAIN Palangka Raya.
Quantitative method was used to survey 173 L2 learners using 35-items of self- developed questionnaire to determine the most influential
factor of the college service quality. The reliability and validity of the instrument were ensured. The assumption test, such as normality,
linierity, multicolinierity, heterokedasticity, autocorreltion, was also counted before analyzing data. The data were analysed using multiple
linier regression, t-test, F test and correlation. The finding revealed that: (a) the variables of tangible (x1), reliability (x2), responsiveness (x3),assurance (x4), empathy (x5), gave effect simultaneously to the learners’ satisfaction (F= 27.880, p= 0.000). (b) Partially, each variable gave
contribution to the learners’ satisfaction as follows: tangible (x1), 02.23% reliability (x2) 16.86%. responsiveness (x3) 12.88%, assurance (x4),05.40% empathy (x5), 09.20%. (c) The most influential contributed to the satisfcation was reliability, followed by responsiveness, empathy,
assurance and tangible. The total effective contribution of those variables to the learners' satisfaction was 40.50%. The rest (50.50%)
was influenced by other variables out of the study. It was suggested that the college improve the quality of service in terms of learningfacilities, teaching laboratory, language laboratory, dormitory, cleanlines, safety, giving appropriate treatment and having more empathy andunderstanding the learners’ needs. Further studies on quality service with broader scope and sample size was recommended.
58636

Assessing the Impact of a Community Extension Program Through the Lens of the Human Security Approach
Blenn Nimer, Notre Dame of Kidapawan College, Philippines

Higher education institutions fulfill threefold functions: instruction, research, and extension. The third function which is community extension
used to play a supporting role and performed within the context of accreditation. Ideally, it must be integrated into the academic fabric of
the institution. This study aimed to assess the impact of Children’s Education Welfare Assistance (CEWA) programs, a community extension
program of a higher education institution in the Philippines that operated for 15 years, on the human security of the beneficiaries, specificallyon their economic, food, health, environmental, personal, community, and political security. CEWA simultaneously implemented three subprograms, namely: Child Development, Family Development, and Institution Building. A multilevel mixed method was used in collecting dataon three levels: Sponsored Children, Sponsored Family, and the Program Implementer. Documents, Survey Questionnaire, FGD, and KII were
utilized in gathering the data. A researcher-made questionnaire was deployed after subjecting it to content expert validation, pilot, and reliability
testing. Respondents were selected using a purposive sampling technique. Data were analyzed using document analysis, paired-samples
t-test, and direct content analysis. Results showed that Child Development and Family Development were effective in alleviating the humansecurity of the beneficiaries. Institution Building, on the other hand, failed in meeting its program objectives. Overall, the programs of CEWA
had a huge impact on the economic, food, health, environmental, community, personal, and political security of the beneficiaries. Community
extension programs that are long-term and holistic in approach can be an effective agent of societal transformation.

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ACE Virtual Presentations
Higher Education
58992

Faculty Mentoring and Unmasking Gender Biases and Influences for Pakistan Returnee Doctoral Graduates
From Abroad
Maleeha Ashraf, University College London, United Kingdom
Denise Hawkes, University of Greenwich, United Kingdom
Maryab Rab, British Council Pakistan, Pakistan
Wilson Eduan, University College London, United Kingdom

The mentoring of faculty is an important aspect in higher education for countries investing in training faculty abroad. This study explores
the key challenges faced by young female faculty when returning from doctoral studies abroad and assuming leadership positions inhigher education, without having had prior mentoring. The participants of this study were doctoral graduates who completed studies in
UK and USA, and who are working in universities overseen by the HEC of Pakistan. A thematic analysis was conducted for interview dataobtained from the British Council in Pakistan and consisting of mainly young female academics. The findings reveal outright discrimination
against females, a lack of support for female faculty and the role of the socio-cultural context constraining them. Remedial mechanisms
in the form of appropriately matched mentoring is needed to address the emerging concerns.
58985

Research Aptitude and Interest of Philosophiae Doctors and Masters Degree of State Universities and Colleges(SUCS) in Region III, Philippines
Gladys Ann Plaza, Bulacan Agricultural State College, Philippines
Susan Santos, Bulacan Agricultural State College, Philippines
Cecilia Santiago, Bulacan Agricultural State College, Philippines

Exploration and exposition of knowledge, specifically in terms of educational system and sustainable transformation is throughresearch. This study determines the research aptitude and interest of faculty members who have master’s and doctorate degrees totheir research. Using descriptive method, this study utilized survey questionnaires that were distributed to 13 SUCs in Region III. On
the academic profile, the academic rank for majority of master’s degree holders is Instructor I, and for doctorate holders is Associate
Professor V. Most respondents have no administrative designations, their degrees are attained within the past 1-5 years, aligned to theirfield of specialization, and their studies were mostly self-financed. On the traits of a researcher with good aptitude, master’s degree
graduates perceived themselves to be ‘moderately like me’ while doctorate degree holders perceived themselves to be ‘very much likeme’. For a researcher with research interest, both groups of respondents perceived themselves to be ‘moderately like me’. With regards toadministrative support received, most respondents are given budget from General Appropriations Act allocation, de-loading as the mostcommon incentive, receive support for supplies and materials, and most grants come from government institutions. Results revealed that
there is no significant relationship between research aptitude and academic profile of both types of respondents in terms of academic
rank, designation, field of specialization, number of years graduated from master’s or doctorate, and scholarship obtained. Only doctorate
degree holders have significant relationship between research interest and academic profile but only in terms of academic rank andscholarship obtained.
59171

A Less Stressful, Yet Effective Procedure for Admissions to Medical Schools in Thailand
Pratchayapong Yasri, Mahidol University, Thailand
Norawit Titicharoenrak, Harrow International School Bangkok, Thailand

Traditionally, admissions to medical schools in Thailand have recruited prospective students through a score-based procedure in which
students gaining relatively high scores from the national admission tests are prone to have a greater opportunity to get an offer. Thisis believed to induce stress and unfriendly competition among students. However, since 2016 onwards, a new procedure has been
implemented alongside the traditional method where applicants are required to go through two selection stages. The first stage involves anintensive consideration of students’ GPAs, English proficiency test, and an internationally standardised test. Nonetheless, this only looks
for those passing minimum requirements. No matter how high their scores would be, applicants have an equal chance to be selected forthe next stage. In the second stage, applicants are required to submit a portfolio that shows their participation in extracurricular activities
throughout high school years including research, academic activities, social services, and other special talents. This list of activities is
considered in conjunction with multiple mini-interviews where they are assessed their critical thinking and communication skills. The
final decision to admit applicants solely depends on their past activities and their interview results, not the scores they achieve. This newprocedure helps reduce stress from exam results and encourages them to develop essential skills through activities. Also, those getting
accepted are believed to possess effective communication skills, collaboration, and critical thinking which are crucial for entering higher
education and the workplace in the future.

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ACE Virtual Presentations
Higher Education
58853

Academic Integrity Strategies in 2020: Positive, Preventative, Punitive
Lorna Waddington, University of Leeds, United Kingdom
Caroline Campbell, University of Leeds, United Kingdom

There is currently a gap in the UK’s response to the ever-increasing threat of plagiarism. Through a systematic literature and policy review undertakenin the preparatory stages of a year-long project, we have identified the following areas in which deeper understanding will enable the developmentof strategies to support a positive environment which encourages students to study with integrity: 1. Innovative, effective practice in informing andeducating students about academic integrity 2. Developing students’ understanding of plagiarism, and all that entails, including the student voice 3.
Training and support for staff in developing their awareness, detection and investigation of plagiarism with a specific focus on contract cheating 4.
The ‘dangerous’ world of contract cheating and a focus on the ever-increasing importance of detection. In this presentation we discuss the current
state of knowledge in regard to these areas, and outline our mixed methods approach to exploring them in our research context. Our project will use
questionnaires and interviews with students and staff at the University of Leeds in order to articulate and delineate the issues that have opened thedoor to contract cheating, and to formulate strategies to tackle it. With the timing of the questionnaires being COVID-dependent, we may not be able
to complete our thematic analysis by October but we will share highlights from our research and examples of good practice.
58801

Teaching and Learning With Technology: Educators’ Perspectives of the Possibilities and Challenges
Marelize Malan, University of Johannesburg, South Africa

Technology has brought about an immense change to the world we live in and the use thereof has become a familiar aspect of tertiary education.
Never before has the need for technology and use thereof in education been more amplified than with the coronavirus, COVID-19 pandemic,
where learning had to continue remotely through online platforms. Although today’s students are known for their digital skills, this knowledge
does not always translate effectively into the learning environment. In a developing country such as South Africa, there is also a significant
digital divide. The current study focused on the possibilities and challenges of learning with technology within tertiary education. A qualitative
methodology was used to elicit the perceptions of educators through focus groups and interviews. Data were thematically analysed. The findings
illustrate that effective learning can take place with and through technology, but that significant work is necessary to bridge the gaps that exist.
More opportunities need to be given to students to interact with technology, while educators need assistance and training to ensure that they are
comfortable and astute teaching with technology. Recommendations were made, notably, to improve infrastructure and access for students totechnology as well as providing more content through videos. The study concluded that effective learning can take place through technology butthat this requires educators with innovative ideas, students with a willingness to learn and with the proper infrastructure in place.
58797

The Quality of the e-courses Provided During the COVID-19 Pandemic From the Students’ Perspectives
Agabat Elnour, Qassim University, Saudi Arabia

The aim of this study is to reveal the students’ view of general course quality across online learning amidst the COVID-19 pandemic as well
as how much of the standard e-courses could be actualised to arrive at the 80% streamlining level. The researcher utilised a test, produced
for this context, which included 42 items to quantify the eight key features of e-course quality: course overview and learning objectives(competences), instructional material, evaluation and assessments, activities and learning interaction, technology, learner support andaccessibility and usability. We planned the test answers on a 5-point Likert scale and ensured its validity and stability. An available sample
of 288 female students from the College of Sciences and Arts, Rass/Qassim University, participated in the study. We found that the learning
objectives (competences) implied scores (M = 4.05) were high, the learner support scores (M = 3.57) low and the overall degree meanscore (M = 3.77) was moderate. Additionally, no significant difference was found between the female points of view under study, in terms ofcollege, level of training and majors. The quality of e-courses scored lower than the normal streamlining level of 80% (α = 0.05). The scoresof the usage and normal levels in all the spaces were low except for the learning target, which scored over 80% (M = 81).
58659

A Study to Investigation the Role of Universities to Promote the Entrepreneurial Culture in Pakistan
Huma Kausar, International Islamic University, Pakistan
Anjum Naz, University of the Punjab, Pakistan

Higher educational institutes are playing an effective role to encourage entrepreneurial activities by developing entrepreneurial attitudes
and capabilities among students. The purpose of current study was to identify the role of universities to promote the entrepreneurial culture
among students. A quantitative inquiry was planned to understand the roles and responsibilities of universities to enable the students tobe entrepreneurs. Survey technique was used to collect the data. Purposive sampling technique was applied to draw the sample from thetargeted population i.e. final semester students of Master and Bs (Hons) programs from the faculties of management sciences and social
sciences of Sargodha University. A questionnaire was developed and distributed among 300 participants of survey. Data was coded andanalyzed by using statistical techniques e.g. frequencies, mean, and standard deviation were applied to analyze the descriptive data while thePearson correlation test was applied to calculate the inter-factors relationship. It was found that there is a significant relationship between
the role of University and students’ attitudes to embrace the entrepreneurship, whereas a moderate positive correlation was found between
the content of management and students entrepreneurial intentions. Keeping in view the findings of the study, researcher suggested that
there is a dire need that universities should pay more intention to conduct entrepreneurial activities to develop the entrepreneurial attitude tostart new ventures. Further, it was suggested that universities should teach entrepreneurship as a separate subject in non-business sciences
to develop entrepreneurial attitudes and capabilities among their students to encourage the entrepreneurial culture in Pakistan.

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ACE Virtual Presentations

Interdisciplinary, Multidisciplinary & Transdisciplinary Education
58965

A Development of the STEM Interest and Attitude Scale for the Elementary School Students
Hsiu-chuan Yang, National Taiwan Normal University, Taiwan
Lung-Sheng Lee, Central Taiwan University of Science and Technology, Taiwan

This study aimed to develop a STEM interest and attitude scale suitable for the elementary school students in Taiwan. After reviewing
relevant literature, a scale was drafted and used to assess 100 elementary students for conducting both item analysis and exploratory
factor analysis. After that, unsuitable items were deleted and the revised scale was employed to assess 1,194 elementary students to
conduct a confirmatory factor analysis, construct the scale model and confirm the overall fit, and test the internal structure. The scale
developed by this research has four categories. Consequently, the results of this study are as follows: (1) The factor analysis concludes
that each subject of STEM has two dimensions--"self-value orientation" and "social value orientation"; (2) Every sub-construct of thescale has a good fit--the factors measured by each item conform to the theoretical constructs, and the theoretical framework of the scale
can be supported by empirical data; and (3) The scale has good internal consistency reliability. Therefore, the scale developed in this study
has good credibility, validity and stability. It can be used to assess elementary students’ STEM interest and attitude. Further studies canbe generated around the scale and from its applications.

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ACE Virtual Presentations
International Education

58957

International Student Migration: Pre-COVID Educational Paths of Chinese Undergraduate Students in the U.S.
Hong Li, Emory University, United States
Levin Arnsperger, Emory University, United States
Michael Cerny, Hertford College in the University of Oxford, United Kingdom

As of 2019, nearly 370,000 students from the People’s Republic of China were enrolled at a U.S. college or university. Often employing a‘push-pull’ model of international student migration, prior academic research has sought to identify the primary factors which motivate
Chinese students’ desire to receive an overseas education. However, the recent deterioration in U.S.-China relations, along with the
COVID-19 pandemic, are expected to both alter and depress international patterns of Chinese student migration. Combining two datasetscollected at Emory University in the past three years, our study investigates the pre-COVID educational paths of Chinese students fromhigh school to American colleges and their motivations for pursuing undergraduate education in the U.S. Drawing from 190 surveys and
17 interviews of Chinese students at Emory University in the span of three years, our study highlights how Chinese students navigate
the complex application process and identifies the key factors influencing students’ decisions, such as with regards to the political andeconomic status quo of the United States and China, parent-student aspirations, and the perceived value of an overseas education.
Furthermore, based on recent interviews with over 20 Chinese students at Emory University, we will discuss the unique challenges andconcerns of Chinese students studying in the U.S. during COVID-19 that provide early insight into how online learning might shape future
patterns of international student migration.
59107

Transforming International Pre-service Teachers’ Pedagogy in the Era of Multiliteracy: A Case Study
Huijing Wen, Moravian College, United States
Valerie Shinas, Lesley University, United States

Higher educational institutions in the US witnessed a growing number of international students on campus. This group of studentsbrought with them diverse linguistic, cultural backgrounds that are distinct from the mainstream American teacher candidates. Inherently,
it poses challenges to the teacher education programs in the US how to best prepare them to be day-1 ready classroom teachers. Theirstatus as international students prevent them from engaging in field-based experiences. It is necessary, then, for faculty to create
experiences for international teacher candidates that support the development of the knowledge and skills for their future roles. The casestudy examined how an international pre-service teacher from China enrolled in a graduate-level literacy and technology course that
aimed to develop the pedagogical and technological knowledge, negotiated her cultural identity in a Caucasian-dominated classroom
through coursework and how she used innovative digital tools to support her future ELL students in language and literacy learning. The
course artifacts of blog posts, digital storytelling product, unit plan, end-of-course reflections in addition to interview data were analyzed.
Results showed that 1) the opportunities of exploring and using technological tools allowed international students’ expression of theircultural and sociocultural perspective using culturally-specific images, sound, and language; 2) the course’s scaffold and hands-on
nature of project-based learning effectively supported international students to develop the knowledge and skills for their future roles by
preparing them to create similar opportunities for their students.

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ACE Virtual Presentations
Knowledge Creation, Preservation & Access
58560

Innovative Spanish Teachers: The Case of Juan Macho Moreno
Rafael Salinas, Autonomous University of Barcelona, Spain
Isabel Alvarez, Autonomous University of Barcelona, Spain

This study focuses on the Spanish educator Juan Macho who led the fight against illiteracy and drop-outs in rural and urban Spain,
on his contribution to the task of training women teachers, as well as on his collaboration in educational renovation and innovation indifferent Spanish Congresses during the period 1882 to 1908. His educational work culminated in teacher training, through the missionof the Free Teaching Institute (founded in 1876 as a project of educational renovation widely aligned with worldwide educators suchas John Dewey, M. Montessory and alike), in which he directed a programme of in-depth educational reform, necessarily was foundedon primary education, but also including the development of the National Pedagogical Museum project, and also the dissemination ofknowledge through school libraries in places and circumstances where no such material had been available hitherto. This revolutionary
author worked not only in the Spanish Schools but also in Puerto Rico, where he founded a number of pedagogical magazines aimed atproviding a permanent source of training for teachers and keeping them abreast of the educational innovations that were coming to Spain.
To sum up, the focus of his infectious energy and collaborative activity, as an active member of the National Teacher Training Association,
switched to the development of professional teaching networks, whose aim was to campaign for a free, equal education.

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ACE Virtual Presentations
Language Development & Literacy

59121

Using Constructivist Pedagogies to Support Foreign Language Teaching in Remote Spaces
Valerie Harlow Shinas, Lesley University, United States
Huijing Wen, Moravian College, United States Lijing Luo, Conrad Schools of Science, United States

The COVID-19 pandemic and resulting school closures presented K-12 teachers with numerous challenges. This may have been
especially true for foreign language teachers, whose teaching is centered on providing students with authentic opportunities to listen,
speak, read, and write in the new language. We argue that teachers can overcome the challenges of disengagement and low motivation by
designing engaging experiences that allow all students, including those with learning differences, to fully participate in remote language
learning. This paper explores the challenges experienced by one Chinese language teacher in an American secondary school setting as
she responded to the rapid pivot to remote teaching during the spring of 2020. The third author, a Chinese language teacher in a secondary
school in the mid-Atlantic region of the United States, found the need to adjust her practice to meet the needs of her diverse populationof students. Subsequently, the authors engaged in collaborative, reflective inquiry and review of the literature to examine remote teachingin the foreign language classroom. The authors gleaned recommendations for Chinese language teachers who must design instruction
for diverse student populations for delivery in remote and hybrid teaching modalities. This paper presents a theoretical framework andrecommendations for effective, project-based instruction that teachers can use to design effective language instruction for all learners.

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ACE Virtual Presentations

Learning Experiences, Student Learning & Learner Diversity
58554

Aesthetic Quality Experiences Leading the Way for Learning How to Read and Write More Effectively
Bàrbara Pons, Autonomous University of Barcelona, Spain
Isabel Alvarez, Autonomous University of Barcelona, Spain

This study presents the way in which the creation of aesthetic quality experiences as objects of innovation contributes to improving thereading and writing skills of children between 4 and 6 in Catalonia, Spain. The concept of aesthetic quality experiences was developed
by John Dewey in 1916, but was not really applied to the early stages of learning. These experiences possess certain distinctive features,among which is the fact that they are highly significant for children, and therefore enhance their motivation as they focus on the skill
they are learning. The tests employed are based on a qualitative approach whereby, using a specific rubric, they measure the children’s’phonological awareness and reading speed. The sample consists of 53 children at the same school. The study presents the results
obtained, and shows an improvement both in reading and writing, assuming that learning is mediated through significant Experiences. In
conclusion we can state that all the pupils show improvements in several respects, even children with learning difficulties, which suggeststhat we should continue to apply aesthetic quality experiences throughout nursery and primary education.
58932

Strategy and Impact of Implementing Journal Article Presentation in First Year of Medical School
Nelofar Khan, Gulf Medical University, Ajman, United Arab Emirates

Introduction: Strong curricula at Gulf Medical University emphasizes on ‘Evidence Based Medicine’, intends further strengthening, encourages
early introduction of journal article presentation in the medicine program. Objective: Strategy for successful implementation of structured
journal article presentation during medicine year-I. Method: The batch divided into eight-groups of 12-students; each group assigned afaculty facilitator. Total 6-sessions of 2-hour duration arranged for each group, detailed schedule communicated well in advance. During
each session, 2-students together presented a research article to their group members encouraging scientific discussion. Each student
got an opportunity, expectations were appropriate to their level, little marks allotted, contributed to summative assessment. Anonymous
student feedback taken to assess the impact and to improve. Result: Almost 90% students appreciated the experience as it improved theirability to critically understand and present journal articles. Acknowledged the positive influence on their interest in scientific literatureand research design. Group discussions were beneficial in exploring and appreciating others point of view. Early mingling with the current
scientific literature navigating databases was recognized as a first step in training, encouraging up to date lifelong learning. Conclusion:
The important strategies credited for the success include: contribution to summative assessment; appropriately spaced scheduling; faculty
facilitator to guide and monitor group progress; facilitators meeting to maintain uniformity between groups; availability of infrastructure andresearch database. Student’s suggestion for improvement: Three students to work together for each presentation to reduce the burden.
Many demanded preselected list of articles from which they can choose, however, opposed by the enthusiastic ones.
58968

Issues and Challenges Experienced by Undergraduate Students in Undertaking an Oral Communication
Assignment in the Midst of the Covid-19 Pandemic
Wendy Hiew, Universiti Malaysia Sabah, Malaysia

This paper discusses the issues and challenges experienced by 91 first-year undergraduate students at a local university in Malaysia in undertaking
an interview project in the midst of the Covid-19 pandemic, which required the use of mobile and computer technology as part of their groupassignment. The assignment initially required each student to conduct an interview with international tourists. Unfortunately, due to the international
border closure imposed by the Malaysian government to prevent the spread of the coronavirus, international tourism came to a standstill. Due tothis circumstance, some adjustments were made to allow students to interview their colleagues or local residents during the Movement Control
Order in Malaysia, which is equivalent to a partial lockdown. This study uses students’ videos and portfolio assignments as primary data sources.
The findings showed that students encountered four issues and challenges in completing the assignment: difficulty in finding participants for theinterview, an interviewee who could speak in English, inconducive environment to conduct the interview and poor internet connection to conduct
online interviews and to upload a video for submission to the lecturer. Despite all of these issues and challenges, student’s individual online
presentation and self-reflection indicated three major benefits of the assignment: students gained self-confidence in speaking and communicating
in English, students learned the importance of listening skill by asking follow-up questions, and students learned the skill of video editing. This paper
concludes with suggestions to improve the interview project, as online teaching and learning will be extended until the following semester.

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ACE Virtual Presentations

Learning Experiences, Student Learning & Learner Diversity
58986

Comparing the Effect of Emotions on Hope Between Vietnamese and Taiwanese College Students
Ngoc Phung Sai, National Chengchi University, Taiwan
Yu-chu Yeh, National Chengchi University, Taiwan

The feeling of hopefulness is important for personal goal setting and success. Emotions and cultural background may be influential to theformation of hopefulness. Understanding their relationship helps effective cultivation of college students’ beliefs of hope. This researchaims to explore the effects of culture and emotions on hope beliefs between Vietnamese and Taiwanese college students. The measure ofemotions included positive emotion and negative emotion; the measure of hope beliefs included the beliefs of goal achievement, pathway
thinking, and agency thinking. Participants were 152 Taiwanese and 84 Vietnamese students. Inventory investigation was employedto achieve the goal of this study. The main findings are as follows: (1) Results of Pearson correlation revealed a positive correlation
between positive emotions and hope beliefs, but a negative correlation between negative emotions and hope beliefs. (2) Results of
Univariate Analysis of Variance (ANOVA) revealed significant nationality group differences on the total score of hope beliefs, positive andnegative emotion. Taiwanese students’ hope beliefs and negative emotions were stronger than those of Vietnamese students, whereas
Vietnamese students’ positive emotion was stronger than that of Taiwanese students. (3) Results of Multivariate Analysis of Variance(MANOVA) revealed significant nationality group differences on all aspects of hope beliefs. Specifically, Taiwanese students’ hope beliefsof goal achievement, pathway thinking, and agency thinking were stronger than those of Vietnamese students. The findings suggestthat although Vietnamese students feel less hopeful, they have stronger positive emotion than Taiwanese students; this may because
Vietnamese students are more hedonistic than Taiwanese students.
59145

Accessing the Impact of e-learning System on Learners at University Level in Sultanate of Oman
Subrahmanian Muthuraman, Arab Open University, Oman
Mohammed Al Haziazi, Arab Open University, Oman
Amani Al Balushi, Arab Open University, Oman

The present study attempted to examine the impact of e-learning system education on student’s knowledge enhancement focusing on
the teacher, content, technology, student. A structured questionnaire was used to collect data from 260 undergraduate students from
Arab Open University, Oman branch and were analyzed with various statistical tools which can be used to find the relationship between
the variables. However, it is relieved that there exists high effect (84%) e-learning on student’s learning. Further it is noticed that there
exists moderate effect (62%) of e-learning on knowledge enhancement. A multiple regression was run to predict the e-learning systemfrom all four independent variables such as student, teacher, technology and content and it was proved statistically significantly predictthe dependent variable thereby accepting the study hypotheses. The study also revealed that there are many benefits and challenges
associated with e-learning system. Students were exposed to the e-learning system and feel more confident and comfortable whileworking on it. It is therefore recommended that post COVID-19, e-learning will become the most preferred way of education throughout
the Globe. Some major efforts must be made to continue to improve the e-learning that fosters dynamic learning opportunities forstudents. It is essential to improve the technological skills in order to achieve the best goal of knowledge enhancement. Further this study
can be conducted widely be carried out in all the higher education institutions across the country.
58857

Reflections on Emergency Remote Foreign Language Learning
Olga R. Bondarenko, Russian State University for the Humanities, Russia

The present paper is a response to the recent dramatic realignment of teaching processes in terms of speed and effort caused by the
pandemic. The phenomenon was labelled ‘emergency remote teaching’ by Ch. Hodges and a team of scholars to distinguish it fromsystemic online teaching. Since the pedagogical context regarded is unprecedented and there is not much said and written about it yet,the author takes the liberty to share her small-scale tentative experience. The goal of this empirical research was to gauge first-handtertiary students' perception of the drastic changes that took place in foreign language learning routines this year. The researcher wasinterested in students' general attitude to the change of classroom from physical face-to-face to a remote mode, restrictions imposedby it and students' readiness to continue remote language learning if necessitated in the future as high-degree indefinite prospects
remain. To meet the goal a questionnaire of 8 queries was drawn up and offered to 21 tertiary students doing a bachelor’s course inforeign regional studies at the Russian State University for the Humanities at the end of June 2020 after the term was over. The results
were interpreted within the framework of the generations theory and computer-mediated communication theory. They showed that the
majority of the respondents were hesitant about accepting remote language learning and preferred it in combination with physical faceto-face instruction. This study is a stage in the author’s larger-scale investigation of emergency remote foreign language teaching as apedagogical management challenge.

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ACE Virtual Presentations

Learning Experiences, Student Learning & Learner Diversity
58818

Appreciating Diversity of Students: An Experience of Teaching in Pandemic COVID-19
Nazmona Mat Ali, University of Technology Malaysia, Malaysia
Norasnita Ahmad, University of Technology, Malaysia, Malaysia
Suraya Miskon, University of Technology, Malaysia

Covid-19 pandemic has caused a new norm in operational procedures of organizations, businesses, and even to our daily routines. The education
sector also has been impacted by this pandemic, causing its core business in Teaching and Learning (TnL) to shift from conventional to an online
platform. This paper presents our teaching experience of four (4) different courses with a total number of one hundred and fourteen (114) students.
Each student comes from a different background that requires further attention and recognition of their diversity to ensure the continuity of the learning
process in a pandemic situation. These differences are categorised into three main aspects. First, determine the academic qualifications where somefirst-year students enrolled from the matriculation programme, and some had a diploma before continuing into their degree programme. Second, there
are students who worked as frontliners such as police and armed forces, and they faced constraints in learning time due to the implementation of theMovement Control Order (MCO). Third, the students are facing difficulties in accessing the internet. Therefore, the course delivery and assessments
have been tailored and aligned to cater to these differences. The synchronous and asynchronous approach in online learning has been conducted
alternately to deliver the course content. Apart from that, peer learning has also helped in enhancing their understanding. Hopefully, this endeavour
could acknowledge the diversity of students and to ensure to achieve the learning outcome of each course. The impacts, challenges, and suggestions
for improvements relating to appreciating the diversity of students in TnL are also discussed in this paper.
57467

Diversity Training in Graduate School

Susie Lamborn, University of Wisconsin-Milwaukee, United States
Graduate students in an Educational Psychology program completed a course on the Multicultural Family. Thirteen students agreed to participate
in a study that used reflection essays that were part of the class assignments as data. A memoir reading was combined with traditional academic
readings with content on multicultural families. Students completed reflection essays through an online discussion format in which they compared
their college experiences to the life of a prominent African American from the local area. Using a qualitative approach, the final reflection essays were
examined with thematic analysis. Two coders independently coded the essays for key themes. Differences were resolved through consensus. A setof 10 primary categories were organized under three broader themes of African American Experiences, Resources, and Identity Processes. African
American Experiences included the primary categories of Personal Understanding, Racism is Current, Food Accessibility, and Historical Contexts.
Resources included the primary categories of Family, Resilience, and Community. Finally, the theme of Identity Processes included Identity throughLand, Similar Identity Search, and Awareness of White Privilege. In summary, the use of reflective essays and group discussions revolving around thememoir of a prominent, local African American seemed to be successful in contributing to diversity training. Findings will be discussed in the context ofthe need for continued diversity training in academic settings. These students will continue their professional lives in community and academic settingsas educators and counselors who work with diverse individuals and families. In today's world, a strong commitment to diversity training is essential.
59148

Developing University EFL Learners Debate Speaking Skills Through Closed Facebook Groups and Zoom Lessons
Leveth Jackson, Keiai University, Japan

Students acquire communicative competence in a variety of ways hence a need for Higher education to provide diverse instructional strategies
such a debate (Kennedy, 2007). Kennedy(2007) advocates that this type of active involvement enables content in meaningful ways rather
than passively consuming information. Students therefore, learn more effectively by actively analyzing, discussing and applying content whenparticipating in debate classes. This study reports findings on the pedagogical feasibility of developing students debate speaking skills throughthe use of closed Facebook Groups and Zoom lessons. The research participants included 25 English as a Foreign Language (EFL) learners
taking Debate classes at a private university in Chiba Prefecture, Japan during the first semester of the academic year 2019-2020. Data wascollected from students critical reflections and in class structured surveys. The findings indicate that notwithstanding the structure andtechnological limitations, delivering debate presentations through closed Facebook Groups and Zoom lessons may help students develop theirEnglish speaking and presentation skills, build their confidence in speaking before an audience, and reinforce their English macro skills suchas listening and reading. This paper concludes with the pedagogical implications for EFL teachers, curriculum developers and researchers.
57952

Encountering and Embracing Differences Through Experiential Learning: Business Classroom Design for
Perspectives Broadening
Kant Thongtawee, Valaya Alongkorn Rajabhat University, Thailand

In this current disruptive, diverse world of digital economy and globalisation, classroom design for students in business management field to preparethem to face and embrace the dynamic world full of differences could be challenging. Through experiential classroom design, students could havethe possibility to encounter different worldview from fieldwork, which could eventually broaden their perspectives, preparing them for the diversified
environment of the real business world. This study aimed to explore the experiential learning techniques used in an undergraduate business
management course in Thailand to broaden students’ perspectives. The classroom was designed for students to directly encounter and interact
with business entrepreneurs, to learn from their experiences on business techniques used through economic challenges. Qualitative methods ofparticipant observation and in-depth interview were used in data collecting and analysis. It was found in this study that the experiential classroom
design could provide students opportunity to gain different perspectives, broadening their understanding on real-world business management.

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ACE Virtual Presentations
Mind, Brain & Psychology
59003

The Influence of Emotion on College Student Resilience in Taiwan

Yu-chu Yeh, Institute of Teacher Education - Research Center for Mind, Brain & Learning, Taiwan
Ngoc Phung Sai, National Chengchi University, Taiwan
Resilience is critical to learning and self-development. Understanding the factors that influence college students’ resilience help them build up such positive
strength. Emotion can be an influential factor to the development of resilience. This study therefore aims to examine the influences of positive emotion
and negative emotion on college students’ resilience in the aspects of problem solving, hope and optimism, emotional resilience, as well as empathy andrelationship. Two-hundred and thirty-six college students in Taiwan participated in this study. The employed instruments were the Resilience Inventory andthe Emotion inventory. The collected data was analyzed by Multivariate Analysis of Variance (MANOVA) and Univariate Analysis of Variance (ANOVA). The
MANOVA results showed that positive emotion had a significant effect on the participants’ overall performance of resilience; the following ANOVAs revealed
that participants with a higher-level of positive emotion outperformed those with a lower-level of positive emotion on all aspects of resilience. In contrast,
negative emotion had a significant effect on the participants’ overall performance of resilience; the followed ANOVAs revealed that participants with a lowerlevel of negative emotion outperformed those with a higher-level of negative emotion on the aspects of problem solving, hope and optimism, and empathy andrelationship. These results suggest that increasing college students’ positive emotion and decreasing their negative emotion help enhance their resilience.
58871

Teachers’ Characteristics, Teacher Burnout and Motivation to Leave
Sukritta Preechawong, King Mongkut’s University of Technology Thonburi, Thailand
Anusit Anmanatrakul, King Mongkut's University of Technology Thonburi, Thailand
Pichet Pinit, King Mongkut's University of Technology Thonburi, Thailand
Ravinder Koul, Pennsylvania State University, United States

A lack of teachers especially vocational field is one of the most important problem of Thai education. The report from the Office of Vocational Education Commission
2019 revealed that Public vocational institutions lack teachers around 18,846 persons. There are many factors that affects teachers’ retention such as welfare, stability,
job position and burnout. This research aimed to study the variables influence motivation to leave of vocational teachers such as teachers’ characteristics (age, gender,
position) and teacher burnout. Questionnaire used in this study including 3 parts; 22 items of Burnout Inventory in teachers adopted from Maslasch’s (1981), 3 items of
motivation to leave adopted from Skaalvik (2011) and teacher demographic such as age, gender, position. In this study, data were collected by 424 vocational teachers(from 10 provinces in metropolitan, north, northeast, east and south of Thailand. The results showed that position of teacher and burnout (emotional exhaustion,
depersonalization and personal accomplishment) were correlated with motivation to leave while age and gender were not. Moreover, age of teachers correlated withemotional exhaustion and depersonalization whilst teachers’ position correlated only depersonalization. It was recommended that the Ministry of Education should
consider about policy for teachers in each position which got different welfare and should support early career teachers to retain in their profession.
59113

The Role of Cognitive Behavioral Therapy on Self-efficacy and Worry in College Students
Qaishum Masturoh, Universitas Indonesia, Indonesia
Adhityawarman Menaldi, Universitas Indonesia, Indonesia

Academic performance is influenced by many factors. Self-efficacy and anxiety have been known as predictors of academic performance in college students.
Students with strongly perceived self-efficacy are more likely to use analytical thinking and devising successful courses of action effectively in academic
settings. On the contrary, anxiety acts as a barrier for students to perform well. As the main component of anxiety, worry is a chain of intrusive thoughts that
results in maladaptive behavior such as procrastination and self-criticism. Worry influences student’s perception of a situation or their outcomes as threatening.
Facilitating students in identifying and altering their cognitive processes may help them in decreasing their worry and increasing their self-efficacy (Smith, Berry,
Tart & Powers, 2008; Situmorang, 2018). Cognitive Behavioral Therapy (CBT) method helps the individual to identify their irrational thoughts and alter them into
more adaptive. This study aimed to evaluate the effectiveness of CBT in reducing student’s worry and increasing self-efficacy. CBT was conducted in a groupof six college students for five weeks via video conferences. The measurement of student’s worry and self-efficacy was carried out three times using Student
Worry Questionnaire and General Self Efficacy Scale. Friedman ANOVA analysis was conducted to evaluate the changes that occur within participants (X2(2)=7,
p<.05). The main results showed there was a significant change in worry level and there’s no significant change in self-efficacy. This finding suggested CBTmethod has good potential to help college students in overcoming their worry. The limitation and implications of this study are discussed.
59135

Overcoming Academic Anxiety and Improving Hope of University Students: A Group Cognitive-behavioral Therapy (CBT)
Larissa Amira Giyani, Universitas Indonesia, Indonesia
Adhityawarman Menaldi, Universitas Indonesia, Indonesia

University students’ anxiety is mostly caused by academic anxiety. It is a disruptive thought pattern followed by physiological responses and behavior
as a result of concern regarding the possibility of having poor academic performance. It may cause detrimental effects such as procrastination, poor
academic performance, and withdrawal from social relations. Fear and anxiety are causally influenced by cognitions, and that the cognitive distortions
and dysfunctional beliefs affect the maintenance of anxiety disorders. Cognitive-behavioral therapy (CBT) facilitates the identification of thoughts,
emotion, situations, and behavior that affect emotion and improve emotion by altering dysfunctional thoughts and behavior. CBT is an effective treatment
for anxiety disorders (Cuijpers, Gentili, Banos, Garcia-Campayo, Botella, & Cristea, 2016). Furthermore, hope is generally regarded as a protective factor
against anxiety. To bring out hope, agency and pathway thinking must be present. CBT protocols act as a resource for pathways and therapeutic
relationship facilitates agentic thought. This research examined the effect of group CBT on university students’ academic anxiety and hope. Group CBT
was conducted in 5 sessions with six participants. The data were collected using validated pre-existing questionnaires: Student Worry Questionnaireand Snyder’s Hope Scale for pre-test, post-test, and follow-up measurements. The data gathered was analyzed using Friedman’s ANOVA. There is no
significant effect of group CBT on reducing university students’ academic anxiety (𝑥2(2) = 3.20 p >.05.) but there is a significant effect on improving
university students’ hope (𝑥2(2) = 6.52 p <.05.). The implications of hope as a protective factor for academic anxiety are discussed.

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ACE Virtual Presentations

Nurturing Creativity & Innovation: New, Innovative & Radical Education
59124

Improvement of Elementary School Students’ Creativity Mindset Through Game-based Learning
Yu-chu Yeh, National Chengchi University, Taiwan
Yu-Shan Ting, National Chengchi University, Taiwan
Han-Lin Chang, National Chengchi University, Taiwan
Yu-Jung Lin, National Yunlin University of Science and Technology, Taiwan

This study aimed to use Game-based Learning System for Creativity Mindset (GLS-CM) to investigate whether the learning system would
effectively improve pupils’ growth mindset of creativity. The participants were composed of 132 pupils. The GLS-CM was employed
to improve pupils’ creativity growth mindset. The learning systems consist of eight games for enhancing dispositions and skills ofcreativity. Creativity Mindset Inventory was employed to measure the participants’ creativity mindset; it included four factors: GrowthInternal, Growth-External, Fixed-Internal, and Fixed-External. The quasi-experimental design of a four-week experimental instruction
was employed in this study. While the experimental group received the game-based intervention, the control group did not; however, bothgroups received the pretest and the posttest. Using Test (pretest vs. posttest score of creativity mindset) as the dependent variables andusing Group (control vs. experimental) as the independent variable, we conducted repeated measure analysis of variance to examine theeffects of Group on the improvement of creativity mindset. Significant differences were found on Fixed-External ⤬ Group interaction;
analysis of simple main effect revealed that the pupils in experimental group reduced their Fix-external mindset, whereas the control
group pupils did not. The findings of this study suggest that the GLS-CM is effective in reducing pupils’ creativity fixed-mindset. The
GLS-CM emphasizes the importance of the brain functioning and the cultivation of a growth mindset, as well as the integration of creative
thinking strategies and Bingo games. The findings suggest such game-based learning is effective in reducing fixed mindset of creativity.

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ACE Virtual Presentations

Professional Training, Development & Concerns in Education
58864

Vocational College Graduates’ Employability in China — A Case Study Based on Graduates From a Vocational
Teaching Program in Hunan
Gaojie Li, The Education University of Hong Kong, Hong Kong

In 2019, the State Council issued Reform Plan for China’s vocational education. It symbolized that vocational education in China has entereda new stage. This paper aims to investigate the employability of vocational colleges graduates from the perspectives of the graduates.
The research conducted open-end interviews with with 10 graduates who have one to five working experiences from two vocational
colleges in Yueyang City, Hunan Province. Based upon the analysis of interview record, the research found main five themes: diploma
influence, family influence, personal interests, professional knowledge and skills and transferable skills to describe their employability andwhat influence their employability. As the most important shareholders in vocational education, graduates’ perspectives could give some
implications for further educational reform.

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ACE Virtual Presentations
Teaching Experiences, Pedagogy, Practice & Praxis
58658

Emergent Curriculum Practice in the Malaysian Kindergarten Setting
Masayu Dzainudin, Sultan Idris Education University, Malaysia
Faridah Yunus, The National University of Malaysia, Malaysia
Hamidah Yamat, The National University of Malaysia, Malaysia
Iylia Dayana Shamsudin, Sultan Idris Education University, Malaysia

Children are the designer and creator of their learning when they were allowed to explore their learning environment by themselves.
Considering that early childhood education is a foundation for children to strengthen their holistic learning development, this study wasdone to enhance children’s ability as an active learner through the emergent practice in consideration of the Malaysian cultural context.
The study takes place at a private kindergarten in Malaysia, involving two early years educators and 6 children age 5 years old. An action
research design is applied to ensure the emergent practice is been explicit and profoundly implemented at the kindergarten in collaboration
between researchers and educators. The two cycles of action research were done; the first cycle involves the observation and planningof the project work; the second cycle involves the implementation of the emergent practice. The findings show that the emergent practicewould increase children participation during the teaching and learning process. Children also appear to be active learners as they wereplanning their learning based on their interest with guidance from the educators. The implication of this study reveals the value of children
perspectives in enhancing their holistic learning development.
58648

Fundamentals of Automation Engineering: Recent Innovations in Teaching and Learning
H.P Agrawal, JK Lakshmipat University, India
Divanshu Jain, JK Lakshmipat University, India
Devika Kataria, JK Lakshmipat University, India
Gustavo Sanchez, JK Lakshmipat University, India

In this paper, recent innovations in teaching and learning related to the course "Fundamentals of Automation” are described. This course
is introduced in the first year for freshmen, common for all undergraduate engineering programs. It focusses on creating requiredcompetencies for design and maintenance of automation systems. A hybrid Project Based Learning pedagogy is employed, based on
three projects, namely, (1) Design and fabrication of a DC power supply,(2) Modelling and simulation of bicycle dynamics, and (3) Designof digital systems The first two projects were completed as per the original plan, however the third had to be modified due to the disruption
caused by lockdown. This project was planned originally to be implemented as hardware implementation of tachometer for sensing therevolutions per minute (RPM) for the bicycle wheels. The project was modified to simulation in of combinational circuit for seven segment
display for RPM of bicycle wheel. The course plan has been modified and delivery of concepts has been done using online tools. The
students have been shared with the handouts, e-books, solved problems and quizzes and evaluation matrix has been conducted using
on-line Learning Management System (LMS). Feedbacks on learning as well as motivation grid have been sought from students and an
open house session has been conducted with the parents to address their concerns. This paper discusses the course structure, planning,
modifications in plans, challenges and solutions for implementation of this course during pre and post lockdown due to COVID 2019.
58678

Participatory Action Research: Empowering Entrepreneurship Education – Technical Vocational Education
and Training College Lecturers
Molefi Motsoeneng, Central University of Technology, South Africa

The aim was to explore the potential of participatory action research (PAR) to instigate change in Technical Vocational Education andTraining (TVET) College lectures’ entrepreneurship education (EE) pedagogical content knowledge (PCK) often described as authoritarian,
lecturer dominated and lack practical knowledge. Couched, with critical emancipatory theory (CER) whose criteria for quality are determinedbased on advancing the agenda for equity, social justice, freedom, peace and hope. A team of co-researchers was convened consistingof a Head of Department, two entrepreneurship education lectures, two students, an entrepreneur, and a learning facilitator in order to
respond to the challenges and find solution that are owned by the team members, because they will be able to implement their solutions.
The data is generated through a series of meetings, workshops and EE lecturers’ experiences in the classrooms. The experiences fromthe PAR are discussed, drawing on CER to understand emerging themes such as reflexivity, development in entrepreneurship educationand empowerment. The data is analysed using van Dijk critical discourse analysis (CDA). The paper concludes that PAR in South African
lecturer education potentially offers a platform for educational development, despite the disempowering lecturer training.

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vimeo.com/channels/ace2020

ACE Virtual Presentations
Teaching Experiences, Pedagogy, Practice & Praxis

58588

Blended Fashion and Textiles Pedagogy in the Age of Change
Martin Bonney, LASALLE College of the Arts, Singapore

Fashion has always been at the forefront of change, it is a social leader in its ability to adapt and innovate, however, it has in recent decades
relied on an unstainable growth at the planets expense and our own wellbeing. The consumption of all fashion from products to images has
increased exponential with the rise of new technology and communication devices. This being well discussed as a system out of control.
With the recent powerhouse Gucci, announcing the reduction of fashion shows to slow down fashion consumption approaching change, weneed to question if education is fully supporting this with traditional pedagogy where studio-based learning is often separate to theory andnew concepts of change. This research explores the learning journey of students studying on the BA (Hon’s) Fashion Design and Textiles
course in Singapore were a focus of blended learning and new experiences allow for theory and questioning materials and techniques
underpin the hands-on practice and industry readiness. This new fashion pedagogy explores the rich and agile practice-based research
incorporating traditional craftsmanships, indigenous tools, heritage methods from the region with a new blended studio-based pedagogy
that combines new technology and innovation. Observed through new course structures and curriculum with sustainability at its core,teacher and student reflections over 2 academic years 2019 and 2020 provide an effective understanding for tacit and haptic knowledge oftextiles and fashion expression and creativity supported through new technology for real-world requirements.
58545

Embracing New Identities with Batik

Martin Bonney, LASALLE College of the Arts, Singapore
Fashion is at the forefront of global technological advancements and mass communications as it embraces the internet age. We findourselves interwoven in the ever-growing interconnectivity of visual fragmentation and cultural blurring, animated by social media. With
this rise of globalisation and industrialization, we notice that the fashion system is layered with unsustainable contradictions spiralling outof control. Our cultural-social values continue being misinterpreted or generating conflict for popularity and commerce. Risking aspectsof our material culture, as we push local craft to the margins. Batik from Southeast Asia offers a wealth of cultural importance that has
in recent years become reduced to tacky tourist treasures. This heritage craft holds local modes of communication and a wealth visual
identity mediating a rich past. It is important we rethink the traditional processes and embrace innovation to keep batik relevant andunlocking a global design language for its future. This research aims to explore new methods into unlocking the past to recognise theimportance of local craft and the role designer's have towards innovating possibilities for culturally appropriate futures. Through a seriesof case studies conducted annually, across 2017-2019 in Singapore and Bali, Indonesia, the traditional craft of batik was questioned andexplored. Enabling a visual discourse of complex cultural products and processes. Equipped with this knowledge future designer, educators
are able to untangle the various contradictions within the fashion system and embrace new identities for the appropriate future of craft.
58566

Transformative Pedagogy: A Twenty-first Century Perspective Towards Improving Education
Alisha Souza, Don Bosco College, India

Education in the twenty-first century needs to break existing boundaries and adopt a new blend of teaching to meet the evolving demands ofstudents. The need for teachers to unlearn methods of teaching that were consistently being used over the last few years and move towards
perceiving not just education, but their role as well, in a different way, lies at the crux of this paper. This paper critiques the current formof teaching and learning happening in institutions and emphasizes the need for a shift in this structure, outlining methods that are more
likely to be effective in the twenty-first century. The methodology used to gather information for this paper was a survey of different people
associated with the education sector. The research sample included students, parents, teachers, and other stakeholders in the education
process. It followed a qualitative and quantitative approach towards obtaining information to prove that there needs to be a transformationin the pedagogical approaches towards education in the twenty-first century.
58614

Personalising the Sringara Padam (Poetry on Love) by Adapting Michael Chekhov’s Psychophysical Techniques
Durga Mani Maran, LASALLE College of the Arts, Singapore

The purpose of the practice of Bharathanatyam (South Indian Classical Dance) is for the dancer and spectator to experience this aesthetic
pleasure (Rao, A. 1997). Dance is meant to be sensorial, experiential and pleasurable. Have these core values of the practice been lost
through transmission? The problems in the current landscape of learning Bharathantayam include the codification of the form and theauthoritarian style rooted in the teaching of the form leading many student dancers to feel incompetent and consequentially making theform unattainable. My intervention was aimed at making the learning of the portrayal of the emotion love (Sringara Rasa) in the practiceof Bharathanatyam, accessible to all levels of dancers through a sequential model that interrogated cognitive activities present in theengagement of a role performing the emotion. Through my intervention I 'reterritorialized' 'The Sensing' (Pulaneri Vazhakku)(Tamil) andused it as a mode of communicating the emotion love by adapting Psychophysical (Michael Chekhov) exercises. A ‘psychological gesture’is a realistic movement developed to express the thought process of the character whereby a physical movement triggers the corresponding
emotion. Through my study I designed two exercises; ‘Moving flame’ inspired by ‘ expansion and contraction’ and ‘oppositional tension’
inspired by ‘qualities of movement’. In this approach, the quality of the chosen movement conjures feelings that are converted into impulses.
These impulses were studied through the lens of two dancers’ (performances) before and after these exercises. Outcomes measuring the‘consequents’ and data via videos, interviews, and reflective journals were collated. This research study is grounded in theories such as
Progressivism, Experiential learning and Sanatana Dharma.

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ACE Virtual Presentations
Teaching Experiences, Pedagogy, Practice & Praxis
58518

Facilitating the Process of Interiorisation: Explorations of a Novel Approach in Fashion Technique Pedagogy
Lidya Chrisfens, LASALLE College of the Arts, Singapore

This thesis offers an exploratory journey on the experimentation of a novel approach to a fashion technique pedagogy using the Processof Interiorisation. This methodological approach will open up a line of research inquiry specific to fashion design. By exploring blinddraping and blind-drafting, this experiment explored how emotions and memories played vital roles in the interiorisation process to trigger
imagination. The findings from this intense experiential process led to the discovery of Atmospheric Space, Collective Unconscious,
Conceptual Space, and the Emergence of Imagination, all of which contributed to the creative output in a streetwear design. Simultaneously,
they ground the theoretical frameworks for the methodology and pedagogy. This thesis adopts a relatively descriptive style in a personalreflection that helps me transform the way I teach, and makes me question the pedagogy that underpins my teaching practice. The style ofjournaling demonstrates my reflexivity, perceptions, and the insights that I had gained during this experimentation with a student subject.
59008

Teaching Music in the Times of the Pandemic: Pedagogical Pathways for Online Learning
Kris Ho, United International College BNU-HKBU, China
Victor J Rodriguez, Beijing Institute of Technology, China

The online learning environment demanded by pandemic conditions in China has offered opportunities for teachers to engage internet-savvy
students, but also presented serious obstacles to unmediated face-to-face teaching. The possibilities for student collective collaboration in realtime, the difficulties of teachers to connect with the sheer immediacy of music performance and its physical nuances, and the perceived loss ofsound fidelity lost through Internet connections, have plagued teachers in the mainland. Teachers have had to adapt to a new online environmentthat has moved the classroom to the student’s bedroom through the use of laptops and mobile devices. In this paper, we analyze these trends andothers through an experiential study and analysis of the teaching of strings, percussion and piano in a mainland university music programme. We
argue that performance teaching depends for its success on intimacy and proximity, its physical conditions, as well as emotional and personal
closeness, its more psychological dimensions. Online teaching seems to represent their very opposites. While we find that teachers have struggled
to correct student performance, foster concentration, demonstrate appropriate methods to play instruments, and guide ensemble performances,
the avenues for correcting these problems rely on the establishment of classroom collaboration much more than just technical adjustments. In thisrespect, Carol Johnson has argued for a "transformation of pedagogical practice" that establishes cognitive, social and teaching presence. We findthat what is needed is not a total transformation of pedagogy, but the means to translate the traditional classroom into the new online classroom
59056

Teaching Strategies Guidelines to Foster the Computational Thinking Ability in Higher Education
Virawan Amnouychokanant, King Mongkut's University of Technology Thonburi, Thailand
Surapon Boonlue, King Mongkut's University of Technology Thonburi, Thailand
Saranya Chuathong, King Mongkut's University of Technology Thonburi, Thailand
Kuntida Thamwipat, King Mongkut's University of Technology Thonburi, Thailand

The purpose of this research was to identify teaching guidelines to cultivate the computational thinking ability of higher education students.
This qualitative research study focused on seven Thai instructors from public and private institutions (Chulalongkorn University, King
Mongkut's University of Technology Thonburi, Kasetsart University, Silpakorn University, Assumption University, and Microsoft (Thailand)
Limited). All instructors have had teaching experiences in universities for more than five years and some always have used technologies
in their classrooms to improve students’ computational thinking ability. Data were collected through instructor focus group interviews.
A semi-structured interview protocol was used as a guide. From the interview, we found that three elements for teaching guidelines tocultivate the computational thinking ability of higher education students were 1) learners’ and instructors’ role 2) learning strategies and 3)
teaching tools. The instructor should use learner-centered teaching approaches. In classroom activities, the instructor should be a coach
who provides guidance and give powerful questions that help the learners reflect and find a way to get the solution. Besides, this paper
gathered learning strategies and teaching tools that were often used in computational thinking courses.
58833

Online Education in the COVID-19 Pandemic Era: Improving Outcomes Through Student and Faculty Feedback
Aki Yamada, Tamagawa University, JapanThe COVID-19 pandemic and the global response have impacted people’s daily lives and traditional social norms dramatically. Higher
education will be greatly impacted in the short-term, with specific policy changes still being figured out, and long-term impacts not
yet known. It is impossible to predict when the COVID-19 pandemic will end, or how long each country’s higher education systems will
operate under new and unprecedented policy changes. Under these circumstances, institutions must investigate how to motivate bothfaculty and students, and preserve the quality of education. Globally, we are now witnessing the ongoing results of various forms of
online education, and by focusing on these experiences, we can find ways to improve these new methods of education. This research isa case study analyzing student and faculty feedback on online education experiences within Japanese higher education. A qualitative
analysis of interviews and questionnaires from 25 student and faculty sources is used to reveal how higher education students perceive
online education and its pros and cons. This will include an examination of how online education is affecting student identity, personal
challenges, and their ability and motivation for learning. Analysis of these points will be used to offer insight and guidance into howteaching methodologies and learning outcomes of online virtual education can be improved. Though focused on Japan, cultural factors
will also be considered, with the hope that educators in other countries undergoing such educational shifts can draw from these learnings
for comparative study.

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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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ACE2020

Review Committee
Professor Chingya Chiu
Chang Jung Christian University, Taiwan
Professor Dary Dacanay
St. Patrick School, Philippines
Dr Maria Guajardo
Soka University, JapanDr Minako Inoue
Health Science Unviersity, JapanDr Lewis Teo Piaw Liew
Mas Gading Community College , Malaysia
Dr Sonal Mobar Roy
National Institute of Rural Development andPanchayati Raj, India
Dr Jasvir Kaur Nachatar Singh
La Trobe University, Australia
Dr Non Naprathansuk
Maejo University, Thailand
Dr Nhung Nguyen
Deakin University, Australia
Dr Marilyn Obod
Our Lady of Fatima University, Philippines
Dr Christopher Estibar Olipas
Olm Institute And Skills Training Center forAllied Courses, Inc., Philippines
Dr Elymar PascualTalangan Integrated National High School,
Philippines
Dr Kittipong Phumpuang
Naresuan University, Thailand

Professor Metee Pigultong
Rajamangala University of Technology
Thanyaburi, Thailand
Dr Nitta Roonkaseam
Phranakhon Rajabhat University, Thailand
Dr Nilda San Miguel
Masapang Elementary School, Philippines
Dr Diana Po Lan ShamHong Kong Chinese Institute of Engineers, HongKong
Dr Ko Wai Tang
The Open University of Hong Kong, Hong Kong
Dr Tina Wong
Hong Kong Polytechnic University, Hong Kong

ACE2020

Senior Reviewers
Dr Albert Bulawat
Lino P Bernardo National High School,
Philippines
Dr Carmen Burgos
Universidad De Atacama, Chile
Dr George Cremona
University of Malta, Malta
Professor Biljana Djoric Francuski
University of Belgrade, Serbia
Dr Wendy Hiew
Universiti Malaysia Sabah, Malaysia
Dr Hong Li
Emory University, United States
Professor Bashar Malkawi
University of Sharjah, United Arab Emirates
Dr Blenn Nimer

Notre Dame of Kidapawan College, Philippines
Dr Andrew Spowage
Queen Mary University of London, United
Kingdom
Dr Mei Xuan Tan
Singapore University of Technology And Design,
Singapore
Dr Jesse Zamora
Mindoro State College of Agriculture And
Technology - Main Campus, Philippines

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Reviewers
Dr Imtiaz Ahmad
University of Karachi, Pakistan
Professor Sarim Al Zubaidy
UB, Oman
Dr Sin Yu Cherry Chan
The Chinese University of Hong Kong, Hong
Kong
Dr Yu Chih Chiang
Fu Jen University, Taiwan
Dr Brandon Chicotsky
Texas Christian Univeristy, United States
Dr Aristidis Galatis
University of Melbourne, Australia
Dr Alla GudzovskayaInstitute For Research on Social Phenomena,
RussiaDr Masnida Hussin
University Putra Malaysia, Malaysia
Dr Thanh Tien Huynh
An Giang University, Vietnam
Dr Leo Joseph
S R University, India
Dr Amir Kalan
Mcgill University, Canada
Dr Harumi Kashiwagi
Kobe University, JapanDr Ghazala Khan
Monash University Malaysia, Malaysia
Professor Nelofar Khan
Gulf Medical University, Ajman, United ArabEmirates
Dr Susie Lamborn
University of Wisconsin-Milwaukee, UnitedStatesDr Mizuki Mazzotta
Emory University, United States

Dr Shyamli Mehra
Republic Polytechnic, Singapore
Dr Gloria Montiel
Altamed Institute for Health Equity | Claremont
Graduate University, United States
Dr Molefi Motsoeneng
Central University of Technology, South Africa
Dr Olga R. Bondarenko
Russian, Russia
Professor Valerie Harlow Shinas
Lesley University, Graduate School of Education,
United States
Dr Raz Shpeizer
Kaye Academic College of Education, Israel
Professor Hung-Hsiang Wang
National Taipei University of Technology,
TaiwanProfessor Ping Xu
University of Colorado, Boulder, United States

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ACE2020

A-Z Presenters List
Agrawal, Hanuman Prasad				p. 75
JK Lakshmipat University, India
Alvarez, Isabel					p. 69
Autonomous University of Barcelona, Spain
Alvarez, Isabel				p. 70
Autonomous University of Barcelona, Spain
Alvarez, Isabel					p. 70
Autonomous University of Barcelona, Spain
Amnouychokanant, Virawan 			p. 77
King Mongkut's University of Technology Thonburi, Thailand
Aranda, Elaine Marie			p. 50
De La Salle University, Philippines
Arnsperger, Levin					p. 68
Emory University, United States
Ashraf, Maleeha				p. 66
University College London, United Kingdom
Azuma, Hirotaka 				p. 58
Tokyo Denki University, Japan
Bonaobra, Jaymar 				p. 42
Bicol University, Philippines
Bondarenko, Olga R.
			p. 71
Russian State University for the Humanities, Russia
Bonney, Martin
				p. 76
LASALLE College of the Arts, Singapore
Bonney, Martin					p. 76
LASALLE College of the Arts, Singapore
Burgos, Carmen
				p. 59
Universidad de Atacama, Chile
Campbell, Caroline 				p. 67
University of Leeds, United Kingdom
Chan, Sin Yu Cherry				p. 28
The Chinese University of Hong Kong, Hong Kong
Chanco, Andrew Joseph				p. 51
University of Santo Tomas, Philippines
Chang, Jung Hua 				p. 33
National Chiayi University, Taiwan
Chen, Yi Wen					p. 36
National Chiayi University, Taiwan
Chiang, Yu Chih				p. 55
Fu Jen University, Taiwan
Chicotsky, Brandon				p. 46
Texas Christian University, United States
Chow, Ho Chi Eric 				p. 37
Hong Kong Baptist University, Hong Kong
Chrisfens, Lidya				p. 77
LASALLE College of the Arts, Singapore
Chuang, Yu Han					p. 34
National Chiayi University, Taiwan
Cremona, George 				p. 51
University of Malta, Malta
Dizon, Alberto
				p. 38
Don Bosco Technical Institute - Tarlac, Philippines
Dongxue, Hu					p. 62
HKBU-BNU United International College, China
Dzainudin, Masayu 				p. 75
Sultan Idris Education University, Malaysia
Edwards, Nathaniel 				p. 57
Yamaguchi National University, Japan
Elnour, Agabat					p. 67
Qassim University, Saudi Arabia
Firmante, Maria Cristina
			p. 56
De La Salle University, Philippines
Fujimaki, Arata				p. 64
Tokai University, Japan
Gado, Marlon					p. 49
De La Salle Medical and Health Sciences Institute, Philippines
Galatis, Aristidis 				p. 29
The University of Melbourne, Australia
Giyani, Larissa Amira				p. 73
Universitas Indonesia, Indonesia
Guajardo, Maria			p. 47
Soka University, Japan
Gudzovskaya, Alla 			p. 62
Institute for Research on Social Phenomena, Russia

Herbach, James Steven			p. 64
University of Shizuoka, Japan
Hiew, Wendy				p. 70
Universiti Malaysia Sabah, Malaysia
Ho, Ang-Cheng Kris			p. 77
United International College BNU-HKBU, China
Ho, Hsuan-Fu				p. 38
National Chiayi University, Taiwan
Huang, Tzu Yun				p. 36
National Chiayi University, Taiwan
Husainni, Siti Raihana			p. 59
Nanyang Technological University, Singapore
Idris, Emilia				p. 35
Republic Polytechnic, Singapore
Iida, Junko				p. 48
University of Tsukuba, Japan
Ikeda, Maiko				p. 48
San Diego County School District, United States
Inoue-Smith, Yukiko			p. 35
University of Guam, Guam
Jackson, Leveth				p. 72
Keiai University, Japan
Karimah, Shofiyati Nur			p. 46
Japan Advanced Institute of Science and Technology, Japan
Kashiwagi, Harumi 			p. 58
Kobe University, Japan
Kausar, Huma
			p. 67International Islamic University, Pakistan
Kawagoe, Eiko				p. 40
Graduate School of Healthcare Sciences, Jikei Institute, Japan
Kerdsomboon, Chakree			p. 65
National Dong Hwa University, Taiwan
Khan, Ghazala
			p. 32
Monash University Malaysia, Malaysia
Khan, Nelofar				p. 70
Gulf Medical University, Ajman, United Arab Emirates
Kung, Susie				p. 49
Manukau Institute of Technology, New Zealand
Kwakye Apau, Stephen			p. 38
University of Education, Winneba, Ghana
Lai, Yu Ting				p. 57
National Changhua University of education, Taiwan
Lamborn, Susie
			p. 72
University of Wisconsin-Milwaukee, United States
Lee, Amy Wai Sum 			p. 65
Hong Kong Baptist University, Hong Kong
Lestari, Zubaedah Wiji			p. 60
Universitas islam Nusantara, Indonesia
Li, Gaojie 				p. 74
The Education University of Hong Kong, Hong Kong
Li, Hong 				p. 68
Emory University, United States
Li, Pinzhong				p. 62
HKBU-BNU United International College, China
Li, Yan 				p. 62
Ghent University, Belgium
Lin, Long-Zhe			p. 36
National Chiayi University, Taiwan
Lin, Ying-Tzu				p. 41
National Chiayi University, Taiwan
Little, Cathy				p. 50
The University of Sydney, Australia
Lockee, Barbara
			p. 58
Virginia Tech, United States
Luo, Wen-Wen
			p. 36
National Chiayi University, Taiwan
Mahsud, Muhammad Irfan			p. 63
National Defence University, Pakistan
Malan, Marelize
			p. 67
University of Johannesburg, South Africa
Mamutse, Kudakwashe			p. 54
University of South Africa, South Africa
Mani Maran, Durga 			p. 76
LASALLE College of the Arts, Singapore

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A-Z Presenters List
Martinsone, Baiba 			p. 48
University of Latvia, Latvia
Masturoh, Qaishum			p. 73
Universitas Indonesia, Indonesia
Mat Ali, Nazmona 			p. 72
University of Technology Malaysia, Malaysia
Mazzotta, Mizuki 			p. 28
Emory University, United States
Mehra, Shyamli				p. 35
Republic Polytechnic, Singapore
Montgomery, Kate 			p. 32
Southern Methodist University, United States
Montiel, Gloria
			p. 47
Claremont Graduate University, United States
Motsoeneng, Molefi			p. 75
Central University of Technology, South Africa
Muthuraman, Subrahmanian 		p. 71
Arab Open University, Oman
Nagata, Koryu
			p. 46
Shizuoka University, Japan
Narimatsu, Hiromi 			p. 41
NTT Communication Science Laboratories, Japan
Navarez, Joel				p. 56
De La Salle University, Philippines
Ng, Elaine				p. 28
The Chinese University of Hong Kong, Hong KongNightingale, Faith 			p. 37
Queen Mary University of London, United Kingdom
Nimer, Blenn				p. 65
Notre Dame of Kidapawan College, Philippines
Nomaan, Saima
			p. 32
Al Ain Men's College, United Arab Emirates
Nugkim, Karakada 			p. 65
Kasetsart University, Thailand
Ong, Jerusha Eve 			p. 64
Centro Escolar University, Philippines
Ou, Meng Ting				p. 60
National Changhua University of Education, Taiwan
Pandey, Mansi
			p. 60
National Institute of Educational Planning & Administration, India
Pellegrini, Tony				p. 57
Southern Utah University, United States
Phumpuang, Kittipong			p. 40
Naresuan University, Thailand
Plaza, Gladys Ann 			p. 66
Bulacan Agricultural State College, Philippines
Preechawong, Sukritta			p. 73
King Mongkut’s University of Technology Thonburi, Thailand
Revilla, Ruth				p. 54
Bicol University, Philippines
Sabarun 				p. 65
IAIN Palangka Raya, Indonesia
Sai, Ngoc Phung 			p. 71
National Chengchi University, Taiwan
Sai, Ngoc Phung 			p. 73
National Chengchi University, Taiwan
Salinas, Rafael			p. 69
Autonomous University of Barcelona, Spain
Sari, Armilia
			p. 62
Sriwijaya University, Indonesia
Schuckman, Hugh 			p. 51
University of Utah, Asia Campus, South Korea
Setyawati, Josephine Indah 		p. 56
University of Indonesia, Indonesia
Shen, Hsiu-Shan 			p. 33
National Chiayi University, Taiwan
Shinas, Valerie Harlow			p. 69
Lesley University, United States
Shpeizer, Raz
			p. 55
Kaye Academic College of Education, Israel
Souza, Alisha				p. 76
Don Bosco College, Panjim Goa, India
Spowage, Andrew 			p. 37
Queen Mary University of London, United Kingdom

Sta. Cruz, Ma. Dominique		p. 50
De La Salle Santiago School, Philippines
Sun, Zhihong Sundance			p. 29
The University of Melbourne, Australia
Suzuki, Ayame				p. 54
Shizuoka Prefectural Fuji School for Special Needs Education, Japan
Tai, Hung-Chun			p. 35
National Chung Cheng University, Taiwan
Tan, Jennifer Poh Sim			p. 47
HELP University, MalaysiaTan, Mei Xuan			p. 29
Singapore University of Technology and Design, Singapore
Taneja, Mandeep 			p. 47
Soka University, Japan
Tayoto, Rosemarie 			p. 56
De La Salle University, PhilippinesThongtawee, Kant				p. 72
Valaya Alongkorn Rajabhat University, Thailand
Titicharoenrak, Norawit			p. 66
Harrow International School Bangkok, Thailand
Tran, Minh-Tuan			p. 49
Japan Advanced Institute of Science and Technology, Japan
Tran, Pha 				p. 29
The University of Melbourne, Australia
Tsunematsu, Naomi			p. 51
Hiroshima University, Japan
Valdivieso Matta, Pamela
		p. 61
Ministry of Education, Peru
Valies, Kinsella				p. 64
University of Shizuoka, Japan
Waddington, Lorna 			p. 67
University of Leeds, United Kingdom
Wang, Hung-Hsiang			p. 40
National Taipei University of Technology, Taiwan
Wang, Man Ling
			p. 34
National Chiayi University, Taiwan
Wang, Wen Chen				p. 39
National Chiayi University, Taiwan
Watanabe, Naomi 			p. 48
NTT Communication Science Laboratories, Japan
Wen, Huijing				p. 68
Moravian College, United States
Wong, Anton				p. 37
University of Leicester, United Kingdom
Xu, Ping 				p. 35
University of Colorado, Boulder, United States
Xue, Wanru				p. 64
Utah State University, United States
Yamada, Aki				p. 77
Tamagawa University, Japan
Yamashita, Daiki				p. 41
Nagoya University, Japan
Yamauchi, Yutaka 			p. 28
Soka University, United State sYan, Chen-Yi
			p. 32
National Chiayi University, Taiwan
Yang, Cheng-Cheng		p. 32
National Chiayi University, Taiwan
Yang, Hsiu-Chuan 			p. 68
National Taiwan Normal University, Taiwan
Yeh, Min Chia				p. 33
National Chiayi University, Taiwan
Yeh, Yu-Chu				p. 74
National Chengchi University, Taiwan
Yu, Hongyu				p. 50
Beijing Foreign Studies University, China
Zamora, Jesse			p. 61
Mindoro State College of Agriculture and Technology - Main
Campus, Philippines

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