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)
www.iafor.org

Organising Committee
Failautusi ‘Tusi’ Avegalio

University of Hawaiʻ'i at Manoa, United States

Xu Di

University of Hawai'ʻi at Manoa, United States

Joseph Haldane
IAFOR, Japan

Curtis Ho

University of Hawai'ʻi at Manoa, United States

Barbara Lockee
Virginia Tech, United States

James W. McNally

University of Michigan, United States& NACDA Program on Aging, United States

Alex Means

University of Hawai'ʻi at Manoa, United States

Michael Menchaca

University of Hawai'ʻi at Manoa, United States

Sela V. Panapasa

University of Hawai'ʻi at Manoa, United States

Hiagi M. Wesley

Brigham Young University – Hawai'i, United States

2 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Letter of Welcome
Aloha!
From wherever you are joining us in the world, I wish you a very warm
welcome to the first IAFOR conference of 2021, held in collaboration
with the College of Education at the University of Hawai’i Manoa.
Although we are sad not to be able to meet physically this year due tothe coronavirus, Oahu, which translates as “the gathering place”, musttake its form online due to the global pandemic.
2020 proved to be an immensely difficult year for people around theworld, and we kick off 2021 in the hope and expectation of better things
to come. As we speak, programmes of mass vaccinations against thecoronavirus are beginning around the world. The various vaccines havebeen developed at great speed and are a testament to the collaborationof many different scientists and policy makers across the world. Human ingenuity combined with science andlearning has proven it can address the most daunting of challenges. However, as educators, we must makesure that we learn the many lessons that this year will have taught us, chiefly that it is we humans who got
ourselves into this trouble in the first place.
While we are right to live in hope and with the possibilities of technology, many of the things that we havecome 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. The pandemic also starkly
frames global inequalities.
For the academic community, perhaps the most important thing that this crisis will have taught us is thatthe freedoms that we hold so close, such as those of expression and movement in a globalised world, bringto the fore questions of transparency and governance on an international level. This serves to remind us
that questions of human security and public policy, as they relate to such issues as health, climate change,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 might be, then the repercussions are
not only domestic, but frequently felt across borders. In a globalised world, it follows that our problems are
increasingly global, entangled, and enmeshed.
For those who would argue that this crisis provides evidence that authoritarian regimes are better placed
to deal with crises of this magnitude, it must be underlined that they are certainly better at creating suchcrises. The global curtailment of freedoms and effective mass incarcerations, including the marginalising ofdissenting voices in the name of social cohesion, has been a worrying part of the “new normal”. As a planet,
we are now collectively writing the new normal. Let that writing be free and true, open, and honest.
Never has it been more important to encourage concerted cooperation at all levels between countries in order
to seek solutions to the world’s most pressing issues. As one such platform, and as we begin to regroup andrealign, the coronavirus will likely continue to influence our personal and professional lives. As a recognition ofthis, IAFOR has decided to adopt “Resilience” as its overarching global theme to frame its research and eventsin 2021 and 2022.
The jointly held Hawaii conferences on Education and Sustainability, Energy and the Environment are thefirst to kick off with this theme of “Resilience” and our local partners at the University of Hawaiʻi at Manoa’s
College of Education have been wonderfully supportive of the event in the ever changing circumstances of theongoing global crisis. My thanks goes to the entire conference committee, and in particular to Professor Curtis
Ho, Professor Xu Di, and most especially this year to Professor Michael Menchaca, whose oversight of the
programming and dedication to the event has been fantastic.
I look forward to a great conference online, and I thank you in advance for your active participation.
Mahalo and Thank you!
Dr Joseph Haldane
Chairman & C.E.O, The International Academic Forum (IAFOR)
Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 3

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.

4 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

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

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 5

January 06, 2021 | All times are Hawaii Standard Time (UTC-10)

Wednesday at a Glance

14:00-14:30
Announcements, Recognition of IAFOR Scholarship Winners, 					& Welcome Address			Joseph Haldane, IAFOR, Japan
14:30-15:15
			
			
			

Keynote Presentation
Recalibrating Educational and Institutional Choreographies to
Lead Learning for Tomorrow
Som Naidu, University of the South Pacific, Fiji

15:15-16:00
Keynote Presentation
			
Critical Empathy: The Role of Education Amidst 							Xenophobic Pandemonium			
Christine R. Yano, University of Hawai'i at Manoa, United States
16:00-16:15		

Break

16:15-17:15
			
			
			
			
			

Panel Presentation
The Development, Use, and Exploration of Open Educational 		
Resources in Higher Education
Beth Tillinghast, University of Hawai'i at Manoa, United States
Billy Meinke, University of Hawai'i at Manoa, United States
Veronica Howard, University of Alaska Anchorage, United States

17:15-18:15		
Networking Coffee
			This session is hosted by the conference organising committee to 					
bring together participants who are interested in creating new ties with			
fellow educators & researchers.
6 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

January 07, 2021 | All times are Hawaii Standard Time (UTC-10)

Thursday at a Glance
14:00-14:15
			

Welcome Address
Joseph Haldane, IAFOR, Japan

14:15-15:15
Panel Presentation			
Cultural Resilience in a Changing World			
Amber Strong Makaiau, University of Hawai'i at Manoa, United States			Mary Therese Perez Hattori, East-West Center, United States
			James W. McNally, University of Michigan, United States			
Sela Panapasa, University of Michigan, United States
15:15-15:30		

Break

15:30-16:30
Panel Presentation
			Post-pandemic Online Education:
			Moving from Crisis Intervention to Optimal Experience			Michael Menchaca, University of Hawai'i at Manoa, United States			
Ariana Eichelberger, University of Hawai'i at Manoa, United States			Peter Leong, University of Hawai'i at Manoa, United States			Paul McKimmy, University of Hawai'i at Manoa, United States
		Moderator: Daniel Hoffman, University of Hawai'i at Manoa, United States
16:35-17:20
						

Keynote Presentation
Resilience: One Man’s Journey Across the World
Lowell Sheppard, HOPE International Development Agency, Japan

17:20-18:20		
Networking Coffee
			Hosted by the conference organising committee. All are welcome.
		Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 7

January 08, 2021 | All times are Hawaii Standard Time (UTC-10)

Friday at a Glance
13:00-14:15
						Live-Stream Session 1
Room A: Climate Change
Room B: Teaching Experiences, Pedagogy, Practice & Praxis

14:15-14:25		

Break

14:25-15:15
Live-Stream Session 2
			Room A: Industry, Innovation & Infrastructure
			Room B: Education Policy, Leadership, Management & Administration
15:15-15:25		

Break

15:25-16:40
			
			
			

Live-Stream Session 3
Room A: Education in times of COVID-19
Room B: Education & Difference: Gifted Education, Special 		
Education, Learning Difficulties & Disability

16:40-16:50		

Break

16:50-18:05
						

Live-Stream Session 4
Room A: Education, Sustainability & Society/Culture Movements
Room B: Higher Education

18:05-18:15		

Break

18:15-19:05
			Live-Stream Session 5
Room A: Interdisciplinary Topics on Green Issues

8 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

January 09, 2021 | All times are Hawaii Standard Time (UTC-10)

Saturday at a Glance
13:00-14:15
			Live-Stream Session 1
Room A: Language Teaching

14:15-14:25		

Break

14:25-15:15
Live-Stream Session 2
			Room A: Foreign Languages Education & Applied Linguistics
			Room B: Learning Experiences, Student Learning & Learner Diversity
15:15-15:25		

Break

15:25-16:40
						

Live-Stream Session 3
Room A: Teaching Experiences, Pedagogy, Practice & Praxis
Room B: Interdisciplinary Topics on Education

16:40-16:50		

Break

16:50-18:30
Live-Stream Session 4
			Room A: Professional Training, Development & Concerns in Education
			Room B: Design, Implementation & Assessment of Innovative 					Technologies in Education
18:30-18:40		

Break

18:40-19:30
						

Live-Stream Session 5 (Workshops)
Room A: The Poetry Box
Room B: Engaging Participates Online and In-Person

19:30-19:40
			Conference Closing Address
Joseph Haldane, IAFOR, Japan
Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 9

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 February 12, 2021, through the online system. The
proceedings will be published on March 12, 2021.

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

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

10 | IAFOR.ORG | IICE/IICSEEHawaii2021 | 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:www.iafor.org/membership

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 11

www.iafor.org/publications

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

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

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

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

How does IAFOR ensure academic integrity?
Once appointed by IAFOR’s Publications Committee, the Journal Editor is free to appoint his or her
own editorial team and advisory members, who help to rework and revise papers as appropriate,according to internationally accepted standards. All papers published in the journal have been
subjected to the rigorous and accepted processes of academic peer review. Neither editors nor
members of the editorial team are remunerated for their work.

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

12 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

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

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

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

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

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

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 13

Notes14 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Wednesday,
January 06
Day 1 Plenary Session
All times are Hawaii Standard Time (UTC-10)

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 15

Keynote Presentation: Som Naidu

Recalibrating Educational and Institutional
Choreographies to Lead Learning forTomorrow
Wednesday, January 06 | 14:30-15:15 | Hawaii Standard Time (UTC-10)

Contemporary educational institutions are experiencing disruptions to their modus operandi
from a variety of sources—COVID-19 notwithstanding. A changing student demographic acrossthe higher education sector, along with their changing educational needs is driving much of thisdisruption. Other drivers are the need for different kinds of skill sets required in the contemporary
workplace, the need for alternative methods of credentialing and a demand for flexibility in the
education space. How prepared are contemporary educational institutions for leading learning forthe future? A recent Ernst Young report on the University of the Future in the Australian context
suggests that, “Australia’s universities are monolithic institutions that control all aspects of theirteaching and research activities, anchored by physical spaces and time-bound schedule”. This is arather harsh indictment, but not an incorrect reflection of the contemporary higher education spacebroadly. While educational institutions are willing to experiment with new models and approaches
on the peripheries of their core business, most are not bold enough to rethink and reconfigure theirmainstream operations. It is rare to find enterprise-wide operations that are appropriately aligned tolead learning and teaching for tomorrow. Why is this so, and what can be done about a rethink andrecalibration of how universities create, capture and offer value.

Som Naidu
Som Naidu is currently Pro-Vice Chancellor and Director, Center
for Flexible Learning, at the University of the South Pacific. He
has previously served in a variety of roles in the enhancementof learning and teaching at several Australian universities.
Som Naidu possesses doctoral qualifications in Educational
Technology from Concordia University in Montreal, Canada. A
former president of the Open and Distance Learning Associationof Australia, Som has served as executive editor of its journal
Distance Education since 1997. In May 2014 the Open Universityof Sri Lanka awarded Som Naidu a D.Litt. (Honoris Causa), in
recognition of his extensive contribution to the field of open, flexible, distance and e-learning bothregionally and internationally. In addition, in July 2020, Advance Higher Education, UK, admitted Som
Naidu as Principal Fellow of the Higher Education Academy for his commitment, contribution andstrategic leadership in the scholarship of learning and teaching.

16 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Keynote Presentation: Christine R. Yano

Critical Empathy: The Role of Education
Amidst Xenophobic Pandemonium
Wednesday, January 6 | 15:15-16:00 | Hawaii Standard Time (UTC-10)

How does race shape some of the responses to the ongoing global pandemic? How does the
pandemic shape the experience of race – in politics and in everyday lives? How might education playa role in strategizing answers to these fraught conditions? These questions structure my approachto discussing anti-Asian racism amid the pandemic with the goal of developing strategies of action
for the targets of such racism, as well as for others for whom race-based violence is anathema. I
argue that education must take responsibility for developing leadership based in critical empathy –that is, reaching out to others with both hearts and minds. In doing so, we teach not only tolerance
and respect, but also actions of engagement. Through critical empathy we commit ourselves andfuture generations to embrace the full humanity of the community.

Christine R. Yano
Christine R. Yano, Professor of Anthropology at the Universityof Hawai'i, has conducted research on Japan and JapaneseAmericans with a focus on popular culture. Beginning in March
2020 she serves as the President of the Association for AsianStudies. Her publications include Tears of Longing: Nostalgia
and the Nation in Japanese Popular Song (Harvard, 2002),
Crowning the Nice Girl; Gender, Ethnicity, and Culture in Hawaii’s
Cherry Blossom Festival (Hawaii, 2006), Airborne Dreams: “Nisei”
Stewardesses and Pan American World Airways (Duke, 2011),
and Pink Globalization: Hello Kitty and its Trek Across the Pacific(Duke, 2013). She has also co-edited a number of volumes: Modern Girls on the Go: Gender, Mobility,and Labor in Contemporary Japan with Alisa Freedman and Laura Miller (Stanford, 2013), Making
Waves: Travelling Musics in Hawai'i, Asia, and the Pacific with Fred Lau (Hawaii, 2018), and StraightA’s: Asian American College Students in Their Own Words with Neal Akatsuka (Duke, 2018).

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 17

Panel Presentation: Beth Tillinghast, Billy Meinke & Veronica Howard

The Development, Use, and Explorationof Open Educational Resources in Higher
Education
Wednesday, January 06 | 16:15-17:15 | Hawaii Standard Time (UTC-10)

This panel presentation will provide an overview of Open Educational Resources (OER), highlighting
the publishing and collaboration efforts of the OER initiative at UH Manoa. It will also highlight thefaculty experience of adopting, adapting, and involving students in the curation and developmentof new OER. Finally, it will provide an overview of research conducted on this topic, touching on
local, national, and international research. Resources in support of further OER research will also beoutlined.

Beth Tillinghast
Dr Beth H. Tillinghast has a PhD in Learning Design and Technology
from the University of Hawai'i at Manoa. She also holds an MS in
Library Science and an MA in Educational Technology. She has
worked in education for over four decades, living and working incountries in Latin America, Southeast Asia, and the Middle East. She
has recently retired from the University of Hawai'i at Manoa Libraryas a librarian working in the area of scholarly communication.
Beth has been an Open Education Group Research Fellow, and her
research interests include areas of open educational practices witha focus on Open Access and Open Educational Resources.

Billy Meinke
Billy Meinke-Lau is the Open Educational Resources (OER)
Technologist for the University of Hawaii, supporting a systemwide effort to leverage OER for student success, equity, and cost
reduction. Billy completed an MEd in educational technology
from UH Manoa and worked for Creative Commons before taking
his current leadership role with UH. He is also a doctoral studentof Political Science, investigating the politics of collaborative
scholarship in higher education. He lives in Honolulu with hisfamily.

18 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Veronica Howard
Dr Veronica Howard is an associate professor of Psychology,
and co-coordinator of the Textbook Affordability Committee
and Alaska Open Education Initiative at the University of Alaska
Anchorage. Their research and service interests include open
educational resources, evaluating pedagogical interventions,the intersection of technology and education, and organizational
behavior management. As a first-generation college student,
Veronica believes passionately that openly licensed and free-toaccess course materials, combined with engaged teaching andmentorship, are critical for the success of historically underserved
students in higher education. Veronica has been an OpenEd Group OER Research Fellow and hascompleted the Harvard CopyrightX program.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 19

IAFOR Academic Grant& Scholarship Recipients
Our warmest congratulations go to Blessing Dwumah Manu and Christina Brown, who have been
selected by the conference Organising Committee to receive grants and scholarships to present
their research at the conference.
IAFOR's grants and scholarships programme provides financial support to PhD students and early
career academics, with the aim of helping them pursue research excellence and achieve their academic
goals through interdisciplinary study and interaction. Awards are based on the appropriateness of theeducational opportunity in relation to the applicant's field of study, financial need, and contributions
to their community and to IAFOR's mission of interdisciplinarity. Scholarships are awarded based on
availability of funds from IAFOR and vary with each conference.
Find out more about IAFOR grants and scholarships: www.iafor.org/financial-support

Blessing Dwumah Manu | IAFOR Scholarship Recipient
58060
School Management Functions and Students’ Academic Performance Nexus: An Empirical Evidence
From Public Senior High School in Ashanti Region of Ghana
Blessing Dwumah Manu, Jiangsu University, China
Mr Blessing Dwumah Manu is currently a postgraduate student at Jiangsu University, China.
Originally from the Ashanti Region of Ghana, Blessing graduated with a Bachelor's degree in
Education from the University for Development Studies in Ghana. After graduation, he spent two
years as a researcher and teaching Assistant in the university before going to Jiangsu University,
China for postgraduate studies. Mr. Blessing Dwumah Manu is also the secretary to the Schoolof Management President and part of the invigilation team. He is also a member of the National
Research Association for Education in China.

Christina Brown | IAFOR Scholarship Recipient
59043
Get Out of Your Comfort Zone: Externalization in Architecture to Increase Social and Environmental
Connectivity
Christina Brown, Carnegie Mellon University, United States
Christina Brown is a Master of Science in Sustainable Design student at Carnegie Mellon University.
Originally from Tianjin China, she lived in Bangalore India for two years before moving to RaleighNorth Carolina. By living in so many vastly different locations all around the world, she has cometo recognize and appreciate the role of nature on a person's well-being. This sparked her interestsin sustainable architecture and ecological thinking, as she continued to pursue education in theseareas throughout my undergraduate career. Crucial experiences such as working on a governmentsponsored project for a 6 Ha Master Plan in Singapore during her study abroad and participatingin the EcoDistrict Summit in Pittsburgh have led her to her current research in externalization ofbuilding programming, a paradigm shift in how we approach architectural design to design insocial and environmental resiliency.

Thursday,
January 07
Day 2 Plenary Session
All times are Hawaii Standard Time (UTC-10)

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 21

Panel Presentation: Amber Strong Makaiau, Mary Therese Hattori,
James W. McNally & Sela Panapasa

Cultural Resilience in a Changing World
Thursday, January 07 | 14:15-15:15 | Hawaii Standard Time (UTC-10)

This panel presentation will discuss Cultural Resilience.
A full abstract will be available on Janaury 4, 2021.

Amber Strong Makaiau
Dr Amber Strong Makaiau is a Specialist at the University of
Hawai'i at Manoa (UHM) College of Education Institute for
Teacher Education Secondary Program, the Director of the
Hanahau’oli School Professional Development Center, andthe Director of Curriculum and Research at the UHM Uehiro
Academy for Philosophy and Ethics in Education. She has a BA
in Psychology and Education from the University of California,
Santa Cruz, a Masters in Education and Teaching from UHM, anda PhD in Curriculum and Instruction from UHM. She is a dedicatedpractitioner of philosophy for children of Hawai'i who achieved
National Board Certification while teaching secondary social studies in the Hawaii State Departmentof Education for over ten years. She is also an award-winning educator who achieved the HawaiiInternational Education Week Honolulu Advertiser 2004 Outstanding Global Educator Award, the2005 Oceanic Outstanding Educator Award, the 2011 Teaching Tolerance Award for Excellence inCulturally Responsive Teaching, the 2016 C3 Teachers Inquiry Design Model Challenge Award, andthe 2017 National Council for the Social Studies College and University Faculty Assembly Kipchoge
Neftali Kirkland Social Justice Paper Award. Her current projects apply progressive, multicultural,culturally responsive, social justice, and democratic approaches to education to the creationof a better future society. This includes a brand new Progressive Philosophy and Pedagogy MEd
Interdisciplinary Education, Curriculum Studies Program at UHM.

22 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Mary Therese Perez Hattori
Mary Therese Perez Hattori is Acting Director of the PacificIslands Development Program, East-West Center. Prior to that,she served as a Scholarship Program Specialist with the EastWest Center’s Education Program, Director of the Center for
Teaching and Learning at Chaminade University from 2017-2019
and was Outreach Director for the Center for Pacific Islands
Studies at the University of Hawai’i at Manoa from 2015-2017 andfrom 2002-2015, was a faculty member at Kapi’olani Community
College where as the Coordinator for the Center for Excellence inLearning, Teaching and Technology.
Dr Hattori holds a BEd. and Professional Diploma in Secondary Social Studies with a concentrationin Pacific Islands History, an MEd in Educational Technology, and an EdD in Professional Educational
Practice from the University of Hawai‘i at Manoa.
A native Chamoru of Guåhan (Guam), she is a community organizer and advocate for Pacific islanders
in Hawai'i, co-organizer of cultural events such as the Annual Cultural Animation Film Festival, theAnnual Celebrate Micronesia Festival, Micronesian Women's Summit, and Oceania on the Reel, andteacher/mentor of students in Pacific Studies, Learning Design & Technology, and the UHM & San
Francisco State University Educational Doctorate programs which are part of the Carnegie Projecton the Educational Doctorate. Dr. Hattori is also an author, poet, public speaker, and philanthropist.

James W. McNally
Dr James W. McNally is the Director of the NACDA Program on
Aging, a data archive containing over 1,500 studies related tohealth and the aging lifecourse. He currently does methodologicalresearch on the improvement and enhancement of secondary
research data and has been cited as an expert authority on
data imputation. Dr McNally has directed the NACDA Programon Aging since 1998 and has seen the archive significantly
increase its holdings with a growing collection of seminal studies
on the aging lifecourse, health, retirement and international
aspects of aging. He has spent much of his career addressing
methodological issues with a specific focus on specialized
application of incomplete or deficient data and the enhancement of secondary data for research
applications. Dr McNally has also worked extensively on issues related to international aging andchanging perspectives on the role of family support in the later stages of the aging lifecourse.
Dr James W. McNally is a Vice-President of IAFOR. He is Chair of the Social Sciences & Sustainability
division of the International Academic Advisory Board.

Sela Panapasa
Dr Sela V. Panapasa studies family support and intergenerational
exchanges among aged Pacific Islanders living in the US and
Pacific region. Her work examines changes in elderly living
arrangements and headship status in response to demographic
and socioeconomic change. Her interests include family
demography, race and ethnicity, measuring health disparities andcomparative studies.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 23

Panel Presentation: Michael Menchaca, Ariana Eichelberger, Peter
Leong, Paul McKimmy & Daniel Hoffman (Moderator)

Post-pandemic Online Education: Moving from
Crisis Intervention to Optimal Experience
Thursday, January 07 | 15:30-16:30 | Hawaii Standard Time (UTC-10)

While the global pandemic has had a wide impact, education has been particularly affected. UNESCO
estimated over 1.5 billion learners impacted worldwide by April 2021. As of December 2020, over
200 million students were still out of school. Even those that are back in school are still learning
mostly via distance education. This crisis-based learning has had profound influence on teachers,
students, parents, as well as administrators. Early research indicates a lack of appropriate accesscoupled with poorly implemented emergency instruction will have long lasting adverse effects on
global learners. Key to combating this discouraging trend is to provide optimal online experiencessuch as retooling traditional orientation and graduation functions and providing overworked
instructors with appropriate skills and training for distance settings. To begin to address suchareas, the Department of Learning Design and Technology (LTEC) at the University of Hawai'i atManoa engaged in innovative practices ranging from providing professional development training
to redesigning non-classroom experiences for digital spaces. In this panel, LTEC faculty will briefly
describe their specific projects and the outcomes. In addition, panel members will take questions
and share their vision for optimal distance education in the future.

Michael Menchaca
Michael Menchaca is chair of the Department of Learning
Design and Technology at the University of Hawai'i at Manoa. He
specializes in distance education, and has designed, implemented,
and coordinated online and hybrid programs for over 20 years. He
serves as editor for the IAFOR Journal of Education: Technologies
and Education Special Edition. He was an IT specialist for many
years in the public and private sector. He teaches and conducts
research in the areas of online learning, technology integration,and social justice with technology.

Ariana Eichelberger
Ariana Eichelberger is an Associate Specialist and Instructional
Designer in the University of Hawai'i at Manoa’s College of
Education. Ari manages the Instructional Support Group of
the College and coordinates the College’s faculty professional
development program. As a faculty member of the Departmentof Learning Design and Technology, Ari teaches graduate andundergraduate courses in instructional design and technology
integration. She is also an instructional designer with the COE's
Distance Course Design and Consulting group (DCDC).

24 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Peter Leong
Dr Peter Leong is an Associate Professor with the Department of
Learning Design & Technology, University of Hawai'i at Manoa.
He has extensive experience in the development and delivery of
online courses and distance education. Dr Leong currently serveson the Executive Board of the International Council of Educational
Media and the Teaching, Colleges & Community (TCC) conference
advisory panel. His research interests include student satisfaction
with online learning, faculty support for technology integration,technologies for distance education and teaching and learning invirtual worlds.

Paul McKimmy
Paul McKimmy is Director of Technology and Distance Programs
at the University of Hawai'i at Manoa College of Education anda faculty Specialist in Learning Design and Technology. Dr
McKimmy oversees instructional and technical support teams,
teaches graduate and undergraduate courses, works withfaculty to develop online and hybrid programs and is responsible
for supporting instructional technology within the College. Dr
McKimmy received his bachelors in Business and Computer
Science at Hope College and Doctorate in Educational Leadershipfrom Western Michigan University.

Daniel Hoffman (Moderator)
Daniel L. Hoffman is an Assistant Professor of Learning Design
and Technology at the University of Hawai'i at Manoa. Dan
earned his doctorate in Instructional Technology and Media from
Teachers College, Columbia University. His research focuses on
the design of interactive experiences and their impact on learningand engagement. This interdisciplinary work is situated at theintersection of cognitive science, computer science, and learningscience. He is a graduate of the New York City Teaching Fellows
program and has designed and evaluated educational softwarefor Intel and the Games for Learning Institute.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 25

Keynote Presentation: Lowell Sheppard

Resilience: One Man’s Journey Across the World
Thursday, January 07 | 16:30-17:15 | Hawaii Standard Time (UTC-10)

Lowell Sheppard will address us from his 40 foot Sailboat currently in Tokyo Bay. His talk will focus
on what he is learning about the Great Pacific Garbage Patch and how he is involving students in
the Pacific Solo expedition. During the last twelve months, he has successfully launched a YouTube
Channel and drawn the interest of History Channel and other media outlets. His is a timely mission
as we seek to educate and motivate future generations to have high regard for water generally andthe world's oceans particularly in order to ensure a safe and sustainable future.

Lowell Sheppard
Rookie Sailor Lowell Sheppard is about to embark on the journeyof a lifetime – sailing solo across the Pacific Ocean, through the
Garbage Patch, via a place he is calling Nemo North and onwards
to see his mother who is isolated in a Canadian Care Facility.
Lowell Sheppard is an author, speaker, social entrepreneur,former minister, Fellow of the Royal Geographic Society, husband,
father, long-distance cyclist, and aspiring sailor. Lowell has spent
his entire adult life working with established non-governmentorganisations (also known as non-profit societies) and in several
NGO start-ups. As Founder of HOPE International Development Agency Japan and Asia Pacifictwenty years ago, Lowell has seen the growth of HOPE to be in the top 2% of charitable organisationsin Japan with the coveted “nintei” certified tax-deductible status.
Lowell has served for the last twenty years as an informal advisor to companies and boards in thearea of ethical decision making and thought leadership with a focus on community legacy. He has
dedicated much of his life to social and environmental improvement projects.
Lowell’s PACIFIC SOLO expedition is under the umbrella of Navigate22, a sustainability andeducation consultancy. Pacific Solo will serve as a motif for exploration, sustainability, goal setting,and achievement.

26 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Friday,
January 08
Day 3 Parallel Sessions
All times are Hawaii Standard Time (UTC-10)
Abstracts appear as originally submitted by the author. Any spelling,grammatical, or typographical errors are those of the author.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 27

13:00-14:15 | Hawaii Standard Time (UTC-10)

Friday Live Stream Session 1: Room A
Session Topic: Climate Change
Session Chair: James W. McNally
58260

13:00-13:25

The Climate Road – A Multifunctional Climate Solution That Both Produce Green Energy and Collects Rain
Theis Raschou Andersen, VIA University College, Denmark
Søren Erbs Poulsen, VIA University College, Denmark

Since the Climate Road were establish in 2018 in a residential area of Hedensted, Denmark, it has demonstrated a novel climate adaption
technology. The Climate Road is a multifunctional climate adaption solution combining a collective, ground source heat pump (GSHP)
based heating with sustainable urban drainage of rainwater (SUDS). The climate road is 50 m long and made of permeable asphalt. In
the event of rainfall, the surface water percolates through the asphalt and into the roadbed. The roadbed is 1 m thick and comprises ofgravel mix with a porosity of 30 % transforming the roadbed into a large reservoir that can handle a quantity of surface water equivalent
to 120.000 L. 800 m of geothermal piping is embedded in the roadbed and collect the water's heat energy before redirecting the water to a
nearby rainwater reservoir. At present, the Climate Road is able to satisfy a nearby kindergarten's annual heating needs of approximately
50,000 kWh. Another important aspect with the Climate Road is to directly involve the area's residents, the local schools and kindergarten
in the project in order to increase the awareness within the citizens of the area about the present and future climate challenges as wellas introduce the climate road as study case from the local schools. This presentation will focus on the results obtained from the Climate
Road but also address the story behind the construction and citizen involvement.
59550

13:25-13:50

Resiliency Scoring and Geospatial Community Distribution of Resilience Hubs: A Maui Case Study
Alexander de Roode, KTH Royal Institute of Technology, Sweden
Ivo Martinac, KTH Royal Institute of Technology, Sweden

Deploying resilience hubs and resilience hub networks is a critical tool for communities seeking to address climate change impacts
and increase community resiliency. In order to optimize the siting of resilience hubs in communities, critical factors such as hazard risk
exposure and optimizing geospatial distribution based on target populations being served should be considered. This research provides
a framework and assessment tools for optimizing resilience hub siting using a resiliency scoring matrix methodology and a geospatial
distribution selection methodology intended to assist communities in serving target populations. The Island of Maui, Hawaii is used as acase study to demonstrate the application of these methodologies and their applicability for other communities. This research builds onprior resilience hub research that defines community resilience and discusses methodologies for community engagement and the scaling
up of resilience hubs initiatives in remote, island, and coastal communities. The primary goal of this research is to provide practitioners
and community stakeholders with a concrete framework that can be used to optimize the allocation of limited resources available tocommunities seeking to deploy resilience hubs and resilience hub networks.
59531

13:50-14:15

An Assessment of the Effect of Cultural Values in Policy Making (Work in Progress)
Eduardo Ordonez-Ponce, Athabasca University, Canada
Carlos R. Perez, Independent Scholar, Canada

The Paris Agreement was signed in 2016 to strengthen a global response to the climate emergency and keep the global temperature
below 2 Celsius degrees above preindustrial levels. To address this challenge, 88 jurisdictions from all over the world have committed
to implementing carbon-pricing mechanisms to achieve their 2030 target emissions reductions. Successful implementation of thesecarbon-pricing initiatives is essential to tackle more than 22% of global greenhouse gas (GHG) emissions and minimize negative economic
impacts. Previous studies have found that neglecting cultural values in environmental policy development leads to undesired outcomes,
an argument used to explain part of the failure of the Millennium Development Goals (MDGs). This paper investigates the relevance of thejurisdictions’ cultural values for climate policy development and implementation. In this study, we analyze the moderating effect of culture
on climate policy instruments and its impact on economic growth in 50 selected jurisdictions that have implemented carbon-pricing
initiatives. The paper utilizes Hofstede’s cultural dimensions framework and regression analysis. We expect that a better understanding of
the effects of culture on the design of carbon-pricing instruments would help policymakers in the implementation of carbon instruments,
as these are culturally relevant and context-oriented, improving policy acceptability and implementation.

28 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:25-15:15 | Hawaii Standard Time (UTC-10)

Friday Live Stream Session 2: Room A
Session Topic: Industry, Innovation & Infrastructure
Session Chair: Will Baber
59164

14:25-14:50

Enhanced Policies to Conserve Private Land with High Nature Values in Hong Kong
Tsz Fung Poon, National University of Singapore, Singapore

Introduced in 2004, the New Nature Conservation Policy (NNCP) aims at enhancing the conservation of 12 priority sites identified by
the Government which are in private ownership. While these policies have achieved success in sites like Sha Lo Tung and Lai Chi Wo,
most locations with high ecological values remain held and stockpiled by private developers which took housing and infrastructuredevelopment as their priority. Balancing the demands of development against the needs of resource conservation is a pressing imperativefor Hong Kong to avoid its natural environment being threatened and allow minimal development project for future needs. This paper
investigates the effectiveness and limitation of NNCP and does an international scan on the policies implemented by different countries
in private land conservation. With the unique development needs in Hong Kong and the fact that most land with high conservation values
was held by private developers, this paper suggests an innovative model that incorporates conservation easement and land stewardshipinto the current management associate programmes and public private partnership schemes.
59044

14:50-15:15

Business Revenue Along Protected Bike Lanes in Pacific Northwest Cities
William Campbell, Harvard University Extension School, United States

Vehicle emissions are the largest source of greenhouse gas (GHG) emissions in the Pacific Northwest. In Washington State alone, 44.6% of
all GHG emissions are transportation related. One way to reduce emissions is to increase bicycle mode share. However, for biking to be a
viable option, commuters must feel safe and connected on their journey. The best way to improve bike safety and connectivity is to install
protected bike lanes. The primary arguments against installing protected bike lanes come from private businesses concerned with theimpact of bike lanes on their revenue prospects. Essentially, businesses frequently believe that protected bike lanes take away curbside
parking spaces and limit customer access to their establishments and thus lower business revenue. The intent of this research was totest this idea and determine the impact of protected bike lanes on business revenue. Through a blocked research design, I performed
a statistical analysis on two similar thoroughfares each in Seattle, Portland, and Vancouver. Each thoroughfare was an arterial street.
One had a bike lane installed, another, parallel to the first, did not. Five years of revenue data were gathered using surveys and Dunn &Bradstreet’s corporate database. I discovered that protected bike lanes have no negative impacts on business revenue. In Seattle andPortland protected bike lanes averaged a 3% revenue increase above the parallel control streets. Some business types realized greater
gains than others; primarily those in food and beverage.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 29

15:25-16:40 | Hawaii Standard Time (UTC-10)

Friday Live Stream Session 3: Room A
Session Topic: Education in times of COVID-19
Session Chair: Alex Means
59548

15:25-15:50

Population Statistics for Explaining the Impacts of COVID-19: Unusual Time Call for Usual Measures
James McNally, University of Michigan, United States

Epidemics and other health crises impact the way we measure, understand, and teach population statistics. The discipline of demography
had had a significant impact on the development of useful techniques in the rapid assessment of changing population dynamics. This
presentation will discuss different approaches to the measurement of mortality and healthy life expectancy while using estimation
approaches that address uncertainty in continually changing measures of disease and death. While the COVID 19 pan-epidemic represents
the current crisis impacting all nations in different ways, these tools are equally useful in the face of other health emergencies such as
flooding, famine, and other types of population instability. Using measures of mortality, hospitalization, and infection for the current
COVID 19 epidemic, the presentation will explain how to educate students and naïve users of health statistics on how to measure theprogress and the trajectory of major health events. Concepts such as the difference between relative risk and absolute risk, measures thathave caused considerable confusion reporting, will be explained, and guidelines provided to allow students to calculate these statistics
in a classroom situation. We will review more advanced approaches, such as indirect estimation techniques, as they play an essential
role in predicting the trajectory of the population health event when official measures are challenging to obtain. The COVID 19 panepidemic represents the latest in a long series of population health events. Still, the tools and techniques of demography play a vital rolein understanding how these processes affect unique populations in different ways.
59388

15:50-16:15

Future Scientists’ Views of the Interactions Between Different Social Groups in the Context of the COVID-19 Pandemic
Audrey Groleau, Université du Québec à Trois-Rivières, Canada
Gabriel Lecompte, Université du Québec à Trois-Rivières, Canada

Scientists are often asked to participate in the debates and decision-making processes related to current technoscientific issues as theCovid-19 pandemic. However, they are not always trained to enact those roles. We conducted 30 to 60-minutes interviews with futurescientists in which we spoke about different aspects of the management of the Covid-19 pandemic. In this presentation, we will examine
future scientists’ views of possible or desirable interactions between different social groups in the context of the Covid-19 pandemic
using Rowe and Frewer’s (2005) typology of public engagement mechanisms (information, consultation, participation) and Callon’s(1999) models of relationships between citizens and scientists (public instruction, public debate and knowledge coproduction). We will
also discuss the consequences of those views regarding the interactions between social groups for the training of scientists.
59465

16:15-16:40

Response and Reflection on COVID-19
Minako Inoue, Health Science University, JapanThe COVID-19 pandemic has significantly disrupted higher education worldwide. In this regard, multiple issues have emerged that affectthe stakeholders, including school administrators, staff, faculties, students, and their parents. Facing tremendous changes, it is imperative
to ensure that the quality and equality of education remain unaffected, to create an effective and supportive educational environment. This
study reports the experience of a small private university in Japan. During the spring semester of 2020, the school employed three modes
of instruction, namely home assignments, online classes, and face-to-face. These modes were adopted in response to the threat posed
by COVID-19 and is a departure from solely face-to-face instruction practiced earlier. Descriptions of each type of instruction, including
its aims and planning, implementation, and evaluation phases are presented. The survey was conducted on 200 students to reveal theirperceptions, experiences, and difficulties during the semester. The survey data were entered in SPSS for descriptive approaches as wellas correlational analysis. The ultimate goal of this study is to identify the major challenges faced by universities and to propose possible
solutions through information sharing. Amidst the uncertainty over when the pandemic would end, there is an increasing necessity for thereconceptualization of higher education. Furthermore, it is crucial to build a sustainable education model for the future with the innovationand cooperation of the stakeholders. It is hoped that this study will aid in developing a better understanding of the current situation andlead to the formulation of constructive measures.

30 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

16:50-18:05 | Hawaii Standard Time (UTC-10)

Friday Live Stream Session 4: Room A
Session Topic: Education, Sustainability & Society/Culture Movements
Session Chair: Alex Means
59183

16:50-17:15

Socialist Education of China: Rejection of Social Justice of Indigenous Peoples on Tibet
Hari Jnawali, University of Waterloo, Canada
Sushila Sharma, Tribhuvan University, Nepal

This paper examines how China’s failure to provide education in ‘indigenous terms’ has hurt the right to social justice of indigenous peoples
on Tibet. The Constitution mentions that the state will make provision for the compulsory education, based on ‘socialist undertakings’.
But the socialist dimension of education does not address the educational needs and situations of indigenous peoples. It just makes thelatter the recipient of what is imposed on them. The indigenous peoples want to be able to decide what kind of education their children
would receive. But the Chinese government has been imposing the education that does not accord with the needs of indigenous peoples.
Against this background, this paper examines- how does this education practice of China hurt the social justice and human rights ofindigenous peoples? It argues that the state-imposed education system of China does not recognize the indigenous peoples as theagents of knowledge about themselves. It sees them as the ignorant population who need to be educated and trained. This practicetransforms indigenous children into cadres who understand political ideologies rather than their own distinct realities and identities. In
short, the lack of right to choose education hurts the right to social justice of indigenous peoples.
59392

17:15-17:40

Fostering Better Conversations About Complex Global Issues Using Majlis Style Debate, Systems Thinking andSocial-emotional Skill Development
Jennifer Geist, Doha Debates, Qatar

Educators and students across the world are ready for more productive dialogue and critical thinking that leads to real problem solving
as we learn about the complex, critical issues of our times. Doha Debates positions "majlis" style debating as a search for common
understanding, building consensus, organizational learning, and planning and implementing joint interventions. Society needs debate anddialogue - it’s how new ideas are surfaced and innovation is born. It’s how societies learn and evolve. Debate is not a war of words, it’s a setof skills and mindsets that support productive conversations and help us deal effectively with local problems, as well as global problems.
Doha Debates hosts discussions on the world’s most pressing challenges to bridge differences, build consensus and identify solutions.
For educators we offer a comprehensive guide to develop the skills and knowledge needed to significantly raise the quality of discourse
possible in our classrooms (virtual or face to face), as well as inspire students to take action for real change. This interactive workshop will
explore how systems thinking, inclusion of diverse world views and evolved communication skills really can improve learning outcomeswhile equipping the next generation with the competencies they need to thrive in these challenging times.
59385

17:40-18:05

LGBTQ in Interpreting Discourse – Gender Gap between Japanese and English
Masako Mouri, Nagoya City University, Japan

Japanese as a language has role languages, i.e. male language and female language. Native Japanese speakers naturally understandand distinguish speakers’ gender from discourse or utterance in Japanese. It is, however, difficult to convey a real sense of message withrole language characters through interpreters between Japanese and English, depending on the gender difference between speakers andinterpreters. This is because English translation from Japanese does not have role language characters and usual discourse or utterance
in English does not carry any specific role language characters, which sounds quite neutral or unisex. This does not cause any challenges
in the case that speakers’ gender is the same as their physical gender (sex), but that sometimes causes misunderstanding and confusionin the case that speakers are characterized as LGBTQ and their gender does not correspond with their visuality. The LGBTQ issue has been
acknowledged gradually in Japan, but unfortunately, there are still some people who have not acquired proper knowledge about LGBTQ.
Therefore, it sometimes triggers the doubt or misunderstanding that the people with LGBTQ try to pretend or cheat their characters.
This will get worse when they need interpreters because there is a huge gender gap in discourse. The author experiences confusion andchallenging issues when it happens at the criminal court in Japan, in particular. With authentic discourse data, the author would like toexplain situations, confusion, challenges as an interpreter, and results that came out at the end.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 31

18:15-19:05 | Hawaii Standard Time (UTC-10)

Friday Live Stream Session 5: Room A
Session Topic: Interdisciplinary Topics on Green Issues
Session Chair: Amanda Mueller
59348

18:15-18:40

Social Impacts of Coal Usage at Residents of Ger District in Ulaanbaatar, Mongolia
Enkhchimeg Battsengel, Tokyo Institute of Technology, Japan
Takehiko Murayama, Tokyo Institute of Technology, Japan
Shigeo Nishikizawa, Tokyo Institute of Technology, JapanThe municipal solid waste of coal combustion is one of the main environmental problems in Ulaanbaatar, especially in the area of "Ger"districts due to lack of heating system and no waste management [D. Altantuya et al., 2012 and B.Byamba et al., 2017 and Delgermaa et al2016]. The coal ash is disposed of in wintertime from each household in ger districts which contains approximately 49% of waste disposesof Ulaanbaatar [Ulaanbaatar Waste Management Improvement Strategy and Action plan]. Our previous study assessed the human healthrisks of heavy metals in soil on the ger districts of Ulaanbaatar [B. Enkhchimeg et al, 2020]. The results showed that elements of Cr andAs were ranged the risk for human health from soil near their street in ravine and waste points. Those elements in coal were ranged topossible to transition for the human body by three pathways. Therefore, to protect the environment and public health of those living in the
Ger area, the risk management study should be performed. This study is continuing our previous study that was necessary to consider
the risk communication of environment and human health issues on coal ash and coal usage at ger residents due to there is no research
related to the risk communication between coal usage and residents in Ger district of Ulaanbaatar city. According to our objectives, thesubjects determined how the expose from coal usage through three pathways based on the questionnaire survey.
59177

18:40-19:05

A Historical View of Addressing the Connectivity of the Green Infrastructure by the Urban Plans
Oana Cătălina Popescu, Ion Mincu University of Architecture and Urbanism, Romania
Alexandru-Ionut Petrisor, Ion Mincu University of Architecture and Urbanism, Romania

Urban ecology sees today the city nature as a green infrastructure providing ecosystem services to the urban dwellers, contributing totheir welfare and a sustainable urban development. However, the concepts included in this view are not as new as it seems. Ecosystemservices are just a reiteration of the ecological economy view of nature as a natural capital providing goods and services to the humansociety. Similarly, although increasing attention has been paid lately to the green infrastructure and its role in addressing challenges
faced by the modern society, including the mitigation of climate change effects, it is less known that the concept, that started being used
relatively recently, in the ‘90s, has emerged at the end of the 21st century in the works of the prominent landscape architects and urban
planners Frederick Law Olmsted and Ebenezer Howard. They argued in their projects, revolutionary for that time, for the need to combat
urban sprawl through a strategic planning of vegetated systems and corridors, known today as “green infrastructure”. The designed
components of the systems of urban parks and green spaces are similar to those of the “green infrastructure”, consisting of nodes(core areas/hubs) and connections. The relationship between nature and human well-being (known today as “ecosystem services”) andsustainability was also anticipated by their works. Most importantly, these early researches demonstrated that the green infrastructure is
not optional, but must be strategically devised, holistically planned, and properly managed. This work aims to revisit the old works froma modern perspective.

32 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:00-14:15 | Hawaii Standard Time (UTC-10)

Friday Live Stream Session 2: Room B
Session Topic: Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Curtis Ho58983

13:00-13:25

Making Learning Pop: Pondering Online Pedagogy in Teacher Preparation Program
Stacy George, University of Hawai'i at Manoa, United States
Rayna Fujii, University of Hawai'i at Manoa, United States

Teacher preparation programs must provide teacher candidates (TCs) opportunities to engage with online pedagogies with recent
global events serving as a catalyst to push online learning to the forefront. This study examines teacher candidates’ perceptions of
the development of their online pedagogical skills and strategies through participation in supplemental field experience as part of theirteacher preparation program (TPP). This study addresses the question of: How did teacher candidates perceive the development of
their online pedagogy and practices when engaging in a supplemental teaching experience? A total of 17 Elementary Education teacher
candidates are slated to participate in the study. Participants will engage in multi-day planning and teaching STEM and college and career
readiness event with elementary-aged students in their local community. This qualitative case study will follow the progress of TC online
pedagogy development throughout the process from planning and preparing to the execution of the event. Data collection will include
open-ended questionnaires, observations of TCs (video footage from planning to implementation), evaluation forms, and personal TC
reflections. This study aims to uncover implications that might inform TPPs further on how to support TCs acquire pedagogy for online
learning to serve the rapidly growing number of elementary students learning from a virtual space.
59528

13:25-13:50

The Effectiveness of Online Portfolios for Assessment in Higher Education
Faith Nightingale, Queen Mary University of London, United Kingdom
Alan Allman, Queen Mary University of London, United Kingdom
Agne Kocnevaite, Queen Mary University of London, United Kingdom

The use of online portfolios for both summative and formative assessment is an important part of blended learning. At Queen Mary
University of London Engineering School (QMES), English Language and Professional Development Planning modules utilised portfolios as
one of the ways for formative assessment. Students kept individual and group portfolios throughout the academic year to upload a varietyof tasks, including reflections, videos, posters and tasks based on course material from other modules, such as report methodology andresults and discussion section. The teachers provided ongoing feedback on student work to encourage development and improvement
throughout the semester. Despite the initial issues of setting the portfolio, such as lack of familiarity with the software and regular
engagement, over time, portfolios have proven to be an incredibly valuable way to introduce blended learning to the course. This type ofassessment is particularly relevant given the recent move to online learning platforms due to Covid-19. A student survey assessing theeffectiveness of this type of assessment, the range of tasks, the ease of use and the feedback given was conducted. The results, pedagogy
and broader applications of online portfolios will be discussed in this presentation.
59504

13:50-14:15

From Tacit Knowledge to Explicit – LBD Pedagogical Practices Taken for Granted Made Visible in an Online Course
Tero Uusitalo, Laurea University of Applied Sciences, Finland
Jari Kyrö, Laurea University of Applied Sciences, Finland

Learning by Developing (LbD), is a pedagogical strategy of Laurea University of Applied Sciences for almost 15 years. It is based on
authentic co-operation between teachers, students and working life partners. In practice, LbD means that Laurea students are studying
in working life projects.
Theoretical framework in the article is based on LbD, Tacit Knowledge and the SECI-model. Long use of the LbD model has resulted in
documented research as well as numerous unwritten practices. Those teachers that have specialized in LbD pedagogy have formed
informal knowledge community. They share experiences, practical ways of implementing the model and furthermore develop thetheoretical model as well. In the spring 2020, our team was preparing the online course of LbD for university teachers globally about how
to implement LbD in practise. The article tells a story of what we discovered when we formalized and made visible tacit knowledge of LbD
and many practices associated with the LbD pedagogy. We noted that the basic steps of the LbD model are easy to communicate andmake visible. When we dived deeper into LbD practices and details it became harder even for seasoned expert to express things clearly.
Tacit knowledge was unearthed through dialogue. Dialogue-like working required an atmosphere of trust, lack of hierarchies, lack ofdefensiveness on part of the expert and persons with mixed level of expertise so that there was both dumb questions and room to ask
them.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 33

14:25-15:15 | Hawaii Standard Time (UTC-10)

Friday Live Stream Session 1: Room B

Session Topic: Education Policy, Leadership, Management & Administration
Session Chair: Barbara Lockee
59054

14:25-14:50

Japanese University Student Opinions Towards the Shift Towards Online Instruction: An Examination ofStudent Voices
Jeffrey Trambley, Musashino Gakuin University, JapanDue to the COVID-19 pandemic, university administrators around the world were forced to move instruction online at lightning speeds
to protect the health of both students and faculty in February and March of 2020. In Japan, the onset of the pandemic coincided withthe beginning of the academic year in April with the majority of universities moving to online instruction within a few weeks after a stateof emergency was enacted by the Japanese government/ Japanese universities are now in the process of making decisions about theshape of instruction for the second term set to begin in late September 2020 with many already opting for continuing online instruction.
The current paper examines university student attitudes and opinions towards continuing online instruction using qualitative data fromsurveys of first and second-year students conducted at one Japanese university. The initial survey from July 2020 before online instruction
was decided for the second term, showed that most students believed online was the best option going forward. The follow-up survey
in August 2020 gauged student reactions to the official decision to stay online in the second term and further attempted to understand
student opinions regarding support they require going forward with online instruction. As universities make these challenging decisions,the research highlights the importance of understanding student voices to enable universities to provide support to students as they deal
with continued online instruction.
59519

14:50-15:15

Strengthening the Quality of Teacher Education Through School-University Partnerships
Nicole Schlaack, University of Hawaii, United States

Professional Development Schools promote connections between schools and teacher education programs. These partnerships arethought to benefit teacher candidates, teachers, and teacher educators through promoting positive and collaborative relationships andbridging the efforts of schools and universities. In the school year 2016-2017, seven public schools and a university teacher education
institute started the first complex-wide Professional Development School in Hawaiʻi. I explored the development of this partnership
through interviews with three groups of stakeholders, observations of meetings and events, and analysis of program documents suchas meeting minutes. I used the theoretical framework of Cultural-Historical-Activity-Theory and activity systems analysis to investigate
these data and identify expectations, challenges, and successes of the complex-wide Professional Development School. This qualitative
single-case study examined how participants interpreted and made meaning of their experiences in this partnership among the teacher
education programs and the schools. Findings illuminated necessary procedures as well as supporting organizational structures inthe development of the partnership such as building a professional community, creating a learning culture, and forming collaborative
leadership structures. This research adds to the literature addressing school improvement and student learning in Hawaiʻi.

34 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:25-16:40 | Hawaii Standard Time (UTC-10)

Friday Live Stream Session 3: Room B
Session Topic: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability

Session Chair: Carmina Untalan58906

15:25-15:50

Condition Branding & Resistance: An Analysis of Brand Sentiment of ADHD Among American Students and IAD
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 United States, 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 are college students recruited from four
regional university environments of both private and public universities from the southwest, southeast, northeast, and northwest of theUnited 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.
59010

15:50-16:15

Amplifying Vulnerabilities: How COVID-19 is Impacting Japanese at Risk Youth
Sarajean Rossitto, Sophia University, Japan

There are 608 "Children’s Homes" (児童養護施設 jidō yōgo shisetsu) across Japan caring for youth unable to live their parents for anarray of reasons mainly abuse and poverty. According to the most recent data 13.9% (2020 OECD) Japanese youth live in poverty and in
2018, 159,850 child abuse consultations were made (2018, MHLW). Institutionalization of any kind is always difficult for youth as well for
their caretakers. Inside the children’s homes, the situation is difficult due to limited staff and tight budgets. The onset of COVID-19 has
meant an increase in the need for support while at the same time a decrease in the support institutions could provide, putting an alreadyvulnerable population at added risk. Based on interviews with leaders at leading non-profit organizations working with children from low
income families and in Children’s Homes, this examines the immediate difficulties faced during the emergency order when schools wereclosed and during spring/summer when youth returned to school. Interviews revealed both the needs faced by youth and staff as well as
the potential long-term educational and social impacts.
59396

16:15-16:40

Children With PIMD/SMID’s Expressive Behaviors: Development and Testing of Childside App – The First Step
for Independent Communication and Mobility
Von Ralph Dane Herbuela, Ehime University, Japan
Tomonori Karita, Ehime University, Japan
Yoshiya Furukawa, Hiroshima University, Japan
Yoshinori Wada, Ehime University, Japan
Yoshihiro Yagi, Ehime University, Japan
Shuichiro Senba, DigitalPia Co., Ltd., Japan
Eiko Onishi, DigitalPia Co., Ltd., Japan
Tatsuo Saeki, DigitalPia Co., Ltd., Japan

Children with profound intellectual and multiple disabilities (PIMD) or severe motor and intellectual disabilities (SMID) communicate
through movements, vocalizations, body postures, muscle tensions, or facial expressions on a pre-/protosymbolic level. Yet, to thebest of our knowledge, hardly any system has been developed to collect their expressive behaviors and integrate it with location andenvironment data. Based on Scripts Theory and with the use of location and environmental sensing technologies, we developed ChildSIDE,a mobile app that collects caregivers’ interpretation of children with PIMD/SMID’s expressive behaviors with associated location andenvironment data. This study describes its design, development, and evaluation of its accuracy in terms of collecting behavior (versus
paper-based collection) and transmitting location (iBeacon and GPS) and environment data (ALPS Sensors and OpenWeatherMap API) to
the database. We utilized a cross-sectional-observational study design and conducted multiple single-subject face-to-face and videorecorded sessions among 20 child-caregiver dyads at a special needs school. We found out that the app was more likely to have complete
and correct records than the paper-based method (P < .001) and was also able to detect and transmit location and environment data to
the database with above 93% accuracy except for iBeacon (82.3%). Results also revealed that the expressive behaviors were manifested
mainly through body and hand movements and vocalizations. Further, initial analysis on whether environment data would allow moreaccurate classification and prediction of major and minor categories of the expressive behaviors will be done using random forest,
support vector machine, and neural networks algorithms.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 35

16:50-18:05 | Hawaii Standard Time (UTC-10)

Friday Live Stream Session 4: Room B
Session Topic: Higher Education
Session Chair: Grant Black59244

16:50-17:15

Service-Learning with Pre-Service Teachers

Tara Wilson, University of Texas Permian Basin, United States
Service-learning is an educational approach that combines coursework, community service, and work-based applied learning (Maddrell,2014). Service-learning is beneficial for pre-service teachers because research elucidates a positive connection between participation inservice-learning and student attitudes towards coursework and the course subject matter (Stoecker, 2014). This study describes a casestudy of a service-learning project in a junior-level children’s literature class and then examine how service-learning impacted pre-service
teachers’ ability to generalize literacy and language arts concepts to real-world classroom settings and to move from theory and practice.
The service-learning aspect was a component of the course Literature in the Classroom, a required junior-level educator preparation
course. Data, in the form of pre-during-post service-learning reflections, were collected from the twenty-two pre-service teachers who
were enrolled in the course. The results of the pre-service teachers’ reflections are reported and discussed. Educational implications andfuture research opportunities are also provided.
59046

17:15-17:40

Influences to the Navigational Capital of Women of Color STEM Majors in the Community College
Melo-Jean Yap, San Diego State University, United States

Community colleges serve as a primary access point to higher education for underrepresented groups in the STEM fields. Centering thestandpoint of women of color STEM majors can lead to insights about better serving them. A name generator technique was used via
an ego-centric social network analysis questionnaire to obtain influences to 36 women of color STEM majors in a two-year HispanicServing Institution in a Southern California urban area. The influences pertain to (1) social modeling, (2) notion of diversity, (3) academic
acculturation, (4) STEM career transformation, and (5) career morale. Nominations were then categorized by relationship to participant,and logistic counts were performed on whether a participant nominated in a categorical relationship (equal to one) or not (equal to zero).
Results revealed 91.67% of participants nominated family members, 63.89% named college faculty and staff, and 47.22% identified K-12
educators as the greatest influences to their navigational capital in the community college. Family nominations had the highest impact
on social modeling and career morale, while college faculty and staff on academic acculturation. Both family and college faculty and staff
substantially impact the STEM career transformation pathways of participants. Peers on- and off-campus also influence women of color
after the above relationship groups, especially in impacting how participants think about diversity of ideas and people in the STEM fields.
In conclusion, a diversity of relationships provides a comprehensive source of influence and empowerment for women of color STEM
majors in the community college.
59023

17:40-18:05

Service Learning and Active-citizenship Learning to Enhance Environmental and Societal Sustainability
Ingrid Geier, Salzburg University of Teacher Education, Austria
Ulla Hasager, University of Hawai'i at Manoa, United States

Democratic and intercultural competence is regarded as the key competence of the 21st century and is central for a sustainable future.
It is defined as the ability to promote important values, attitudes, skills, knowledge and thinking in order to be able to respond efficiently
and appropriately to the demands and opportunities arising from exchanges in democratic and intercultural situations. The contribution
shows that learning pedagogies like Service learning and Active-citizenship learning play a crucial role to support democratic awarenessand the associated values and to help achieve the global goals for sustainable development. Both concepts ensure inclusive and equitable
quality education and can promote lifelong learning as projects help to engage with problem-solving also together with the community.
This can be seen in projects that focus on equal opportunities in education, injustices due to social background or migration, projectfocussing on equal rights or civic issues particularly around sustainability. Results show these pedagogies significantly support a cultureof democracy. Students have knowledge about volunteering, are interested in political events or in issues of social justice. It is important
for them to contribute their own competencies to society, to interact and collaborate with people from different backgrounds and have anawareness of other people or the impact of their own actions.

36 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Saturday,
January 09
Day 4 Parallel Sessions
All times are Hawaii Standard Time (UTC-10)
Abstracts appear as originally submitted by the author. Any spelling,grammatical, or typographical errors are those of the author.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 37

13:00-14:15 | Hawaii Standard Time (UTC-10)

Saturday Live Stream Session 1 : Room A

Session Topic: Teaching Experiences, Pedagogy, Practice & Praxis/Language Teaching
Session Chair: James Briganti
59436

13:00-13:25

Collaboration Between Content and Language Teachers at University: Experiences From a Longitudinal Project
Marta Kopinska, University of the Basque Country, Spain
David Lasagabaster, University of the Basque Country, Spain
Aintzane Doiz, University of the Basque Country, Spain

As a key element of the internationalization process, the multilingualism program, which fosters English-medium instruction at the
University of the Basque Country (UBC) in Spain, forms an integral part of the university’s teaching practices. However, both theteachers and the students participating in this program highlight their fears and insecurities resulting from their low foreign language
competence, which is recurrently described as one of the main stumbling blocks they have to face in their classes. These difficulties
might be addressed by promoting the collaboration between content teachers and language specialists, as suggested by Coleman
et al. (2018), Lasagabaster (2018), and Macaro et al. (2018), among others. In this paper, we will expose the major lines of a research
project carried out at the UBC, in which a team of language teachers and content teachers have been collaborating since 2017 withthe aim of promoting the linguistic development and the acquisition of specialized language from the area of History, which should
eventually benefit content learning. It is worth remembering that this type of collaboration is rare in European higher education
institutions. A number of sessions were recorded, transcribed and further analyzed in order to identify the necessities of each teacher
and their students. Students were given "linguistic pills" that covered some linguistic aspects and skills that were in need of language
teachers' support. The findings of the project will focus on the main benefits and challenges that have been observed during thelongitudinal collaboration in this team-teaching experience.
59409

13:25-14:15

Workshop Presentation: Reading, Writing, Listening and Speaking: The Integration of Literary Text to the
Language Curriculum
LaVerne Seales, California Lutheran University, United StatesSpecifically designed for Language Instructors and using ACTFL Proficiency Guidelines, this workshop will explore how the inclusionof literary text in language courses in the United States can not only significantly foster the development of reading, writing, listening,and speaking in the foreign language, but can also allow students to learn about the history and culture of different countries. As
examples, participants will use Afro-Cuban writers: Nicolás Guillén's "Balada de los dos abuelos" and Nancy Morejón's "Mujer negra,"poems as they relate to the Spanish Speaking World. These two examples will also allow participants to consider how to integrate
minority voices and perspectives into their courses. Integrating similar authors across languages is crucial as we consider the lack ofrepresentation of minority voices in our language curriculum. Participants will leave this session with concrete, practical applications,tips, and activities that they can use and adapt to their different language courses at both the high school and college levels.

38 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:25-15:15 | Hawaii Standard Time (UTC-10)

Saturday Live Stream Session 2: Room A

Session Topic: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)

Session Chair: James Briganti
57257

14:25-14:50

Stories on YouTube: Can This Be an Effective Learning Tool to Improve Listening and Reading Comprehension Skills?
Narangerel Tsedendamba, Mongolian National University of Education, Mongolia
Otgonsuren Gungaarentsen, Mongolian National University of Education, Mongolia

Use of online learning opportunities among language teachers and learners has become one of the commonly utilized tools as
they provide effective means (convenient, accessible, authentic and sometimes free) to learn a foreign language. Research showsthat online learning opportunities, particularly YouTube – a popular video sharing and viewing platform creates more meaningful
and independent learning environment (e.g. Alhamami, 2013; Benson, 2015; Lacy, 2008). This research reports on how two English
language lecturers at a Mongolian University used stories available free of charge on YouTube to help students improve their listening
and transfer of skills such as pronunciation, reading comprehension, note taking and speaking. The two lecturers took their students’desire to learn English on YouTube and developed learning tasks to do independently outside the classroom. The research project
was implemented for a period of one year among first year English as a foreign language students. The study results show thatwhen learning content is easily accessible (ability to listen outside the classroom, on their phones, when traveling and walking etc.)
and when there is a genuine desire to listen to an interesting story of their choice, students are more likely to effectively work on thelearning tasks associated with the stories which in turn helped them to develop their language skills efficiently. However, limitedaccess to WiFi or Internet, not seeking available support to execute the task were seen as issues to develop the skills and independent
learning style, despite a strong desire to learn English using YouTube.
59007

14:50-15:15

A Study of the Mutual Phonetic Resemblance Between Japanese Kyoiku Kanji and Chinese
Yuji Obataya, Geneva University, Switzerland

This study investigated the mutual phonetic resemblance of Chinese ideograms between Japanese and Chinese using the official list
(expanded in 2020) of Kyôiku kanji (Chinese ideograms in Japanese, taught at elementary school). The aim of this analysis was todetermine ways to help learners from non-kanji backgrounds to quantify the phonetic gap between these two languages. First, sincemost kanji symbols can be read in multiple ways (on'yomi [Chinese reading in Japan] and kun'yomi [Japanese reading]), the rate of theuse of on'yomi in each of the 1,026 kanji was calculated as 66.1% by accounting for the factor of the frequency of all 9,292 words that
contain these kanji and are classified in the Japanese-Language Proficiency Test word list. Second, twelve Chinese native speakers
were surveyed using questionnaires (with a rating score of 0–100%) about the phonetic approximation between on'yomi in each ofthese 1,026 kanji and Chinese reading in China. In this survey, no noticeable trends were identified between each rating score andthe four Chinese tones. However, the statistical analysis of Pinyin decomposed into vowels and consonants revealed the following
findings: (a) the rating score was high for characters beginning with a vowel; (b) the score was high for characters that contain apicalconsonants (a mean value of 32.6) or labial consonants (25.8); and (c) almost all characters that contain retroflex consonants (inparticular, "zh" [mean 7.5], "r" [7.5], and "ch" [10.6]) were identified as having no phonetic similarity with their Japanese counterparts.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 39

15:25-16:40 | Hawaii Standard Time (UTC-10)

Saturday Live Stream Session 3: Room A
Session Topic: Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Cynthia Northington-Purdie
59019

15:25-15:50

Challenges Presented to Paraguayan Teachers by the Measures Adopted Due to COVID-19
Valentina Canese, Universidad Nacional de Asunción, Paraguay
Jessica Amarilla, Universidad Nacional de Asunción, Paraguay

Due to the pandemic caused by COVID-19, educational systems around the world have been disrupted as they were forced to stop
face-to-face classes in at least 70% of institutions. Paraguay was not the exception, interrupting classes early and abruptly forcing
teachers to quickly adapt to this new reality. This mixed quan-qual study presents an analysis of teachers' views on the challenges
posed by access to technology, teacher training, student and parent limitations in Paraguay. Data were collected using a questionnaire
consisting of open and close-ended questions administered during the first weeks of the quarantine. The sample included 1030
teachers from public and private institutions at all levels. Qualitative data were organized according to teacher’s access to technology,
teacher training before and after the quarantine, student and parent communication and difficulties. The quantitative analysis involved
univariate descriptive statistics as well as chi square statistics associating level of difficulty with teacher characteristics such as
location, internet connection, experience, ICT use, and ICT competence. Results show that the main difficulties are associated withinternet access, the frequency of ICT use and the scarce training in the use of educational ICTs as well the change in the structureof the classes. Opportunities noted by teachers include the creation of a new “collective conscience,” and “restructuring the current
systems.” As ensuring the continuity and quality of education constitute the main challenges in this new context, it is imperative that
educational institutions focus on teacher training and support.
59518

15:50-16:15

Teacher Candidates’ Experiences With Distant Learning in the Initial Year of COVID-19
Monica Smith Gonzalez, University of Hawaii, United States
Nicole Schlaack, University of Hawaii, United States

Teacher preparation programs across the globe grapple with the struggles of educating prospective teachers in the era of the COVID-19
pandemic. Methods of instruction include distance learning, hybrid models, or simulation activities. As teacher educators utilize novel
instructional approaches to prepare teacher candidates for classroom instruction, challenges emerge, and lessons are learned, butwhat are they? Research on pandemic teacher education is new and scarce. This multiple case study investigation, grounded insituated learning theory (Lave & Wenger 1991), explores how 12 undergraduate, elementary education teacher candidates exploredteaching in a distant learning environment and how they sought to improve student engagement. Findings gleaned from focus groups,
and self-reflection narratives suggest strategies for student engagement specific to online classroom instruction. The research offers
recommendations how teacher preparation programs may respond to the benefits and challenges that rise with distant learning andincreased use of technology in the classroom.
58945

16:15-16:40

The Influence of Theory-Practice Hybrid Spaces on the Practices, Theories, and Relationships of Teacher
Candidates
Kevin O'Connor, Mount Royal University, Canada
Gladys Sterenberg, Mount Royal University, CanadaThis paper investigates the influence of theory-practice hybrid spaces (Zeichner, 2010) on the practices, theories, and relationshipsof teacher candidates. The context of the research is a Professional Development School (PDS) setting in an integrated, schoolbased, professionally-oriented final semester within a four-year teacher education program. Specifically, we are interested in how the
implementation of a PDS model (Breault, 2013) impacts teacher candidates’ relationships, practices, and theories. This qualitative
study examines data from thirteen individual interviews of teacher candidates. Data was analyzed using qualitative methods toidentify common themes on the impact of a PDS model on the relationships, practices, and theories of teacher candidates. Our
analysis shows that these participants were significantly impacted by the co-facilitated workshops and the weekly seminars, twoinnovations within the implementation of the PDS model. Our study demonstrates how one university is strategically attempting
to connect academic and school-based practices to support teacher candidates’ ability to develop effective practice. Our researchenriches public discourse through the building of relationships with school and university partners and will enhance ‘a curriculum ofplace’ (Chambers, 2008) that include teaching materials co-created with mentor teachers that directly reflect the places in which we
dwell. This is significant as we build knowledge and understanding from disciplinary, interdisciplinary, and cross-sector perspectives
as we learn how to implement a PDS model that will foster teacher candidates' development throughout a teacher education programand into the beginning and early stages of their career.

40 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

16:50-18:30 | Hawaii Standard Time (UTC-10)

Saturday Live Stream Session 4: Room A
Session Topic: Professional Training, Development & Concerns in Education
Session Chair: Cynthia Northington-Purdie
58662

16:50-17:15

Preparing Professionals to Address Educational and Programming Issues Impacting People With Down
Syndrome and Alzheimer’s Disease
Lisa Battaglino, Bridgewater State University, United States
Ashley Rodrigues, United States of America, United States
Maia Aucoin, Bentley University, United States

Often the serious consequences of Alzheimer’s disease (AD) in Down syndrome (DS) are misunderstood and inadequately addressed due to alack of understanding and sparse resources. 80% of aging individuals with DS present with symptoms of AD. This presentation explores related
research and issues in education, programming, housing, employment, and transitioning. Over the past 40 years the life expectancy of people
with Down syndrome has more than doubled from 25 years in 1983 to 60 years in 2020 due to advances in cardiac surgery, medications, updated
treatments, and the elimination of inhumane institutionalization. As a result, ever increasing numbers of people deal with the issues faced whenpeople with DS experience premature age related changes. While memory loss is an early predictor of AD in the general population, according to
the Alzheimer’s Association (2020) people with DS are more likely to experience other symptoms such as a reduction in being social, decreased
enthusiasm for usual activities, a decline in focusing ability, sadness, fearfulness or anxiety, irritability, uncooperativeness or aggression, sleep
disturbances, adult onset seizures, changes in coordination, and or increased excitability. Implications for professionals include addressing
educational and programming needs for individuals and families and becoming knowledgeable of the signs of AD in students and clients with
DS. Essential to the planning and implementation of effective programing is the development of strategies and behavioral supports to easetransitions, the creation of resources for families and care givers, and the recognition of the growing demands of older adults with DS.
58860

17:15-17:40

Critiquing the Faculty Appraisal and Promotion System in Higher Education: A Case of the Middle East
Saima Nomaan, Higher Colleges of Technology (HCT), Al Ain Men's College, United Arab Emirates

Faculty evaluations and appraisals by students and managers are considered central for teacher effectiveness and assessment globallyand teacher tenure and promotions are generally dependent on these. While students’ faculty evaluations (SFEs) and managerial appraisals(MAs) as considered effective tools for determining teacher efficacy, a lot of dissatisfaction with the existing methods of teacher evaluation
has also been expressed. It has been observed that the appraisals scores and students’ evaluation ratings negatively affect faculty and theirperceptions of their professionalism. These tools of teacher evaluation create disaffection, insecurity, a sense of futility, powerlessness anddisillusionment among teachers because of the power held by students and managers. Thus, this exploratory critical study problematises thefaculty evaluation system and endeavours to gauge the faculty’s perception about their appraisal and promotion systems in higher educationin the Middle Eastern milieu and critically explores how these affect faculty’s perceptions of their professionalism and motivation and createawareness concerning the issue. Using the critical paradigmatic research design, the data is collected by conducting interviews. The results
indicate that contrary to institutional policies/proclamations, preferentialism as a form of discrimination was most exercised by the managers/
coordinators who had the power to recommend a faculty’s contract renewal or promotion. Similarly, teachers, as holders of knowledge, arerendered powerless in the decisions concerning their futures as students also emerge as a powerful entity in deciding their fate. The study
makes a few recommendations to diminish organisational injustice, inequality and bias, and promote fairness and a just evaluation system.
59271

17:40-18:05

The Role of Administrators in Facilitating The Implementation of Tokkatsu in EJS: Learning from EJEP Trainees’
Practices towards Egypt Vision 2030
Yasmine Mostafa, University of Fukui, Japan

This proposal is part of an ongoing research that started last year by an analysis of the first batch of trainees of Egypt-Japan Education
Partnership (EJEP). It is a partnership for a professional development training program that was established between Egypt and Japan
in 2016. The training program has started in 2019 (Mostafa, 2019) towards actualizing Egypt Vision 2030, and will run for four years.
This program is based on Japan’s holistic educational curriculum model, known as “Tokkatsu” or special activities. A comparison of the
program’s modifications and developments towards batches two and three was made (Mostafa, 2020) in another research. Consequently,
this research did a convenience purposeful sampling of batch two trainees to analyze how the EJEP program has contributed to developing
teaching methods and strategies. Up to this point, the research looked into the reports sent by those trainees before the training. This is
to identify their practices and challenges while implementing tokkatsu within the new education system “Education 2.0”. Also, the weekly
reports that were submitted by the trainees during the training were investigated to analyze their comments and reflections on theirpractices in Egypt. Subsequent research steps are looking into the new practices and experiences these trainees have implemented upon
their return to Egypt following EJEP to examine how the program is contributing to developing new methodologies and strategies throughtokkatsu. It will also act as the base for modifications and developments towards the next batch training.
58299

18:05-18:30

Upholding Academic Integrity: An Institutional Response to Student Use of Contract Cheating Services
Christine Slade, The University of Queensland, Australia

Students paying online contract cheating services for individualized and affordable responses to their assessment tasks is a serious threat
to academic integrity in universities. Australian universities were thrown into this arena due to public press coverage of the MyMaster
contract cheating ‘scandal’ in 2015. This incident named prominent universities, numbers for student cheaters, details of payments, andmore. Since then, Australian universities have sought to understand the extent of the problem, find ways to address practices, manage
reputational risks, and demonstrate responses to the government regulator’s requirements. Existing data matching software rarely detect
these customized student submissions. Contract cheating services are readily available and promoted to students through social media,
peers and direct marketing on internet browsers. Of particular concern are vulnerable students who may be persuaded by such marketing
to use these sites, believing they are not doing anything wrong or have no thoughts of future consequences. This presentation provides
insights into the thought leadership and practices of a large research-intensive metropolitan university in Australia, that is addressing
this challenge, based on an institutional academic integrity action plan. Aspects of the plan include ensuring robust policies are inplace; supporting academics in investigating breaches; taking appropriate action against misconduct; strengthening administration
structures and practices; building an institutional culture of integrity; educating staff and students; strengthening assessment design;and exploring technological solutions. This presentation aims to inform participants and encourage discussion about the benefits andchallenges of this approach as well as social learning about other academic integrity approaches.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 41

18:40-19:30 | Hawaii Standard Time (UTC-10)

Saturday Live Stream Session 5: Room A
Workshop Presentation

57441

18:40-19:30

The Poetry Box

Aaron Hahn, Teachers College Columbia University, South Korea
Jamie Ortolano, Fayston Preparatory Academy, South Korea
Silvia Trejo, Fayston Preparatory Academy, South Korea
Poetry has often been compared to abstract paintings over the years. However, it doesn’t mean poetry composition lessons have to
be always elusive and highbrow. In fact, even ESL students at any level can enjoy writing poems in English and develop their English
language skills as well as literary talents through a simple method. Let us introduce, "The Poetry Box". This simple tool transformed
an entire Korean high school into a community of burgeoning English poets and literature lovers as evident in the poetry anthology
written by the students of Fayston Preparatory Academy. In this workshop, the creator and two practitioners of the method will offer
unique and engaging classroom experiences along with activities including "The 5 Minute Poetry Challenge", "making the invisible
visible" and "the visible invisible".

42 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:25-15:15 | Hawaii Standard Time (UTC-10)

Saturday Live Stream Session 2: Room B
Session Topic: Learning Experiences, Student Learning & Learner Diversity
Session Chair: Sarah Louise Birchley59282

14:25-14:50

LEEDing the Way: The SUNY Green Building Experiential Learning Collaborative
Mark Bremer, SUNY Polytechnic Institute, United States
Paul Crovella, SUNY College of Environmental Science and Forestry, United States
Rachel Kornhauser, SUNY Oneonta, United States
Zhanjie Li, SUNY Polytechnic Institute, United States
Alex Poisson, SUNY College of Environmental Science and Forestry, United States
Farzaneh Soflaei, SUNY Oneonta, United States

Recognizing the need for students to earn professional sustainability credentials and the desire for our higher education institutions
to operate their facilities as sustainably as possible, we launched the project in 2018 at three SUNY campuses: Poly, ESF, and Oneonta.
New green building courses were created, including courses for online delivery, incorporating experiential learning components
based on the LEED Lab model and leading to LEED GA accreditation for students. Courses revolve around explaining the LEED series
principles, and then involving students in LEED Operations and Maintenance certification of campus buildings. In addition to student
workforce development goals, we are encouraging professional development among our staff and faculty by providing industrypreferred LEED training. In this session, we will share lessons learned from our three campus collaborative. Topics we will address
include the advanced preparation required, course development, course delivery, results after the first year, and student feedback on
their experiences. Discussion will include key considerations for project sequence and scheduling, advice to ensure campus staff andadministrative buy-in, hurdles for certification that may be encountered, and differences between LEED v4 and the new performancebased LEED v4.1. The intent of the project is for the courses to become self-sustaining, and for the model to be replicable and scalable
to other campuses. Participants will be provided materials to help them better evaluate the opportunity for implementation of similar
efforts on their campuses. This presentation addresses United Nations Sustainable Development Goals 8 and 11.
59361

14:50-15:15

Project STEMulate: Student and Teacher Uptake of Problem-Based Learning Increases Underserved Youth
Participation in STEM Careers
David Reider, Education Design, Inc., United States
Nanasi David, University of Hawaii, United States
Nahid Nariman, Transformative Inquiry Design for Effective Schools and Systems (TIDES), United States

The goal of Project STEMulate, a National Science Foundation ITEST study (# 1657625), is to develop, implement, and evaluate a
program that fosters success for underserved and underrepresented high school students. The project was implemented at three sitesof the Department of Education Upward Bound Program in Hawaii. Project STEMulate delivers teacher training and Problem-Based
Learning curriculum to ensure students are motivated and empowered, and to support STEM-related postsecondary educational
success of Hawaiian and Pacific Islander students. A critical design goal of the program was to introduce teaching and learning
strategies and processes that were more relevant to underrepresented youth populations than those engaged in their typical highschool context to offer opportunities and increase their participation in the STEM study and career trajectory, something all too oftenout of mind and scope of these students. This presentation will report on three years of summer academy data (mixed methods) that
includes both student and teacher learning outcomes. Analyses demonstrated that student gains in career decisions and knowledgeof wider STEM career opportunities correlates with teacher gains in Problem-Based Learning and student-centered learning
professional development shifts. Further, teacher dispositions, evidenced through data from interviews, observations, and multi-point
surveys improved in a majority of the dimensions, including teaching inquiry-based approaches, integrating technology, and STEM
career knowledge and awareness. Finally, we will discuss the larger implications of extending this work to positively impact similar
populations elsewhere of isolated, under-resourced and under-exposed youth with these proven strategies.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 43

15:25-16:40 | Hawaii Standard Time (UTC-10)

Saturday Live Stream Session 3: Room B
Session Topic: Interdisciplinary Topics on Education
Session Chair: Amanda Mueller
59529

15:25-15:50

Global Citizenship and Cosmopolitanism Education: Definitions, Values, Benefits and Challenges
Yumi Saito, University of Hawai'i at Manoa, United States

There has been growing interest among teachers in Global Citizenship Education (GCE) after the launch of the Global Education
First Initiative by the UN in 2012. GCE was included in the UN's Sustainable Development Goals; many countries have already begun
incorporating aspects of GCE into their curricula and are making efforts to advance peace education, human rights education, andeducation for sustainable development. This paper focused on defining and understanding the definition of Global Citizenship (GC).
By a comparative method of analyzing definitions of GCE in a wide variety of publications, including those by UNESCO, Oxley & Morris(2013) and Rizvi & Beech (2017), I investigate GC's origin and historical background, focusing on the concept of cosmopolitanism.
I analyze the critiques of GC and why it is important for schools to promote GCE. Through this research, I hope to enhance GCE
implementation in schools.
59533

15:50-16:15

Integrating Education for Sustainable Development (ESD) into Online Language Teaching: Three Arrow Model
Mika Tamura, Kyushu University, Japan
Pablo Riveros, Tsunagaru Edutech, JapanJin Tanala, Kyushu University, Japan

The purpose of this study is to examine the effectiveness of integrating Education for Sustainable Development (ESD) into online
Japanese language teaching at a university in Japan. The online Japanese language course was designed by three researchers, digitallearning expert, course coordinator, discussion facilitator, collaborating at combining three different learning designs: Agile Digital
Learning, Content and Language Integrated Learning (CLIL), and ESD. The course is content-focused; students are encouraged tothink and learn in Japanese language as students explored 9 topics among 17 Sustainable Development Goals (SDGs) in one semester.
Through peer-to-peer learning activities such as discussions, as well as peer reading and responses, students also develop integrated
Japanese language abilities. The participants were nine international students who come from different science fields and countries
and are intermediate and advanced Japanese learners. The findings from the end-of-course questionnaire results indicated thestudents held a very positive view of implementing the new form of instruction integrating ESD into their Japanese language learning:
All students were very satisfied with the course’s content and found their CLIL experience more meaningful than traditional class andthought very useful for them. However, some students’ comments suggested their difficulties in participating in online discussion
and there needs to be the application of scaffolding techniques to help the students at lower-level students. This study discusses thenecessary changes in the curriculum of this Japanese language course using digital teaching tools to enhance the students’ learning
by analyzing the students’ perspectives from their experience of taking this course.
59039

16:15-16:40

Correlation of STEM Interest and Career Intent in Underserved and Underrepresented High School Students
Nahid Nariman, Transformative Inquiry Design for Effective Schools and Systems (TIDES), United States
Jaymee Nanasi Davis, University of Hawaii, United States

Understanding high school students’ perceptions and dispositions toward STEM, and the role science and math self-efficacy play inestablishing STEM career aspirations is imperative to preparing the STEM workforce of the future. Project STEMulate is an industryaligned technology-rich Problem-Based Learning (PBL) model. The goal of this NSF ITEST grant-funded study (2018-2020) was toimprove students’ attitudes towards STEM. Project STEMulate focuses on Upward Bound students in Hawai'i and was implemented atthree sites: University of Hawaiˋi (UH) Maui College, UH Hilo, and Windward Community College on Oahu. The participants voluntarily
selected to participate in this program. The current study reviews year 2 data collected on the impact of Project STEMulate on lowincome and underrepresented and/or native Hawaiian student’s STEM career interest, and their science and mathematics selfefficacy. Students’ reactions to the STEM learning experience was extremely positive. 80% of students expressed a desire to pursue
a career in STEM at the post test. High school students who listed their plan to pursue a career in STEM also showed a higher selfefficacy and motivation. Analysis of the results demonstrates this program was effective in empowering students with insights into
careers, enhancing knowledge that would serve them in pursuit of a career in STEM. In addition, the project fostered a can-do attitude
and increased students’ science self-efficacy.

44 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

16:50-18:30 | Hawaii Standard Time (UTC-10)

Saturday Live Stream Session 4: Room B

Session Topic: Design, Implementation & Assessment of Innovative Technologies in Education

Session Chair: Michael Menchaca
59028

16:50-17:15

At the Intersection of Technology and Teaching: The Critical Role of Educators in Implementing Technology Solutions
Rachel Van Campenhout, Acrobatiq by VitalSource, United States
Murray Kimball, Acrobatiq by VitalSource, United States

Educators are critical for the successful implementation of any technology. Acrobatiq by VitalSource can use data to demonstrate thedramatic impact instructors—and their course policies—can have on courseware engagement. Acrobatiq courseware incorporates
learning content, formative practice, homework assignments, adaptive practice, and summative assessments into a single learning
environment for students, with additional data dashboards for instructors. Previous research has shown that the Learn by Doingapproach, central to the courseware, has a six-times effect size on learning than reading alone, so engaging with the formative practiceis critical to student success. A statewide system of colleges used Acrobatiq’s Probability and Statistics courseware in a grantfunded initiative. The instructors were all provided extensive training on the courseware features, instructor dashboards, and pacing
suggestions before the term began, however, each instructor was able to dictate how they incorporated the courseware into theirteaching practice and course grades. Acrobatiq analyzed the courseware data using a visualization tool called Engagement Graphs
and found a surprising level of variability between instructors. These findings demonstrate the impact instructors and their policies
have on the successful implementation of the courseware. Because engagement is a vital component for the learning benefit of thecourseware learning environment, Acrobatiq wishes to share these findings in an interactive format and utilize a data-driven workshop
session to ideate with educators on teaching practices and product features which could fully leverage the capabilities of courseware.
In this intersection of learning science-based technology and teaching practice is immense potential to increase student success.
59038

17:15-17:40

K-12 Strategies for Diverse Students in Online Learning Environments: Technology Integration Methods During
COVID-19 Pandemic
Esther Ntuli, Idaho State University, United States
Shu-Yuan Lin, Idaho State University, United States

Before the COVID-19 pandemic, most K-12 public schools did not have a curriculum designed to teach students fully online. Althoughmany teachers have used technology in the classrooms with students, they lacked online instructional design skills to transition theirin-person classroom instruction into fully online learning environments. This presentation reports the results from a needs assessment
survey sent to teachers in school districts in southeast Idaho during the COVID-19 pandemic. The survey instrument included both open
and closed-ended questions. Based on the survey result (n = 45), the presentation offers research-based technology strategies andmethods that K-12 teachers could use in online teaching environments during and after the pandemic. Findings presented also questionsome theories of learning that have remained stagnant and continue to be the cornerstone that informs traditional teacher education
programs while the society and the human brain continues to evolve in the face of new technology. Such theories need to be revisitedand new theories advanced that help explain how people learn in the digital age and during a crisis. Recommendations for curriculum
revisions required in teacher training and professional development programs that offer technology courses will be discussed.
58827

17:40-18:05

Developing an Integrated Quantitative Assessment Model for Continuous Improvement of Engineering Education
Mohamed Askar, Southern Utah University, United States
Jared Baker, Southern Utah University, United States

The assessment of the continuous improvement of engineering education is a vital factor that relates to the long-term strategic
development of engineering education’s infrastructure. The most common technique of evaluating the performance of engineering
education is through a range of qualitative indicators, sometimes as a part of department assessment. Common qualitative assessments
embrace contribution measurements of students and faculty, such as interviews, surveys, course evaluation, peer evaluation, and faculty
annual activity reports. The main objective of this paper is to establish an Integrated Quantitative Assessment Model (IQAM) for thecontinuous improvement of engineering education. The model creates a statistical and mathematical reference that would optimize
the processes of the evaluation and help students to receive the high standards of knowledge they need to meet the demands of theinternational employment market. The IQAM framework considered some performance indicators to measure the eight ABET General
Criteria for Engineering Education Programs; Students, Program Educational Objectives, Student Learning Outcomes, Continuous
Improvement, Curriculum, Faculty, Facilities, and Institutional Support. The model was tested in the Engineering and Technology
Department at the institution. The individual items within the model were examined to identify the correlations of the Engineering
education continuous improvement with the performance indicators. As a result of the model design, a matrix of eight dimensions was
obtained and implemented in the engineering education programs. Finally, the focus of these assessment methods is on the measurement,
development, and improvement of student learning outcomes aligned with ABET Criteria for Accrediting Engineering Programs, 2020.
59480

18:05-18:30

Gap Design as a New Tool for Learning and Assessment
Krishnendu Sarkar, NSHM Knowledge Campus, India

The attempt was to stimulate positive provocation in learners to think and create alternative approaches to effectively deal with real-life
problems. The case involved learners of the Master in Hospital Administration program who all agreed to get assessed under a higher
level of Bloom’s Taxonomy like never before on their end semester project. The research problem was to qualitatively analyze the gaps
in the solution approaches of students and faculty and between the existing curriculum and contemporary industry practices. Basedon the extensive literature studies on the framework method for analysis in the context of multi-disciplinary healthcare management
research a new matrix for gap analysis was done that yielded new results and findings related to the research problem. Our gap
design method evolved as an effective pedagogical tool positioned for Bloom’s Level 4 to 6 that ascertained learner motivation forinterdisciplinary exploration, peer engagements, new ideas, and co-creation. The process involved a combination of a hackathon andflipped classroom techniques involving 40 students in 9 groups. Each group was assigned a faculty mentor and a unique industry
problem based on industry surveys and problem validation. The final assessment of group projects was as per a defined rubric on gap
elucidation and correction. A prototype gap design and correction model called ‘assessmend’ got developed and deployed over theinternet to invite further feedback and continuous improvements in the claimed novel gap design pedagogy for its wider acceptance.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 45

18:40-19:30 | Hawaii Standard Time (UTC-10)

Saturday Live Stream Session 4: Room B
Workshop Presentation
Session Chair: Michael Menchaca
59048

18:40-19:30

Engaging Participants Online and In-Person

Gena Rhoades, US Department of State, English Language Programs, United States
Lucienne Aarsen, University of Southern California, United States
Dornyei (2018) defines student engagement as motivation and active learning. He also stresses students’ need to maintain thatengagement in several contexts, such as the school, course, task, instructor, and peers. The activities in this interactive workshop
focus on websites and apps that have been successful in engaging students through academic and non-academic courses, including
those taught online. Because students are more energized by activities that allow them to use technology to create and learn, theworkshop leaders have adapted their teaching to include a variety of activities that encourage the use of technology both in andoutside of the classroom. In this workshop, participants will learn how to use engaging educational games and applications, such as
Quizizz and Goosechase. Many activities include motivating conversation groups, and inspiring cooperative teams that work together
on a variety of sites that are assigned by the instructor or proposed by the students. Links to all sites will be provided to participants.

46 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Virtual
Presentations(Pre-Recorded)
Watch pre-recorded Virtual Presentations on the following webpages:

IICEHawaii2021
iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICSEEHawaii2021
iicseehawaii.iafor.org/iicseehawaii2021-virtual-presentations
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or typographicalerrors are those of the author.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 47

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Adult, Lifelong & Distance Learning
59215

Massive Open Online Courses (MOOCs) and Open Educational Resources (OER): An Overview of Non-Degree,
Low Cost Lifelong Education Opportunities
Kristin Palmer, University of Virginia, United States

This presentation will be an overview of resources for how to continuously learn with online resources for minimal cost. Open Educational
Resources (OER) such as free online classes, digital textbooks, and YouTube channels will be reviewed. Massive Open Online Courses(MOOCs), Class Central and initiatives around COVID-19 and free classes will be reviewed. Subscription services like LinkedIn Learning,
Udacity, Future Learn, and Udemy will be reviewed. Large businesses with free training resources such as Google, IBM, and Salesforce will
be reviewed. Career pathways such as IT helpdesk, cloud administrator, and digital marketing manager will be discussed with how to takeonline courses for minimal cost to get official certificates to prepare you for future job opportunities.

Challenging & Preserving: Culture, Inter/Multiculturalism & Language
58580

How Do Middle Eastern Students See the World? A Study of Relational Versus Categorical Encoding
Maura Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
Eman Abdulhadi, Prince Mohammad Bin Fahd University, Saudi Arabia
Tahani Algouhi, Prince Mohammad Bin Fahd University, Saudi Arabia

Evidence exists that the human mind can process information from the surrounding world (Kagan, Moss, & Sigel, 1963) in two distinct ways:
individualists (Westerners) rely on categorical processing, using similarities to group objects, people, and events, whereas collectivists (East
Asians) process objects, people, and events by emphasizing functional relationships (Nisbett & Miyamoto, 2005). However, the encoding
preferences of bicultural/bilingual individuals of Middle Eastern descent are unknown. In this study, Arabic-English bilingual students from
Saudi Arabia (SA) were presented with word triplets. Their task was to select two items that “would go together”. Some triplets (e.g., shampoo,
conditioner, hair) contained items that could be grouped by considering either shared features (categorical processing; e.g., shampoo andconditioner) or relationships (functional processing; e.g., shampoo and hair, or conditioner and hair). Each item appeared in both English andArabic to ensure that linguistic cues would not promote one culture over the other. Participants’ culture was assessed through the orientation
scale of Triandis and Gelfland (1998). In this study, participants’ preference for categorical processing coexisted with their mixed culturalorientation which included both collectivistic and individualistic dispositions. Implications for academic instruction are considered.

Curriculum Design & Development
59437

Emergency Remote Teaching a New Curriculum During a Pandemic
Sweta Patnaik, CPUT, South Africa

The COVID-19 outbreaks worldwide led the academic institutions to entirely cancel face-to-face teaching including laboratories and otherlearning experiences as a step against the risk posed by the virus. Alternatively, various measures were initiated by the higher education
providers to implement social isolation, and online or remote teaching was adopted with rapid curriculum transformation. Online delivery
is more convenient, as it can provide vibrant and dynamic teaching and learning environment. However, due to limited time constraints,
the curriculum transformation was anticipated to occur rapidly without sufficient preparation. Therefore, in this paper, the concept ofemergency remote teaching (ERT) including its application and evaluation is thoroughly discussed. The application of the ERT at the
University of Technology in South Africa has been considered. This study draws on the CIPP evaluation model and constructivism theory
to assess the effectiveness of the adopted model, and qualitative data were collected online taking samples of students from a particularcurriculum which was a new qualification that started this year. Besides, questionnaire responses via google forms, experiences, beliefs,
and challenges encountered by the educator and students on the emergency remote teaching were used and analyzed. In addition,
students’ attendance and module nature were considered to evaluate the students’ participation in the online classes. The collected
information was analyzed and based on the outcomes, recommendations were given to serve as an input for future strategies and to
improve the performance of teaching-learning activities during similar circumstances.
59351

Computer Science Integration With Traditional Science Disciplines
Michael Guarraia, National Aeronautics and Space Administration, United States

An alarming trend was identified at the presenter’s school (grades 9-12). Few female students and students of color were enrolled in"accelerated" 9th and 10th-grade compulsory courses. Even worse, those students dropped out of "accelerated" courses at much higher
rates than their white male counterparts, such that female students and students of color were conspicuously absent from more challenging,upper-level science electives. This was especially true for computer science electives. The department concluded that the leveling of 9thgrade science (physics) was partly to blame, as well as a lack of exposure to computer science and engineering in early high school. The
department therefore undertook an effort to rewrite the compulsory science curriculum to eliminate leveling in 9th-grade, and incorporate
computer science instruction in both 9th and 10th grades. This has led to significant increases in the enrollment of female students andstudents of color in "accelerated" courses and computer science electives. This workshop will focus primarily on the pragmatic implementationof computer science into other disciplines utilizing a free, open-source program called p5.js. The program was developed by two graduate
students at the MIT Media Lab to promote software literacy. The presenter uses this in the 9th-grade science to integrate computer science
with physics. Students in this workshop will work through a series of deliberate exercises to gain familiarity with this program. The end goal
is to become proficient enough to plant the seed for lessons that could integrate computer science with their discipline.

48 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Curriculum Design & Development (cont'd)
59345

English for Graduation: The Development of an Innovative Japanese University Program Connecting ESP
Courses With Graduation Seminar Topics
Darlene Yamauchi, Bunkyo Gakuin University, Japan
Wendy Gough, Bunkyo Gakuin University, Japan
Kaori Fairbanks, Bunkyo Gakuin University, Japan

The increasing importance of English as a global language as well as the recent attention to the merits of the integration of language learningwith knowledge/content construction has led to the necessity for the inclusion of courses satisfying these requirements. This presentation
will discuss the development of an English for Specific Purposes (ESP) program that enables students to study content related to theirgraduation seminar subjects in English. The presenters received a university grant to research and develop new ESP courses on topics
identified by seminar professors as important to provide students with the critical thinking as well as the language skills necessary to discuss
their graduation thesis topics in English. In this presentation the process of constructing this new program including a needs analysis
with cooperation from the seminar professors to determine specific topics for the new content English courses, will be elaborated upon.
Important caveats will be outlined for example how to overcome perceived institutional barriers often occuring with the implementation of
new programs; in this case the necessity to make the courses accessible to all third and fourth year students of various English language
proficiency. The logistics involved in the successful resolution of this situation will be discussed; specifically the steps taken to amend thecurrent stringent institutional policy of a TOEIC requirement in order to create a more inclusive ESP program. This interactive presentation will
detail the development of the new ESP courses and the plans to pilot the courses in the 2021 academic school year.
58995

A Quantitative Analysis of Vocabulary Taught in Japanese EFL Textbooks
Shusaku Nakayama, Meiji Gakuin University, Japan

This research examines vocabulary appearing in government-approved Japanese EFL senior high school textbooks by addressing thetwo research questions: (1) do Japanese EFL textbooks provide words that learners are more likely to meet in the real world? and (2) if
Japanese students are able to master all of the vocabulary words taught in Japanese EFL textbooks, is that enough for them to be able
to read authentic texts? To address these research questions, vocabulary in textbooks and the New General Service List (NGSL), which
consists of 2,801 high-frequency words in general English, are compared to each other. Results show that textbooks are largely made upof the words in the NGSL at a level that is statistically significant; however, those that are covered by textbooks are only part of the NGSL.
Overall, research findings indicate that indeed vocabulary items textbooks provide may be what learners frequently come across in thereal world, but they cannot suffice in order for learners to read English texts intended for native speakers. Therefore, language teachers
should ask students to read English texts extensively or watch English movies to widen their vocabulary size.

Design, Implementation & Assessment of Innovative Technologies in Education
58949

Video Annotation Tools to Support Peer Review Teaching Skills Improvement for Pre-service Teachers
Shin Kurata, Nagasaki University, Japan
Takashi Fujiki, Nagasaki University, Japan
Masao Murota, Tokyo Institute of Technology, Japan

This study developed a peer review mobile system to support pre-service teaching skills improvement. The review comparison function wasdeveloped that supported individual review comparisons and comparisons with others by superimposing the reviews as markers on the video
image. Based on the position and timing of the reviews, it was able to distinguish between individual self-reviews and peer reviews duringreflection. The teaching skills organizing function that organized teaching skills from three perspectives was also developed that allowed forthe dragging and dropping of markers during reflection to any position on the video image to indicate the skills that the pre-service teachers
needed to improve. The practice of peer review and self-reflection were then verified with 16 university students who had had no student
teaching experiences in elementary school, after which a Likert scale and free description survey was conducted. Using a mixed-method
analysis, it was found that the review comparison function was able to support individual review comparisons and comparisons with others
using sequential and overall comparisons, and the teaching skills organizing function was able to organize the teaching skills the preservice teachers needed to improve by identifying the viewpoints and categorizing the teaching skills. Based on the review comments, it was
concluded that using this system could improve pre-service teaching skills and could be further expanded.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 49

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Design, Implementation & Assessment of Innovative Technologies in Education (cont'd)
58940

Developing and Evaluating the e-learning Material for Speaking Practice With the Latest AI Technology
Makoto Shishido, Tokyo Denki University, Japan

There have been remarkable advancements in information and communication technology and artificial intelligence lately. Manye-learning materials with ICT and AI have become available in the market. However, none of them has proved whether they are effectivein improving speaking skills in real ESL/EFL classrooms. In my previous studies, it was suggested that speaking practice with speech
recognition and AI scorning system was most effective since the students can practice speaking anytime, anywhere, without a partner.
Furthermore, it was reported that the psychological anxiety of learners could be alleviated, eliminating the resistance to speaking English,
without feeling embarrassed even if they made mistakes, and they were able to repeat practicing many times. I have recently developed
an e-learning material, which makes the best use of AI technology. Utilizing the most advanced AI technology, I introduce such learning
activities as shadowing, role-playing conversations, and speech delivery practices with automatic evaluation and scoring through AI
technology. I would also like to report the result of comparisons between pre-test and post-test scores of TOEIC and OPIc to evaluate
the effectiveness of speaking practices and the improvement of oral skills with this system. Finally, based on the students’ questionnaire,
I would examine the opinions on learning English with AI. As a possibility of further development of the e-learning system using AI
technology, the improvement of accuracy of speech recognition of English spoken by non-native speakers, evolution of AI, possibility ofpracticing free conversations instead of just repeating set phrases would be expected.
59216

The African Scholarship Cohort (ASC): A Robust Online Learning Community Reaching All African Nations andProviding Tens of Thousands
Kristin Palmer, University of Virginia, United States

The African Scholarship Cohort (ASC) is a partnership between the University of Virginia (UVA) and Distance Education of Africa(DEAfrica). The partnership started in 2015 and leverages massive open online courses (MOOCs) hosted on the Coursera platform. The
ASC has provided dozens of courses and tens of thousands of scholarships to learners in Africa. There have been participants in thesecourses from all 54 nations in Africa. This presentation will review the history of the program and the results. This program leverages thesocial media platform Whats App to supplement online courses with a robust, local network of mentors and learners. Best practices ondesigning content to be mobile first, leveraging mentors and regional contacts to build community and celebrating accomplishments with
graduation ceremonies and gatherings will be reviewed.
59360

Development and Integration of Freely Available Technology into Online STEM Courses to Create a Proctored
Environment During Exams
Charles A Smith, Our Lady of the Lake University, United States

The current coronavirus pandemic has left many universities and their instructors in a sudden requirement of online education. For small
private universities this creates an even more precarious situation as funds for online proctors or the purchase of software for online
assessment monitoring is frequently insufficient. In addition, online assessments for STEM courses are often similar to the homework,
notes, or textbook making a proctored environment in these courses a necessity. This virtual presentation presents the experiences of a
Chemistry professor who has implemented an online instructional methodology that utilizes freely available technology allowing verification
and real-time proctoring of online assessments. The presenter has observed a dramatically reduced degree of academic dishonesty in his
fully online General and advanced Analytical Chemistry courses over a two semester period. The developed online proctoring methodology
incorporates the direct use of students’ smartphones and devices during online assessments. Instructor prepared videos that visually
illustrate an “online assessment rubric” and how students may meet the rubric by fully showing their “workspace” when taking an online
assessment appear to play a major role in the successful implementation of this methodology with an objective that includes the preventionof academic dishonesty. In this presentation advantages of the flipped classroom format, daily proctored quizzes, use of document camera,
multiple screens, and breakout sessions will also be shared. Evidence of academic dishonesty, its prevention, along with mistakes and bestpractices in creating a viable proctored academic environment when using Webex, Teams, and Blackboard will be shared in this presentation.
59335

Effective e-learning for a Global Workforce: Designing with Cultural Competency
Byron Pulu, University of Hawai'i at Manoa, United States
Michael Menchaca, University of Hawai'i at Manoa, United States

Digital transformation has introduced multinational corporations to innovative technologies that provide accessibility to a global workforce.
One area of business that is influenced by this transformation is digital learning. Multinational corporations are designing e-learning for a global
workforce, yet little is known about how e-learnings are designed or its effectiveness. Research has shown that the success of e-learning fora global audience requires cultural competence during the design phase. Research has also shown that multinational corporations commonly
use the ADDIE design model when developing training. This research aims to understand if multinational corporations using the ADDIE designmodel considers cultural competencies during the design process and how effective those e-learnings are to a global workforce. An online
survey will be created and sent via LinkedIn to Learning and Development professionals and employees working for a multinational corporation.
The survey will identify which cultural competencies are considered during the design phase, which cultural competencies should be considered,
how training effectiveness is measured, and the effectiveness of e-learnings created for a global workforce. The survey results will determine
how multinational corporations create e-learning for a global audience and if there is a correlation between cultural competency during thee-learning design phase and training effectiveness. Furthermore, results will inform Learning and Development professionals which culturalcompetencies to consider during e-learning design and the effectiveness of e-learning created for a global audience.

50 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Education & Difference: Gifted Education, Special Education, Learning
Difficulties & Disability
59595

Construct Validity and Reliability Testing the Concept of Disaster Resistant Education in Inclusive Primary Schools
Nurul Hidayati Rofiah, Hiroshima University, Japan
Norimune Kawai, Hiroshima University, Japan
Elli Nur Hayati, Ahmad Dahlan University, Indonesia

This study aims to test the validity and reliability of construct variables and indicators of disaster mitigation education models in inclusive
primary schools, to determine the contribution of aspects and indicators in measuring variables, and to confirm the hypothesized model,
namely the suitability of the model with the data using confirmatory factor analysis. This study's population was all teachers and principals
in inclusive elementary schools with a sample size of 113 people. Samples were taken using non-probability sampling techniques carriedout by convenience sampling. Data analysis was performed using the Linear Structural Model (LISREL). The results of the analysis showthat the aspects of the identification of children with special needs, accessibility, meaningful participation, non-discrimination, strategies,
and methods of supporting children with special needs, collaboration, and networking can reflect positive, valid, and significant variables
which are supported by the behavioral indicators of each aspect. The theoretical model of disaster-resistant education variables ininclusive elementary schools is following empirical data. Most dominantly reflects the disaster mitigation education model in inclusive
primary schools is identifying children with special needs, and the weakest aspect is collaboration and networking.

Education, Sustainability & Society: Social Justice, Development &Political Movements
58897

Roma Students and Inclusive Education: The Design of Democratic Models for Intercultural Family Participation
Silvia Abad-Merino, University of Córdoba, Spain

The data provided by official organizations and the international scientific community indicate that Roma students face difficulties in
the current educational system, including school segregation, student homogeneous grouping models, stereotypes and discrimination,
failure, and early school leaving. The specialized scientific literature points to the participation of Roma families in the educational system
as a key factor in improving the academic success of Roma students. Furthermore, the Spanish educational legislation includes theparticipation of families in School. However, despite the increasing cultural diversity of today's society, the educational system has notdefined new models of intercultural participation, sensitive to the cultural peculiarities of ethnic minorities. This review examines therole of educational policies in the constitution of new spaces for democratic participation and new models of democratic leadership thatguarantee the inclusion of Roma students and their families in all educational areas and school spaces. The criteria used in selecting
articles with key theoretical and empirical contributions were the number of times an article was cited and the relevance of the topic
including current educational policies in the Spanish context. The results will enrich the debate on the design of strategic plans forintercultural family participation that are sensitive to the perspectives of ethnic minorities that coexist in today's global society.
59377

A Study of Student’s Learning Outcomes of the Educational Program Integrating Fashion and SDGs by the U.N.
Affiliated Student-driven Organization
Shinichi Yamazaki, J.F. Oberlin University, Japan

This research aims to define the learning outcomes of the educational program, “Cherish, Enjoy, and Develop oneself”, in higher education.
This educational program focuses on considering the fashion as anchored on the influence of psychological processes on wearers (Adamand Galinsky, 2012), and Sustainable Development Goals (SDGs) to increase self-efficacy and to learn SDGs itself. That is developed by thecollege student-driven organization, Action by Students to Promote Innovation and Reform through Education (ASPIRE), part of the United
Nations Academic Impact projects. At ASPIRE, all of the educational activities are extracurricular, and planned, organized and managed
based on student’s autonomy and curiosity. Sustainable Development Goals (SGDs) is an agenda for 193 countries all over the world by
the United Nations in 2015. SDGs consist of 17 goals with 169 sub-targets to achieve by 2030. The U.N. also commits changing path of
fashion by launching the UN Alliance for Sustainable Fashion in 2019 because of reducing negative social and environmental impacts offashion business and industries. On the other hand, the Cabinet Office, Government of Japan, warns that Japanese society faces less-self
efficacy and a high rate of committee suicide especially for the younger generation (Cabinet Office, 2014). This study applies qualitativeand quantitative approaches in a semi-structured interview and questionnaire survey to students who have the experience to participate
in the educational program, “Cherish, Enjoy, and Develop oneself” to measure their learning outcomes.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 51

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Educational Policy, Leadership, Management & Administration
59598

Expanding Role of University Department Secretaries: Potential Middle Managers in the Making
Gregory Ching, Fu Jen Catholic University, Taiwan
Hsiu Hui Chang, Fu Jen Catholic University, Taiwan

In Taiwan, the plummeting birthrate has further driven the need for drastic changes within universities. Currently, university enrollments
are at an all-time low, while also suffering from an increasing number of dropouts. In effect, many graduate programs are rethinking andrealigning their program priorities. These strategic changes have actually opened up opportunities in harnessing the untapped potentials
of university department secretaries. Within organizational behavior theories, employees’ organizational citizenship behavior is highly
affected by their role definition. To better understand these issues, the current presentation shall summarize the findings with regards
to the expanding role of university department secretaries in Taiwan. A total of 20 university department secretaries were strategicallyselected and interviewed. Semi-structured interviews included the depth and scope of their responsibilities, together with the insights
into their contribution and potential role within the organization. Interview data were transcribed and repeating themes organized andcategorized. Findings show that majority of the secretaries have been connected with their programs for more than 10 years and has
already surpassed several management terms. More important, almost half of the interviewed secretaries are alumni of the university
and are graduate degree holders. Specific themes generated are career developmental plan, training focus on specific career tracks, andincreased opportunities for career growth. Lastly, the role of secretaries can also serves as a buffering effect between the faculty andstudents. It is hoped that by expanding the role of department secretaries, increased in organizational citizenship behaviors can spill overto the student population and promotes retention.
58060

School Management Functions and Students’ Academic Performance Nexus: An Empirical Evidence From
Public Senior High School in Ashanti Region of Ghana
Blessing Dwumah Manu, Jiangsu University, China
Feng Ying, Jiangsu University, China
Daniel Oduro, Ghana Institute of Management and Public Administration (GIMPA), Ghana

In every aspect of life, management has become a crosscutting tool and the axis of performance. There is a broad and ongoing discussionin our academic institutions about the impact of effective management on academic performance. This study, therefore, sought to analyze
the effects of school management functions on the likelihood to enhance the academic performance of students in Public SHSs in
Ghana. The study used Teacher Professional Development, monitoring, and evaluation, Provision of Infrastructure outcomes, Teachers
Input, Student Input, P.T.A support and Parental Involvement as variables measuring school management functions. In this study, thedescriptive research design was adopted and data of 480 respondents were collected through a questionnaire survey for analysis. With
the application of logistic regression analysis as the main statistical tool, the study based on Wald test values, p-values and odds ratio
values identified Teacher professional development, Monitoring and evaluation, Provision of infrastructure, Teachers input, Students
effort, PTA support, and Parental involvement as school management functions that significantly contributes to the likelihood (probability)of enhancing students’ academic performance. The study recommended that school management functions with the exception of
democratic management should be intensified in various public SHSs so as to enhance students’ academic performance.

Educational Research, Development & Publishing
57956

Resistant and Nonresistant Teachers’ Identities
Hao Duong, Thai Nguyen University, Vietnam

In many educational materials, it is recognized that the broader social conditions in which teachers live and work, and personal andprofessional factors in life, experience, beliefs and practices. The teacher is inseparable from each other, and there are often tensions
between these things that impact a greater or lesser degree of sense of self or the teacher's identity. If identity is a key factor affecting
teachers' intentions, effectiveness, motivation, commitment, satisfaction and job performance, then investigate the positive and negative
influences of the contexts in which these occur and the consequences for practice, is essential. Although notions of personal identity ismuch used in educational research and theory, critical engagement with individual teachers' cognitive and emotion has been relatively
rare. An interest in raising and maintaining teaching standards, especially in the context of centralized reforms, is likely to destabilize longterm beliefs and practices. This paper addresses the issue of teacher identities in Vietnam context by studying together the nature of therelationships between social structures and individual institutions; between the notions of a social construction, and therefore, depending
and always being redone, ‘self', and a ‘self' with dispositions, attitudes and behavioral responses which are durable and relatively stable;
and between cognitive and emotional identities. Based on current literatures of research papers and findings which studying variations inteacher work and life and the impact of them to students. It finds that identity is neither intrinsically nor fragmented, as previous literaturesuggests. Instead, the teacher identity may be more, or less, stable and more or less fragmented at different times and in different ways
according to a number of life, career and situation factors.

52 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Foreign Languages Education & Applied Linguistics
59252

Enhancing Pragmatic Competence Through Pedagogical Intervention
Chia-Ning Jenny Liu, Defense Language Institute, United States

The development of pragmatic competence is essential for foreign language learners to be able to produce meaningful communicationsin the target language. Studies addressing the realization of speech acts by second- or foreign-language learners (Bardovi-Harlig,
2001;Bardovi-Harlig & Hartford, 1990; Olshtain & Blum-Kulka, 1985) have found that even advanced language learners still often facechallenges in communicative contexts. Even with the calling for need in pragmatic instruction in the present theory and research reports,
foreign language classrooms remain the focus on grammar-oriented instruction, and pragmatic development of language learners has
been overlooked. Previous studies suggested that when pragmatics is not a planned subject in a second or foreign language classroom,
the opportunities for developing pragmatic competence is quite limited (Kasper, 2000). This study investigated the effect of pedagogicalintervention through cultural projects learning on Chinese learners’ development of pragmatic competence. Findings suggest that througha systematic pedagogical intervention helps raising Chinese language learners’ pragmatic awareness and development of learners'
pragmatic competence.
59346

Action Research on Note-taking Instruction

Yoko Kusumoto, Tokyo University of Technology, Japan
James Broadbridge, Bunkyo Gakuin University, Japan
The importance of note-taking skills for English for academic purposes (EAP) students and teachers is growing due to a rapid increaseof English-medium instruction (EMI) courses offered in English as a Foreign Language (EFL) contexts. Note-taking is a complex processthat involves comprehending aural input, identifying important information, and recording information. All of which is undertaken underreal-time constraints. This difficult task is amplified for those doing so in a foreign language and therefore the explicit teaching of theskills required to take notes should be beneficial to these learners in order to help them prepare to participate successfully in EMI courses.
There is, therefore, a legitimate argument that students in EMI courses need to learn how to take notes and a clear need for pedagogic
support for EAP and EMI teachers. Currently, however, few descriptions of instructional practices exist in the literature, and guidance fromteacher training programs is lacking. This presentation reports findings from an action research study done in Japan. In the study, explicit
note-taking instruction based on Siegel’s (2018) four-step process was given to 30 Japanese university EAP learners who were preparing
for EMI classes. The notes taken before and after the pedagogic intervention were collected and analyzed in terms of information units(IU). Analysis of the notes provided qualitative evidence of changes in amounts of IU recorded. The presentation describes the notetaking
instruction, discusses research findings, and uses examples of student work to illustrate changes in note-taking behavior stimulated by
the instruction.
59349

Unintended Positive Consequences of Remote Teaching for Language Learning: An Overview
Michael Barr, Kyoto University of Foreign Studies, JapanThe sudden transition to online learning by institutions around the world in 2020 came as a shock to the status quo of higher education.
Instructors and administrations around the world scrambled to orient faculty and students to online learning platforms. Crash course
training programs were implemented, with varying results. At Kyoto University of Foreign Studies, the platform of instruction was decided
to be Microsoft teams, with training and support in that direction, taking advantage of extant institutional affiliations with the Microsoft
Office platform. Available technological options had previously underutilized functionality, and 2020 provided an opportunity to explore
their potential in depth. Although this paper in no way intends to minimize the myriad challenges faced by institutions around the world
which had to make a sudden shift to online learning, the aim herein is to highlight advantages to online, remote, and virtual learning
platforms for language learning. In addition to advantages experienced by educators and learners who become proficient in the use of
educational technologies, there are benefits to administrators and institutions as well, both financial and organizational. By explaining
and describing the unintended positive consequences of online learning, and by providing details and data, we hope to illuminate the pathforward as we carry these skills into the future. The face of higher education has changed irrevocably, and in this new age of combining
available technologies with a traditional lecture and classroom experience, university instruction will never be the same again.
59369

The Wand of Mnemosyne: Sparkles Created on Vocabulary Learning
Yung-huei Chen, National Chung Cheng University, Taiwan

Language learners are constantly looking for a magic wand to wipe off all the learning pains on memorizing vocabulary. Fortunately, thegoddess of memory, Mnemosyne, came to the mortal world to rescue those who suffer from severe vocabulary retention difficulties. When
the wand of Mnemosyne is waved, learners’ burden on memorizing vocabulary may be relieved. Previous studies (Carney & Levin, 2008;
Matsunaga, 2004) showed that mnemonics could be trained and practiced so that vocabulary items could be memorized for a longer time.
The aim of the study is to examine the efficacy of mnemonic methods on EFL adult learners’ vocabulary retention. More than one hundred
learners with similar English proficiency participated. A total of two mnemonic devices, including method of loci and keyword method,were taught then implemented as integrated mnemonic learning strategies in the experiment. After the participants were trained, theexperimental group was required to remember assigned vocabulary items. They were tested to recall all the vocabulary items immediately,
and on one-month and four-month intervals. The control group went through the same assessment process as that of the experimentalgroup; however, they were not taught on any mnemonic methods. Multivariate repeated measures ANOVA were used to analyze the dataobtained from the immediate, onemonth, and four-month tests. The results have a statistical significance when integrated mnemonics
were practiced. It could be concluded that mnemonics reduces forgetting over time for adult learners in this study.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 53

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Foreign Languages Education & Applied Linguistics (cont'd)
59371

Intelligibility of Korean-accented English: Effects of Listener’s Familiarity
Bohyon Chung, Hanbat National University, South Korea
Hyun Kyung Miki Bong, Ritsumeikan University, JapanThe current research examines the Korean-accented English (KoE) intelligibility to give an account of the listener familiarity benefits(Interlanguage speech intelligibility benefit, Bent & Bradlow, 2003; Shared-L1 advantage, Harding, 2011). This study compares theintelligibility of KoE between four listener groups with different levels of the accent familiarity: two groups familiar with KoE (Koreanspeaking learners of English, and native English speaking teachers residing in Korea over a decade), and other two groups less familiar
with KoE (Japanese-speaking learners of English, and native English college students). A total of ninety-one participants listened to arecording in the KoE accent and completed a dictation test, filling in the blank in a sentence. Results indicated that KoE was the mostintelligible to native English speaking college students, followed by native English teachers living in Korea and Korean college students.
KoE was found to be the least intelligible to Japanese speaking learners of English. Being familiar with KoE was not shown to be a
deciding factor because two of the less familiar groups — Japanese-speaking learners of English and native English college students— performed either the best or worst. Drawing on the experiment results, we argue that having greater familiarity with KoE does notnecessarily facilitate nor impede the intelligibility.

Higher Education
59578

Factors Predicting Doctoral Students’ Future Career Perspectives: An Initial Look into the Role of Academic
Identities
Gregory Ching, Fu Jen Catholic University, Taiwan
Yueh-Luen Hu, National ChengChi University, Taiwan

Increased competition of universities in Taiwan has promoted the adaptation of neoliberal management practices within institutions.
These changes have altered the career outlook of faculty from a more single focus into a multi-role perspective. This continuing role
conflicts have created the misalignment of academic identity and blurring of work ideologies. Within the aspects of doctoral education,
currently a decreasing trend in number of enrollments and graduation rates are seen. This is in part caused by the outgoing mobility ofgraduate students and the perceived difficulties in securing a job for post-graduate degree holders. As doctoral students are crucial to
the future of Taiwan academia, understanding how their career perspectives are shape is of utmost importance. To analyzed the doctoral
students’ career inclination, a survey containing their perceived importance with regards to interactions with their mentor, classmates,
course design, and together with their perceived self-efficacies are collected. A total of 94 doctoral students from the two comprehensive
universities in Taiwan are surveyed. Regression results show that academic identity inclined towards research only career is highly
dependent on doctoral students’ coping facilitations, while teaching only career is best determined by their mentors’ provision of career
opportunities, and the teaching and management-oriented courses. More important, results show that a dual perspective academic
identity is highly significant with the doctoral students’ mentor provision of career opportunities. These findings suggest that doctoral
students’ future career are highly shaped by their experiences with their course undertaking and quality of interactions with their mentors.
59237

A Correlational Investigation into Sub-skills of Reading Comprehension: Evidence From Thai Reads
Thapanee Khemanuwong, King Mongkut’s Institute of Technology Ladkrabang, Thailand
Ekkapon Phairot, Songkhla Rajabhat University, Thailand
Kho Siaw Hui, Universiti Sains Malaysia, Malaysia
Thanate Angsuwatanakul, Rangsit University, Thailand

A standardised test of English reading comprehension is typically well-constructed to permit a reliable classification of different achievers
e.g., high, moderate and low. READS or Reading Evaluation and Decoding System is one of the tools used to trace the ESL Malaysian
students’ reading comprehension abilities. The test system of READS had been designed to show the abilities of students in reading
comprehension with three sub-skills, namely, literal, reorganisation and inferential. The sub-skills have been proved to have correlation
with each other. However READS also has a strength to illustrate students’ abilities in each sub-skill with three levels of difficulty e.g., low,
moderate, and high. The need to take a closer look at relationships in different levels of difficulty in each sub-skill is a missing gap the areaof language assessment. With the functional availability in RAEDS, therefore, this study aims to investigate correlations of three levelsof difficulty within each sub-skills. This research was conducted with 190 English-major undergraduate students at one public Thailand
university in Bangkok. The main research instrument in this study is a test of READS with a cultural bias adaptation. The participants wereasked to take and complete an online READS test in one hour. One of different sets of test had been assigned randomly to each participant.
The Pearson correlation was the statistical technique in the SPSS program used to analyse the data. The results revealed that there werean insignificant correlation between the participants’ scores in three different levels of difficulty in literal and reorganisation sub-skills. It
was found that only correlations between the participants’ scores across three levels of difficulty were statistically significant.

54 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Higher Education (cont'd)
59358

The Efficacy of Life and Career Skills in the Workplace Preparedness of the Students of Engineering
Mekala Sethuraman, National Institute of Technology-Tiruchirappalli, India
C Harishree, National Institute of Technology-Tiruchirappalli, India
Geetha Radhakrishnan, National Institute of Technology-Tiruchirappalli, India

The astute transformation of employment opportunities in the innovative and digital era pursue employees with updated professional andself-determination skills set that are indispensable to enrich the productivity of the industrial outcomes in India. However, the insurmountableneeds of the industries are unfulfilled due to the inadequate skills set of the engineering graduates constituted by the profound skills gap
between the transforming industrial requirements and the outdated engineering curriculum. The 21st Century workplace aspires employeeswith adaptability, self-development attitude, rapid perceptive skills, etc., to achieve productive success in this competitive world. Despite
the skills gap prevailing for years, there have been only a few studies conducted on the significance of Life and Career skills. To address
this issue, the present study examines the perceptions of students and teachers on the significance and efficacy of Life and Career skills in
the engineering curriculum. As a consequence, an online survey has been conducted among 1048 students of engineering and 34 teachersof English in the engineering institutes of Puducherry between July 2019 and August 2019. The data collected have been statisticallyinvestigated using descriptive and correlation analysis. The results exhibit the consensus of teachers and students on the paramount roleof Life and Career skills in capacitating the students with flexibility, adaptability, initiative, self-direction, social, cross-cultural, productivity,
accountability, leadership, and responsibility skills set. The findings imply the desideratum of integrating the Life and Career skills in theengineering curriculum for eventually preparing the students towards the 21st Century workplace.
59013

Isolated, Intimidated and Bullied on University Campus: The Students’ Experience and Recommendations
Yulong Gu, Stockton University, United States
Amee Shah, Stockton University, United States

Background: Exclusionary behaviors, including offensive and hostile behaviors (such as bullying and harassment), are a common problem inuniversities worldwide. However, student perspectives regarding their experience with exclusion on campus, the cause and impact of such experience,as well as potential solutions are not well understood. Methods: We collected and analyzed quantitative and qualitative data in a campus-widestudent survey at a U.S. predominantly white university to understand student perspectives. Results: Among 2511 survey respondents (response
rate: 29%), almost one in five students (19%) experienced isolation, intimidation, or harassment in the recent 12 months. Students of color had more
personal experience with exclusion than white students (26% among students of color and 15% among whites, X2=37.8, p<0.01). More LGBTQIA
students experienced exclusion than those of mainstream gender identities (47% among LGBTQIA and 18% among male/female, X2=21.4, p<0.01).
A range of bases for exclusionary behaviors was identified, including race, political views, physical characteristics, age, and socioeconomic status.
Although very few students reported these incidents, they experienced to the campus authorities, such experience had a significant negative impact
on the student’s perception of their life on campus and of the campus climate. The student-suggested action areas included policy enforcement,
campus governance, diversity recruitment, cultural competence training, multi-cultural activities, as well as continuous assessment and open
dialogues. Conclusion: In a 2018 university student survey, we identified a high prevalence (19%) of exclusionary behaviors with some gender andracial differences, the causes and impact, as well as action areas to address the issue.
58969

Developing Master Courses in Higher Education Learning Environments
Jill Tussey, Buena Vista University, United States
Leslie Haas, Buena Vista University, United States

This presentation will focus on how to develop master courses in higher education. Master courses can help ensure that students are receiving
the same information and having comparable experiences in a course regardless of the instructor. University leaders and professors canlearn the steps associated with creating master courses. Information will also be shared about the additional benefits as well as challenges
associated with developing and utilizing master courses. Course developers are tasked with creating common experiences for students while
acknowledging varying levels of experience and background of instructors. Developed master courses require educators to go beyond using
a common syllabus by engaging instructors through tiered supports in the areas of student engagement, motivation, and skill development.
Additionally, master courses provide a structure for instruction regardless of the delivery method. As educators move into a new academic year
where social distance and distance learning are at the forefront of many minds, educators need to be mindful of ways to ensure that courses are
be designed and delivered in a common format regardless of physical location changes throughout the year. Example procedures and processesof how master courses have been created and utilized at a small, liberal arts university will be shared with attendees.
57898

The Need Analysis to Develop Social and Emotional Competency Program for University Students
Eunjung Kim, Pusan National University, South Korea

The purpose of this study was to suggest implications by conducting a needs analysis for developing social and emotional competency
programs of university students. To this end, the data was gathered by university students in Busan and South Gyeongsang Province through 301
questionnaire and 10 focus group interview. For the need analysis through the questionnaire, first, t-test was verified statistically with the difference
between the desired level and the current level. Second, Borich's needs were also derived using formulas. Third, the needs were presented using The
Locus for Focus model. Fourth, these were aggregated to derive the top and second priority items. In addition, the focus group interview (FGI) was
conducted twice for a total of 10 university students. As a result, we were able to obtain meaningful data by transcription of qualitative data basedon students' experiences. Based on the survey and interview analysis, it was found that university students felt the most need for self-regulationand self-awareness competencies among the five sub-competencies of social and emotional competency: self-awareness, self-regulation, socialawareness, relationship regulation, and responsible decision-making. Implications and suggestions in further research were discussed.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 55

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Innovation & Technology
59221

Development and Validation of Questionnaire on Self-regulated Learning Strategies in Online Learning Environment
Gelyn Acar, De La Salle University Manila, Philippines
Maricar Prudente, De La Salle University Manila, Philippines

Covid-19 has resulted in a sudden shift in education settings, from face-to-face to online learning sessions. In view of this major change,
it is necessary to study students' self-regulation strategies in an online environment to enable the teachers to develop online materials
that will guide students to become successful in their learning. This study aimed to develop and validate a questionnaire on students’
self-regulated strategies in an online learning setting. The instrument was named Questionnaire on Self-regulated Learning in an Online
Learning Environment (QSROLE). QSROLE consists of 17 items that describe the measure of students' self-regulation strategies in adigital learning environment. A total of 226 students served as respondents. The students’ responses were based on a 4-point scaleranging from 1 (Strongly Disagree) to 4 (Strongly Agree). Results from the exploratory factor analysis provided evidence for the four-factor
self-regulated learning strategies with the KMO coefficient and Bartlett's Sphericity value of .905 and .000, respectively, and total varianceof 58.207%. Further, internal reliability had an acceptable level based on the Cronbach's alpha coefficient of .840 for Factor 1 (EstablishingSelf-Study Strategies); .765 for Factor 2 (Managing Structured Learning Environment); .744 for Factor 3 (Exercising Time Management);
and .612 for Factor 4 (Setting Online Learning Goals). Results indicate that QSROLE is an acceptable and valid measure of students’ selfregulation in the online learning environment.
58973

Teaching and Learning in a Hybrid Environment
Leslie Haas, Buena Vista University, United States
Jill Tussey, Buena Vista University, United States

This poster session will explore the management, organization, and teaching strategies associated with synchronous and asynchronouscourse delivery in higher education. Presenters will provide information on how to best utilize a Learning Management System (LMS)
in conjunction with video conferencing to provide hybrid instruction. Strategies for building faculty/student rapport, encouraging
engagement, and scaffolding self-efficacy via LMS systems and video conferencing will be reviewed. Additionally, the pros and cons of thistype of hybrid format for teaching and learning will be explored. Through this poster session, attendees will gain a better understandingof 1.)how to develop, manage, and organize hybrid courses for higher education; 2.) how to effectively teach and engage students usingsynchronous and asynchronous activities and strategies; and 3.) how to grow with and from the pros and cons of teaching and learning
within a hybrid environment.

Interdisciplinary, Multidisciplinary & Transdisciplinary Education
59514

A Preliminary Investigation on Teacher’s STEAM Teaching Competency
Jui-Mei Yang, National Tsing Hua University, Taiwan
Che-Yu Ku, National Tsing Hua University, Taiwan
Tzu-Hua Wang, National Tsing Hua University, Taiwan

Recently, an interdisciplinary approach integrating Science, Technology, Engineering, Art and Math (STEAM) teaching and learning was
advocated. Such approach aims to cultivate students' abilities of cooperation, critical thinking, creativity and problem solving. National
Tsing Hua University founded Tsing Hua STEAM school and proposed a four-phase STEAM teaching model, including discovering
problems, define problems and solutions, proposing models and modeling the problem solutions, and transferring the problem solutions(DDMT model). The allied k-12 schools are applying the DDMT model for curriculum development and implementation. To guide theschool teachers’ curriculum preparation and instruction enactment, this study tried to investigate the STEAM teaching competency
required for teachers. Based on literature review and the DDMT model, an initial framework were proposed. The first dimension is
selecting STEAM issue to facilitate students’ explorations into SEAM-related daily-life problems. The second and third dimensions were
the implementation of the DDMT model and student-centered teaching strategies. The fourth dimension highlighted the appropriate useof instructional media and representations to support students’ understandings and applications of science and math concepts. The fifthand sixth dimensions emphasized the cooperative dialogue and sharing community and the multiple assessment approach. Experts andin-service teachers are invited to review the framework. The results support the validity and reliability of our preliminary version of STEAM
teaching competency framework.

56 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)International Education
59473

The Impact of the Art Educational System in China
Samantha Di Fazio, University of Windsor, CanadaThis session will focus on the pedagogy of the effects of the 2018 Chinese Art education System and compares it to the Canadian
Educational System. This session takes a look at how different factors influence the Role of Arts Education in Chinese Society. Thissession will explore some theoretical implications, of the education system within China. The first finding looks at the impact on the
different level of standards. When it comes to the arts, China has a higher level of standards for the student enrolled in the arts. Since
there is a higher number of students forcing their discipline on the arts. The students must be able to perfect a higher level of standard,at such a young age. The second finding looks at the impact of keeping the arts in tradition. It is understood that keeping tradition is an
important role in society and many families strives to achieve this excellency. The third finding looks at the issue of family pressure. Manyelders within the Chinese society understand the importance of the arts and how being involved in the arts can help to make a rounded
student. By pressuring a child to go into the arts, the elders believe that they can help shape a child into becoming a well-educated person
within society.

Language Development & Literacy
59387

Sounds and Sippy Cups: New Approaches to Pre-Literacy in Adaptive Game-Based Learning for Young Children
Nika Fabienke, Age of Learning, Inc., United States
Brandi Kenner, Choice-Filled Lives Network, United States
KP Thai, Age of Learning, Inc., United States
Anastasia Betts, Age of Learning, Inc., United States

Decades of research from interdisciplinary fields (e.g. developmental psychology/linguistics, cognitive psychology/neuroscience,educational research) have yielded tremendous insights into the process of learning to read (i.e., Gough & Tunmer, 1986; Scarborough,2001; Ehri, 1996; Kilpatrick, 2015). Yet, only about one-third of four graders in the United States are reading with accuracy, understanding,and fluency (NCES, 2019). In international comparisons, 15-year-olds in the US rank 24th out of 72 participating countries in overall
literacy (OECD, 2015). Seidenberg (2018) attributed this to the disconnection between the science of reading and educational practice.
This paper discusses the design of a mastery-based adaptive learning system to develop mastery of early reading. Grounded in thescience of reading and cognitive development research, My Reading Academy delivers explicit and systematic phonemic awareness andphonics instruction, paired with rich reading and language experiences. Driven by new understandings of receptive phonemic awarenesscapabilities in children as young as two (Kenner et al., 20176; Kuhl et al., 2005), meaningful phonemic awareness experiences were crafted
specifically for young learners as a foundation for future reading success. Across decades of literature, phonemic awareness has emerged
as the strongest predictor of later reading success in children both with (Bradley & Bryant, 1981, 1983; Metsala, 1999; Scarborough, 1989)
and without (e.g. Anthony & Lonigan, 2004; Fox & Routh, 1975; Muter, Hulme, Snowling, & Taylor, 1997; Stanovich, Cunningham, & Cramer,
1984;Stanovich, 1986) learning disabilities. Translational research-to-practice applications like My Reading Academy has the potential todeliver impactful personalized reading instruction at scale.
59352

Rethinking Research: Bridging Theory and Practice in Adult Literacy
Rebecca Clark-Stallkamp, Virginia Tech, United States

Low literacy rates in the US are explained in research based on several factors: from literacy programs’ inability to support educatorand tutor professional development to shortcomings in program evaluation such as assessment and accountability measurement error(Comings & Soricone, 2007). Research also determines that low literacy rates are exacerbated by lack of funding assistance for literacy
programs and associated high attrition rates of adults participating in programs. One of the prominent problems that emanates fromthe literature is a scarcity of ‘know-how’ or guidance to design effective instruction (Beder, 1999; Beder & Medina, 2001). Adult literacy
research attempts to understand how adults with low literacy learn or essentially, “What works?” for adult literacy instruction. Yet, minimal
research has examined how instruction is designed in order to facilitate learning. Instead, research holds to traditional research methods
that can only identify component parts of what may contribute to adult literacy learning. Through the pragmatic lens of instructional
design and technology (IDT) (Reeves, Harrington, & Oliver, 2005), this presentation will review existing research relative to component
skills research and instructional interventions designed for adults with low literacy in Adult Basic Education (ABE) programs. Discussion
will extend to leveraging use of the design research methods used in the field of IDT to address shortcomings of existing research.
Last, this presentation will explain how a design-based research approach can assist in achieving a better theoretical understanding of
instruction and its practical implementation in ABE learning environments in the US (Nelson, 2013).

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 57

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Learning Experiences, Student Learning & Learner Diversity
59173

Pilot Study on Promoting Community in the Online Classroom with Books in Common
John Duplice, Sophia University, Japan

This presentation reports on a pilot study from a ten-week Japanese university academic skills class conducted in English and held
online during COVID19. The study investigated whether using a book club format known as "books in common" for the class would help
build community among students and if a more robust post-pilot study is warranted. Due to COVID19, many of the students were in theirhome countries unable to interact with the general school population. This presentation will discuss the findings of using three books on
writing to connect students and provide community through live and on-demand written forum discussions. The class consisted of ten
international students at CEFR C1 (advanced) English level and was originally organized to be a fourteen-week project-research class
where students would conduct interviews and questionnaires on an inquiry research project to write and present on. The findings weremixed, but supported further investigation with a more robust study.
59166

Back to the Drawing Board: A Longitudinal Study of Fossilized Errors
Robert Long, Kyushu Institute of Technology, Japan
Hiroaki Watanabe, Kyushu Institute of Technology, Japan

The problem of fossilized errors has been a problematic issue with EFL researchers because that they indicate that traditional methodsof instruction are not effective. This issue was, therefore, examined with university-level first-year Japanese EFL students to better
understand the context in which they are occurring and their frequency over the course of an academic year. Data was collected fromtwo corpora, the Monologic and Dialogic Corpus (MDC) 2019 has 20,368 words, and 42 subjects, and the second corpus MDC2020, whichhas 16,997 words and 29 participants. Errors in the 2019/2020 corpora were identified and then coded for frequency; results showed thefollowing fossilized errors: articles deletions (92/94), prepositions (39/43) plurals (54/55), subject-verb agreement (85/46), and generalwording (60/69). However, in looking at clauses with errors/100 words, there were 5.29 errors in the 2019 corpus, whereas in the 2020
corpus, there was a slight improvement of 3.35 errors/100 words, indicating that marginal progress was made. These results show manyof these errors are interlingual and that students are unaware of their errors that they are making in their spontaneous speech. Alternative
methods of instruction are thus needed in EFL education to highlight awareness and self-editing skills.
59354

The RESET Framework: Examining Critical Factors in Parent-Child Math Participation
Anastasia Betts, University at Buffalo, State University of New York, United States

Research has shown that parent-child engagement in math activities has a significant positive impact on children’s mathematics
achievement, and that the more parents interact with their children through mathematics, the more likely children are to experience higher
levels of math achievement. Yet, studies also show that parents’ mathematics engagement with their young children is largely limited
or uninformed. As evidence mounts supporting the importance of kindergarten math-readiness and its role in the future success ofstudents, it is critical that researchers study the ways in which the home numeracy environment (HNE) shapes a child’s math knowledge
in the early years, especially for children from under-resourced communities who are most at risk for school failure. The present study,
through a digital survey and semi-structured interviews, used the RESET framework (Role, Expectations, Skills, Efficacy, Time) to examine
the HNEs of 23 parents of four and five-year-old children. The RESET framework is a new tool that takes a critical look at the factors thatmost influence the math-activity participation of parents, and how these different factors may interact with one another to impact parentchild math activity. The results of this study may provide researchers with new tools and approaches for studying the HNE, leading to
the creation of better parent-engagement programs, increases in parent-child math activity, and higher math achievement for children- especially for those children most at risk for lack of school-readiness.
59373

An Exploratory Study of Safe Space in the Arts-Integrated Classroom in India
Riya Kartha, Soka University of Japan, Japan

This study investigates the challenges to implementing the Arts-Integrated Learning approach into existing curricula in India, and thedegree and extent to which students feel safe in expressing their beliefs, thoughts and opinions within the classroom. Focusing on English
language classes in two schools affiliated to India’s Central Board of Secondary Education, the study outlines the challenges that arise
when high school students do not perceive their classroom as a safe space, i.e. a space from within which to volunteer their participation
through free and authentic expression, while also tackling challenging topics (Holley and Steiner, 2005). Drawing on the experiences ofstudents and teachers through qualitative methodology that includes classroom observations, interviews and descriptive statistics basedon the Teaching With the Arts Survey (Oreck, 2006), the study employs an exploratory approach toward the concept of safe-spaces within
the Indian high school classroom. This is an especially relevant area of study considering the Indian academic setting, where teacheroriented practices tend to dominate instruction and delivery. Since this is an ongoing study, preliminary findings will be shared basedon the data currently being gathered. Preliminary findings suggest multiple obstacles to student self-expression in the absence of aclassroom safe space, involving both student self-image and teacher beliefs, as well as an overriding emphasis on the curriculum, whichtakes precedence over classroom discussions. In addition, the preliminary findings offer a window into the challenges faced by teachersand students when teaching and learning through online classes held during the ongoing COVID-19 pandemic.

58 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Learning Experiences, Student Learning & Learner Diversity (cont'd)
59037

Online Learning and COVID-19 in Higher Education: A Case Study
Siti Norbaya Azizan, Sunway University, Malaysia
Angela Siew Hoong Lee, Sunway University, Malaysia
Glenda Crosling, Sunway University, Malaysia
Graeme Atherton, Sunway University, Malaysia
Benedict Valentine Arulanandam, Sunway University, Malaysia
Catherine Cheng Ean Lee, Sunway University, Malaysia

From the beginning of 2020, the outbreak of COVID-19 caused global universities to close campuses and initiate online learning. In thissituation, studies of the online learning experiences in universities are important in improving practice. This case study of the online
learning implementation in a university in Singapore provides such information. The study addresses the question of: “How do theexternal factors of Task-Technology Fit and Unified Theory of Acceptance and Use of Technology affect the behavioural intention of
online learning”. The study is based on sound Information Technology (IT) models of users and key IT issues and looks at the integrationof two Information Systems (IS) models: Task-Technology Fit (TTF) and Unified Theory of Acceptance and Use of Technology (UTAUT).
The respondents in the study are students of the key case university disciplines. The emerging findings provide recommendations derived
from the students’ experiences for effective online teaching practices. These apply to the Singaporean context, and importantly, provide
insight for the design of an effective online learning ecosystem for the post-pandemic higher education society.
59521

We’re in the Breakout Room. Now What? Perceptions and Processes of Virtual Teamwork Involving Japanese
Undergraduate Students
Murod Ismailov, University of Tsukuba, Japan

In this presentation I will examine the virtual teamwork processes by focusing on the perceptions of undergraduate students when theytransition, take action and build interpersonal relationships during an intensive learning project carried out at the time of COVID-19 pandemic.
The participants (n=20) were Japanese undergraduate students from three universities enrolled in a synchronous online course in internationalorganizations. The study builds on the three-tier model of team processes (Marks, Mathieu & Zaccaro, 2001) as its theoretical framework. The
findings are in line with previous research suggesting that virtual teams are multitasking entities that transition through multiple processes
simultaneously and consequentially to achieve team goals. I conclude with implications for online teaching and learning, and future research.
58495

Impact of Differentiated Classroom Instruction on Conceptual Understanding of Selected Physiology Topics
Among Dentistry Students With Varied Learning Styles
Maria Theresa Gonzales, Centro Escolar University, Philippines

In Dental education, there is a great need for enhancing the learning achievements, specifically, identifying the conceptual understandingin Physiology. One way to enhance the conceptual understanding is to tailor-fit the learning activities to the students’ learning styles
through differentiated classroom instruction (DCI). This study will use the mixed experimental and descriptive quantitative method
following the pre-post test design with control. The learning styles of the participants will be determined through the use of an adapted
VARK questionnaire. A self-made Physiology Concept Test (PCT) will be used after it has been validated and checked for internalconsistency to measure the conceptual understanding of the students on the Muscular and Sensory Physiology lessons. A pretest will begiven to the participants after which they will undergo six weeks of DCI based on their determined learning styles, a post-test will be given
after the intervention. A structured lesson plan highlighting the intended learning outcomes, the content, guide questions, instructional
procedures, evaluations, and assignment will serve as the teacher’s guide in the implementation of the DCI to the experimental group.
The performance tasks/ learning activities will be assessed using rubrics specific for the expected output of the DCI. Pretest and posttest
scores will be compared using a paired t-test to determine the impact of the DCI to the conceptual understanding of the participants.
58582

Outcome Predictions of Low-Performing Students: Illusion of Knowing or Lack of Confidence?
Runna Alghazo, Prince Mohammad Bin Fahd University, Saudi Arabia
Maura Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
Halah Al Kuhayli, Prince Mohammad Bin Fahd University, Saudi Arabia
Huda Mulhem, Prince Mohammad Bin Fahd University, Saudi Arabia

Successful performance on a test or assignment relies on the overlap between the knowledge and skills that learners possess and theparticular demands of the task. The road to successful performance, however, begins well before the actual task is executed. It stems
from learners’ ability to accurately predict their performance (metacognitive awareness) as well as their commitment to perform actions
intended to close the gap (metacognitive control) if the discrepancy between current state and desired state is substantial. Predictionis all but simple. Through a field study, we asked whether low-performing students are truly unaware of not knowing their deficiencies,
as the illusion-of-knowing (IoK) phenomenon implies. College students’ ability to predict their final test performance was surveyed as afunction of test experience (i.e., before and after the test), performance level, and self-efficacy. In this study, high performers’ prospective
and retrospective predictions were more accurate and confident than those of poor performers. As predicted by the IoK phenomenon,
poor performers overestimated their grades. However, they were less confident in their predictions. They were also able to benefit from theexperience of taking the test. In fact, their accuracy of prediction improved after the test. These findings, as well as the lower self-efficacy
of poor performers, suggest that wishful thinking, rather than IoK, is the culprit. Namely, poor performers are students who are aware of
their imperfect competence but have little confidence in their abilities.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 59

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Learning Experiences, Student Learning & Learner Diversity (cont'd)
58578

A Case for a Culturally Relevant Pedagogy: A Lesson from The Middle East
Maura Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
Runna Al Ghazo, Prince Mohammad Bin Fahd University, Saudi Arabia
Muamar Salameh, Prince Mohammad Bin Fahd University, Saudi Arabia
Hissa Al Mubarak, Prince Mohammad Bin Fahd University, Saudi Arabia

In educational settings where a curriculum developed in the USA is taught on foreign soil, teaching is particularly challenging, especially if
students’ socio-cultural and religious traditions invoke a distinct paradigm of human relations, and their habits of information acquisitionand communication emphasize reiteration. It has been proposed that active and meaningful learning, exemplified by culturally relevantpedagogy (CRP) can aid students by enhancing not only engagement but also academic performance through improved comprehension
and retention of information. In a field study, the effects on academic performance of two different CRP applications were measured.
Both entailed modes and contents of instruction that attend to the specific cultural characteristics of the learners. However, in thesystematic application condition, emphasis on culturally relevant content extended to both instruction and assessment, whereas
in the informal application condition, culturally relevant content was largely confined to instruction. Participants were students of a
Saudi Arabian university with a USA curriculum. They were enrolled in either a history course (2 sections) or a critical thinking course (6sections). Randomization determined the condition to which sections of each course were assigned. In this study, during the first halfof the semester, midterm and assignment performance did not significantly differ. However, performance during the second half of thesemester and attendance rates were higher for the systematic CRP condition. These findings suggest that emphasis on culturally relevant
content encompassing both learning and assessment can be beneficial to academic performance but its fruits become tangible only withsustained exercise.

Mind, Brain & Psychology
59258

Exploring the Cognitive Mechanism of Lifelong Learning and the Influence of Emotion
Yurou Wang, University of Alabama, United States
Jihong Zhang, University of Iowa, United States
Halim Lee, University of Alabama, United States

Lifelong learning is essential in today’s society of information explosion and technological transformation. Understanding how lifelong
learning manifests cognitively can promote student success and enhance machine learning. This project will explore the relationships
among three basic cognitive factors underlying lifelong learning: persistence, autonomy, and motivation. We will also examine theinfluence of emotion on lifelong learning. Studies to date have captured neither the multidimensionality of persistence nor the interactions
among persistence, motivation and autonomy. They have also ignored the impact of emotion on lifelong learning, although emotion
could alter the cognitive process of such learning. To address these knowledge gaps, this study will include an experiment and track
participants’ emotions using the Intelligent Micro-Facial Expression Recognition System. Five hundred college students will participate in
the experiment. Ultimately, this study will disentangle the intricate cognitive mechanism of lifelong learning to facilitate students’ lifelong
learning ability by considering the influence of emotion. Through experimenting with 102 college students, the research results showedthat (a) being given a choice and (b) the emotion of joy each contributed to learning persistence.

Nurturing Creativity & Innovation
59004

Student Voices as Nouveau Committee Work: Providing a Platform and Safe Community for the Realization of
Inspired Student-led Projects
Brandon Bigelow, Tokyo International University, Japan
Alexis Pusina, Tokyo International University, Japan

Department committee work is a compulsory yet vital component of higher education institutions. A limitless amount of untapped
potential exists within students, and committees can be established or adapted to support the interests of passionate, innovative students.
When students receive trust, respect, and liberation to author ideas of personal importance into manifestation, they are enriched at acomprehensive level. The presenters will share the origins and initial successes and challenges of a committee that provides a safe andencouraging platform for diverse and talented students to critically produce meaningful content at an international university in Japan.
After establishing a respectful and inclusive environment, the main roles of the committee members are to facilitate student-led projects,
hold regular meetings, advise, and provide accountability for students to be empowered achievers beyond the classroom. In addition to
the students’ sincere commitment, mandatory criteria for the student-led projects include being: inclusive, ongoing, realistic, educational,
and featured as part of the Student Voices committee community. The presenters will give examples of current student-led projects
based on topics such as: social justice, environmental education, university clubs, and intercultural exchange. Workshop participants
will learn about the need for a new style of committee focused on the development of skills of intercultural communication, SNS-content
production, and student leadership. Further, participants will come away with strategies for how to frame their desired niche committee
service to department heads. More than merely teachers, educators should be advocates for student voices.

60 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Primary & Secondary Education
59328

Improving Grade 3 Students’ Poetry Writing Skills Through Flipped Model of Instruction
Maria Christine M. Morada, De La Salle Santiago Zobel School, Philippines

The flipped model of instruction has been the focus of many researchers through the years due to its impact on students’ academic performance.
This action research study aims to uncover the pedagogical effects of applying the flipped classroom strategy to Grade 3 students’ poetry
writing skills. The researcher applied the triangulation technique where the data were analyzed through multiple resources to get more reliable
information. A researcher-made test on concepts on poetry was given to the participants as the pretest and the post-test of the study, worksheets,
quizzes, and Culminating Unit of Assessment (CUA) results were used for as a quantitative data, whereas questionnaire on students’ perceptionof the program through G-form, interview results, poetry writing for their main output and researchers observations were used for the qualitative
data gathering. The research participants were chosen purposively, coming from three sections in Grade 3 (n=74). To achieve this, a 4-weekplan was designed to provide students with activities on poetry writing. The students received the flipped model of instruction, materials were
given to them ahead of time through their Learning Management System (LMS) which is the Seesaw Application, moreover, this is a student
self-paced learning. The researcher used descriptive statistics in interpreting the results of the pretest, the post-test, and the feedback forms fordata analyses. The results indicated that there was a statistically significant difference in terms of the students’ writing skills based on the data
gathered, it also revealed that the students had a positive attitude towards the program.

Professional Training, Development & Concerns in Education
59325

Simulation & Apprehension with Digital Dentistry: Is Active Learning Really Needed?
Les Kalman, Western University, Canada

Students’ perspectives on teaching from a small size of fourth year dental students and Internationally Trained Dentists II candidates
was examined on an experiential learning digital dentistry elective course. A questionnaire was developed and distributed to 10 dental
students before and after the course. Each question was rated on a five-point Likert scale. The Wilcoxon Signed Ranks Test was used. Alldata analysis was conducted by Excel at the 0.05 level of significance. There was a 90% improvement that was detected in the students’perspectives after the course. All of the students (100%) reported an improvement in knowledge with a digital scanner after the course.
Although students’ perspectives demonstrated a change in almost all the participants (90%) after receiving the course, this change was
not statistically significant. There was no significant difference in students’ knowledge of digital dentistry before and after receiving thecourse. The dental profession is rapidly changing technologically, and it seems appropriate that dental education should include digitaldentistry. However, from this study it may be concluded that a suitable number of student participants are required for the elective courses.

Teaching Experiences, Pedagogy, Practice & Praxis
59243

Signature Pedagogy: Using Equity Audits to Identify Complex Problems of Practice
Dusty Palmer, Texas Tech University, United States

The purpose of this study was to understand the impact of a signature pedagogy used in a doctoral educational leadership program. Our
doctoral program is designed for action-research for doctoral students to identify and take action on a problem of practice within their school
district. The problem of practice is rooted in Rick Mintrop's design-based school improvement model. Furthermore, specific tools are taught
to doctoral students so that they can identify deep-root problems within the school context. In this study, an equity audit was used as a toolfor doctoral students to identify areas associated with equality, ethics, or social justice. The researcher examined 39 doctoral students’ equity
audits through a content analysis lens to identify commons themes. The inquiry leads to doctoral students identifying inequitable areas in theirschool district and creating action steps to address them. There were five themes that emerged: payroll teachers compared to the state average,
the imbalance of teacher demographics verse student demographics, lack of funding for special populations, a disproportionate amount of
discipline referrals of minority students, and the low percentage attendance rate of student sub-groups. Furthermore, using the equity audit as atool to examine school districts has started the process for doctoral students to identify a complex problem of practice in the field.
59393

Fostering Learner Autonomy Through Personalized Project-based Learning
Juan Villaflor, Defense Language Institute Foreign Language Learning, United States
Ying Zhang, AnQin Normal University, China

Learner autonomy is crucial to the success of foreign language teaching and learning. Although it is defined differently, the essence oflearner autonomy is to engage learners in the teaching and learning process. Traditionally, project-based learning is introduced into
foreign language classrooms to enhance learner autonomy by involving learners into teacher-directed projects that connect language
learning and its application. The greatest challenge, however, is the students’ unwillingness to participate in the language projects whichis caused by lack of personal connection with the projects. According to iNACOL, personalized learning advocates tailoring learning
according to students’ strengths, needs, and interests and enabling student voice and choice in what, how, when, and where they learn.
This presentation will propose that project-based learning be coupled with personalized learning to encourage personalized projects forstudents. Unlike traditional teacher-directed projects, personalized projects invite students to design and carry out their own projects,
which enable students to bring relevance to the project work and take ownership of their learning. This presentation will also put forward
a seven-step framework to effectively design and implement personalized project-based learning.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 61

iicehawaii.iafor.org/iicehawaii2021-virtual-presentations

IICEHawaii Virtual Presentations (Pre-Recorded)
Teaching Experiences, Pedagogy, Practice & Praxis (cont'd)
59498

Utilizing an Online Extensive Reading Graded Reader Programme in a Japanese University
Stephen Jennings, Tokyo University of Science, Japan
Marcus Sakellarios, Tokyo University of Science, JapanDavid Gann, Tokyo University of Science, Japan

In this study, we take into consideration the reform in English education policy in Japan, the reasons for recent national and institutional
policy reform and the repercussions in the teaching of reading. We consider the background to reading instruction in order to outline theshift from research governed by a behavioural approach to a psycholinguistic model of the reading process. This leads on to a summary of
how intensive and extensive reading is taught in 1) an English as a second language; and 2) on the English as a foreign language context.
Thereafter, we analyse the benefits and pitfalls of introducing first- and second-year students to an online extensive reading programmecalled MReader. There were both administrative and practical obstacles to overcome. The study concludes with a statement of future goals.
59516

Multigrade Teaching Experience in Ilocos Sur: Basis for Extension Program
Necy Cesaria Romo, University of Northern Philippines, Philippines

The main goal of this research is to describe the teaching experiences, problems, and concerns of fifty-seven multigrade teachers ofschools in Ilocos Sur. It analyzed the positive and negative impacts of multigrade teaching, which was the basis for an extension program.
The study made use of the descriptive survey method of research. The results showed that majority of the respondents are handling
Grades 1 & 2 classes; 21-25 years of age, married, females, bachelor's degree holder; with 6-10 years of experience, belong to Salary
Grade Scale of 11, and have attended training in the district, division, regional, and national level. The respondents believed that the levelof assessment of the multigrade classes is very satisfactory; there is no significant relationship between the profile of the respondents
and the level of assessment on multigrade classes; there are no significant differences on the three sets of respondents. Also, participants
responded that there is too much work for teachers in multi-grade classrooms. Nevertheless, they enjoyed and are used to teaching
multigrade classes. Given such findings, the "Turo Mo, Gawa Ko, Kagalingan ng Mag-aaral Ko:" (Your Teaching, My Output, Improvementof my Learners)A CTE Extension Program is proposed to provide supplementary aid to multigrade teachers.
59486

Students’ Satisfaction, Efficacy, and Achievement on Learning Science, Technology, and Society (STS) Online Course
Jose Noel Fabia, De La Salle, College of St. Benilde, Philippines
Maricar Prudente, De La Salle University, Philippines

The global pandemic has brought an unforeseen change in the field of education. Different schools have to shift to online teaching tocontinue the students' education to cope with the adversity. This study explores the students’ satisfaction, self-efficacy, and academic
achievement using online learning materials in the Science, Technology, and Society course. This study employed a mixed-method actionresearch design and utilized a case study approach. The researcher used the Students Satisfaction in Distance Learning Questionnaire,Self-Efficacy for Self-Directed Learning Questionnaire, teacher-made tests (pretest and posttest), interview, and reflective journal sources ofdata. The quantitative and qualitative data were analyzed using the joint display analysis. This case study's intervention was implemented
in a private college in Manila, Philippines, where 25 students participated. After the intervention, most students are satisfied with the teacher
and the students' interaction, the teacher’s performance, and the course content. Simultaneously, the student has commendable selfdirected skills in performing the online tasks that made them efficient in the course. Moreover, there is an increase in the students' scoresin the posttest, revealing a significant and higher difference from the pretest, making the online learning materials in STS effective. Still, thestudents’ learning primarily depends on the lesson design, materials, teacher’s technical abilities, modes of interaction, and the course's
relevance. Thus, the teachers should emphasize the lesson design, develop technological skills, promote proper communication with thestudents, provide meaningful learning activities, consider students’ mental health, and use asynchronous online teaching strategies.
58579

Moral Choices in Class: The Importance of Reminders

Maura Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
Tahani Algouhi, Prince Mohammad Bin Fahd University, Saudi Arabia
Eman Abdulhadi, Prince Mohammad Bin Fahd University, Saudi Arabia
Jood Alhowais, Prince Mohammad Bin Fahd University, Saudi Arabia
Circumstances, such a difficult test or a looming deadline, may challenge the rectitude of otherwise honest students. According to theself-concept maintenance model of Mazar, Amir, and Ariel (2008), if the opportunity for dishonesty arises, students may misbehave, butvery little so that their positive self-concept is not substantially tarnished (Goldstone & Chin, 1993). Events in the current situation, suchas reminders of either religious principles or secular justice, can prime students’ ethical standards, thereby deterring dishonesty. Yet,depending on the relative prevalence of religious values over secular values in their society, religious reminders may become superfluous(adaptation response) or have a stronger impact as the values they represent can be easily brought to mind (recency effect). In the present
study, students from Saudi Arabia, where religion is inserted in everyday life, were given the opportunity to cheat. Specifically, they wereasked to self-assess their performance on a math task while believing that their assessment would either be anonymous (opportunityto-cheat condition) or be linked to their names (control condition). Before self-assessment, students were exposed to religious or secularreminders of honesty or to neutral primes. In agreement with the evidence of earlier studies conducted in the Western world, students
inflated their self-assessments very little, and even less when presented with either secular or religious reminders of honesty. Comments
during debriefing suggested that secular ethical values of justice were often seen as expressing Islamic principles. Implications for
instructional practices in the classroom are discussed.

62 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

iicseehawaii.iafor.org/iicseehawaii2021-virtual-presentations

IICSEEHawaii Virtual Presentations (Pre-Recorded)
Clean and Affordable Energy
59026

Striving for Energy Autonomy? An Empirical Investigation of Homeowners’ Drivers and Barriers to Participationin Community Energy Systems in Germany
Karen Wesely, TU Dortmund University, Germany
Christian Thommessen, University of Duisburg-Essen, Germany
Hartmut H. Holzmüller, TU Dortmund University, Germany
Angelika Heinzel, University of Duisburg-Essen, Germany

Despite extensive political funding programs, the energy consumption in Germany for space heating and hot water stagnated on a high levelof 870 TWh over the past few years and even exceeded the level of 2010. To reduce consumption and meeting energy-efficiency goals, private
homeowners need to participate in community energy systems (CES). However, homeowners’ reluctance to join CES constitutes a major
issue which recent research has not clarified so far. Focusing primarily on local district heating systems, we use two theoretical approaches,
motivation and attribution theory, to shed more light on drivers and barriers in the decision-making process of homeowners. To gain insights,
an explorative research design was chosen. Up until now, we are able to report findings from 22 problem-centered interviews with homeowners
as well as experts. Our results show that subjectively perceived energy autonomy can be a barrier for private homeowners to participate in CES.
Furthermore, there is a discrepancy between objective energy autonomy, as defined from a technical perspective, and homeowners’ perceptionof it. Regarding this, our results demonstrate that the two major aspects shaping homeowners’ perception of energy autonomy are (1) perceived
independence from third parties as well as other external influences, and (2) a sense of control over the home energy system and its costs.
Our study provides new insights into the decision-making process of homeowners to participate in CES. Additionally, we identified several
implications in how far practitioners can address subjectively perceived energy autonomy to activate homeowners to join CES.

Climate Change
59376

Assessment of Thermal Comfort and Microclimate in Urban Street Canyons – A Review of Recent Research
Clarence Dissanayake, University of Moratuwa, Sri Lanka
U. G. D Weerasinghe, University of Moratuwa, Sri Lanka
Janaka Dharmasena, University of Moratuwa, Sri Lanka

Streets are among the major components of Cities where walkability and livability can be enhanced by creating comfortable environments.
But, as the global mean surface and air temperature have been projected to increase during this century, the intensity of corresponding
extreme thermal stress events are also expected to rise thus making significant contributions towards global warming in the foreseeable
future. This paper is based on recent studies on assessing microclimate and thermal comfort in urban street canyons. The results ofrecent research concluded that the street morphology, properties of street surfaces, vegetation cover are the main design factors, and Air
temperature (Ta), Wind speed, Wind direction, Relative humidity (RH), and Mean radiant temperature (MRT) are the dominant meteorologicalparameters affecting the level of thermal comfort. Street aspect ratios H/W, sky view factor (SVF), and Street axis orientation are key
parameters of street morphology, while the parameters of vegetation are categorized into Geometry, density, configuration, and physicalproperties of plants. Furthermore, surface albedo, color, and reflectance are identified under the properties of street surfaces. The tendencyof recent research approaches has been to rely on simulation modeling with reference to different design scenarios employing specified
thermal comfort indices. Further, thermal comfort assessment coupled with different vegetation configurations, street-level ventilation,and varied asymmetrical street aspect ratios have not received adequate attention in previous studies yet. By the end of this review, ENVImet micro-meteorological simulation model employing with Physiological Equivalent Temperature (PET) is suggested for future researchon microclimatic improvements in street canyons.
59043

Get Out of Your Comfort Zone: Externalization in Architecture to Increase Social and Environmental Connectivity
Christina Brown, Carnegie Mellon University, United States
Erica Cochran, Carnegie Mellon University, United States
Dana Cupkova, Carnegie Mellon University, United States
Vivian Loftness, Carnegie Mellon University, United States
Azadeh Sawyer, Carnegie Mellon University, United States
Nida Rehman, Carnegie Mellon University, United States

Buildings currently account for 39% of energy-related carbon dioxide emissions annually, worldwide. Despite the acceleration of climate change,architecture is increasingly designed as hermetically sealed boxes, requiring increased conditioning, which in turn further contributes to thegreenhouse gas emissions warming up our planet. In addition to disassociating people from the natural environment, this also creates spaces
where people disconnect from their community, and live within boxes both physically and socially. Though current research addresses manyenvironmental and human health concerns that arise from internalized architecture, it does not address the social disconnection nor is there any
specific terminology and research that focus on externalizing programming as a strategy. To fill this gap, this synthesis establishes importantterminology and research to support ‘externalization’, and explores the environmental and social impacts of externalizing programs throughboth design evaluation and morphology. Through thorough literature review, case studies research and analysis, the importance and impacts ofexternalization is defined. Then an externalization taxonomy is developed to support designers in two ways – as a design evaluation tool andas a design support for integrated architectural design and innovation that would better demonstrate how externalization can create integrated
designs that provide layers of environmental, social, and health benefits while reducing the total building energy demands. Especially in thecontext of the current pandemic (COVID-19), externalization is evermore important. The synthesis provides the necessary groundwork to allow
for externalization to be researched further, and provide designers the necessary framework to shift towards externalized design approaches.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 63

iicseehawaii.iafor.org/iicseehawaii2021-virtual-presentations

IICSEEHawaii Virtual Presentations (Pre-Recorded)
Climate Change (cont'd)
59081

Foreign Economy and Carbon Emissions: A Verification From Threshold Effect of Development Disparity in China
Zhiguang Song, Sophia University, Japan

Since the proposal of China’s biggest cross-border project (Belt & Road Initiative), China's foreign trade and investment have experienced
rapid growth, making the correlation between economic growth, external economic activities, and environmental pollution in China has
been a focusing issue. On that basis, the non-linear relationship between China's foreign investment and trade, and level of carbon
emissions will be conducted based on a panel data of 30 administrative divisions in 2003-2017. Specifically, the threshold regression
model with fixed effects is applied to verify how’s the threshold variables of economic growth and technique investment will impact such
relationship as structural breaks. Consequently, given sustainability and emission reduction in China, the empirical results first suggestthat outbound investment & trade activities with a higher level of domestic economic growth or technique investment can significantly
help reduce carbon emissions through technology feedback in China (i.e., marginal increase in China’s outward investment will emit lessdomestic emission level when GDP (Gross Domestic Product) exceeds 18542.395 Chinese yuan/per). In particular, based on the spatialtemporal features of threshold variables, it is supported that less developed areas in economic growth and technique investment likeSouthwest and Northwest China (i.e., Guizhou, Guangxi, Xinjiang, and Qinghai in this study) are empirically supposed to actively seek
overseas economic cooperation in low carbon industries, and central government should also give more policy priority to those regions to
help them to cross the threshold of economic development, to achieve a low-carbon and sustainable development.

Consumption, Production & Waste
59410

BioTRIZ: Subsidies for Projects in Biomimicry and Design
Alice Marques de Sa, University of Brasilia, Brazil
Dianne Viana, University of Brasilia, Brazil

Biomimicry combines multiple perspectives from the biological sciences to generate creative productions through emulations of nature.
In this sense, the integration of tools of such field in the design area is valuable and it would, ultimately, stimulate the transformationof the production cycles so that they can resemble the rich systems of the biosphere. Therefore, the present work aims to investigate
the relevance of the applications of biomimicry tools in design, and, more specifically, the use of the BioTRIZ matrix, through a literature
review. Therefore, the descriptor "BioTRIZ" was used in international databases. On the Web of Science, 6 publications were obtained in the
period from 2008 to 2020. 8 works were found in Scopus between 2008 and 2020. In Google Scholar, a search for Brazilian contributions
was conducted in the same period of the aforementioned repositories, totaling 4 publications. The prevalence of BioTRIZ in projects inengineering, design and technology was evidenced. In addition, it was noted that the principles of innovation derived from biologicalsystems tend to provide more numerous and creative contributions in terms of generating alternatives. It is also worth mentioning that
BioTRIZ is more adaptable to ecological and sustainable practices compared to the TRIZ tool. Furthermore, when adopting aspects ofbiomimicry in their repertoire, professionals integrate natural knowledge that demonstrate potential to propagate innovative projects
based on the conservation of biodiversity and that can also stimulate quality of life. It is suggested to analyze and experiment with the
BioTRIZ tool in new project contexts.
59320

Environmental and Social Engagement Best Practice to Face Pandemic Circumstance: A Sharing From Vale
Indonesia, Sorowako Site
Dewi Permatasari, Environmental Professional, Indonesia
Sudirman Payangan, Vale Indonesia, Indonesia
Aris Prio Ambodo, Vale Indonesia, Indonesia
Gunawardana Vinyaman, Vale Indonesia, Indonesia
Abu Ashar, Vale Indonesia, Indonesia

The COVID-19 pandemic in 2020 has broken the normal bonds of human interaction, whether in the personal sphere or in the industrial
sphere, regardless of where a person happens to live. Several industries which play important roles in fulfilling global demands, including
the nickel mining and smelting industry, still need to resume operations in full regardless of the global disruption caused by the coronavirus
outbreak. They also have to maintain an environmentally-friendly practice while stepping up social engagement to support community
who has been adversely impacted by the pandemic. This paper focuses on how Vale Indonesia is still conducting its business operations
to maintain its daily business while adhering to the precautionary measures on its surrounding communities.
Vale has actually coined several innovative programs to improve environmental concern, consisting utilization of waste materials to
reduce demands for single-use ones. On the other hand, the company has also focused on conducting social engagement and community
support activities, especially by providing life support assistances and programs which can boost the communities to be more productive
and improve their capacities to be resilient amid the devastating impact of the pandemic. Vale has calculated that Sorowako sites will
be able to maintain their environmental management by contributing to energy efficiency 12,626.00 GJ, emission reduction 17 tonsof PM, waste utilization (hazardous 1,994,402 tons and non-hazardous – 20,000 tons), waste efficiency 586,087,488 m3, wastewater
effectiveness 19.94 tons of TSS, reclamation activity of 149 plants species and empowered more than 5,000 communities over the courseof a year.

64 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

iicseehawaii.iafor.org/iicseehawaii2021-virtual-presentations

IICSEEHawaii Virtual Presentations (Pre-Recorded)
Education
59359

The Role of Social Media in Health Communication: Implications for Coronavirus Disease
Yu-Ning Chuang, University of Sheffield, United Kingdom

As the Coronavirus disease (COVID-19) pandemic around the world, which have highlighted the power of social media. The media has asignificant agenda-setting role in health communications (e.g. Eysenbach, G. 2008; Chou, W.Y.S., Hunt, Y.M., Beckjord, E.B., Moser, R.P.
and Hesse, B.W. 2009). Kamel Boulos and Wheeler (2007) emphasized the social media plays an enabler in health communication fororganizations, clinicians, patients and laypersons. In this paper, I observe the news representation of COVID-19 and how the reporters
play the role in sustainable education on health communication. In this paper, I collect the COVID-19 news during the COVID-19 period(March 13–April 21st) and the pre-COVID-19 period (January 8th-March 12th) in the top five popular news pages in Facebook in Taiwan
and then access the content analysis. In preliminary observation, the news performance of pre-COVID-19 in Taiwan is similar to German(Quand, Boberg, Schatto-Eckrodt and Frischlich 2020), which represents that the social media plays a main approach in providing theknowledge of COVID-19 and spreading panic at the same time. And reflects the structure changing of the Facebook coverage from lackof coverage to a broad range of coverage on Corona-related issues and societal concerns. Along with new media developments, it isnecessary to understand the news performance of the COVID-19 on Facebook, which will be of benefit to improve sustainable education
on health communication.

Industry, Innovation & Infrastructure
58829

Establishing Strategic Legitimacy for Canadian Firms: The Influence of Corporate Characteristics andInternational Activities on the Level of Sustainability Reporting
Philip Walsh, Ryerson University, Canada
Ranjita Singh, Ryerson University, Canada

Corporate sustainability reporting has been recognized as a strategy for firms seeking to establish their legitimacy as sustainable
companies. This study seeks to expand upon the existing empirical literature by examining not only traditional corporate characteristics that
influence the level of sustainability reporting but also less-examined characteristics such as their internationalization and their operationin emerging economies. A review of 234 large Canadian-based, publicly-traded companies was undertaken to examine the use of the
Global Reporting Initiative (GRI) framework and to test hypotheses about the level by which sustainability reporting is associated with thesecharacteristics. Our findings indicate that Canadian-based companies with operations in emerging economies are more likely to produce
more comprehensive sustainability reporting than those who do not, suggesting heightened sensitivity to establishing strategic legitimacy
when active in developing countries. The influences of corporate size, industry, and level of internationalization were not significant.
59020

A GIS based Green Infrastructure Planning Framework for Water Sensitive Spatial Planning
Anjana Bhagyanathan, National Institute of Technology Calicut, India
Anju John, National Institute of Technology Calicut, India

Green Infrastructure is a network of strategically planned natural and semi-natural areas that provide a wide array of ecosystem services.
As the world is changing at a fast pace, interconnected green spaces are more likely to survive and contribute to the wellbeing of humansettlements rather than isolated ones. The spatial aspect of this network is largely dependent on the ecosystem service that is prioritizedfor the region. For tropical belts that combine high population density, rainfall, and landscape change due to rapid urbanization, flood
control through runoff management is of paramount importance. We are exploring the case of Kerala, the southwestern state of India
here. The region is witnessing rapid conversion of green and blue areas into built-up areas. Large-scale Land-use/ Land-cover (LULC)
changes are taking place in the state. This unplanned urbanization is causing tremendous pressure on existing green infrastructure.
Systematic GIS-based studies on hydrological response to LULC changes are imperative in the current scenario where flood control is offoremost importance, for arriving at a systematic green infrastructure plan that addresses runoff management. It is anticipated that thisGIS-based framework for systematically delineating green infrastructure will have applications in urban and regional planning and nature
conservation fields.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 65

iafor.official

Follow The International Academic Forum on Instagram and join theconversation using the hashtag #IAFOR

Reviewers

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 67

Conference 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.

Review Committee
Dr Mohamed Askar, Southern Utah University, United States
Dr Balamuralithara Balakrishnan, Sultan Idris Education University, Malaysia
Dr Hungche Chen, Chang Gung University of Science and Technology, Taiwan
Dr Minako Inoue, Health Science Unviersity, Japan
Professor Heeseon Jang, Pyeongtaek University,
Professor Cláudia Lima, Id+ / FBAUP / University Lusófona Do Porto, Portugal
Dr Matthew Motyka, University of San Francisco, United States
Dr Esther Ntuli, Idaho State University, United States
Dr Lillian Nyamizi, Institute of Finance Management (IFM), Tanzania
Dr Reynold Padagas, Jose Rizal University, Philippines
Dr Kristin Palmer, University of Virginia, United States
Dr Miguel Varela, Academic Bridge Program, Qatar
Dr Shinichi Yamazaki, J.F. Oberlin University, JapanDr Yifeng Yuan, University of Technology Sydney, Australia

Senior Reviewers
Dr Mishkat Al Moumin, The Defense Language Institute Foreign Language Center, United States
Dr Mohammed Alzahrani, King Saud Bin Abdulaziz University for Health Sciences, Saudi Arabia
Dr Lisa Battaglino, Bridgewater State University, United States
Professor Valentina Canese, Universidad Nacional de Asunción, Paraguay
Dr Gregory Ching, Fu Jen Catholic University, Taiwan
Professor Biljana Djoric Francuski, University of Belgrade, Serbia
Dr Stacy George, University of Hawai'i at Manoa, United States
Dr Abdelaziz Mohammed, Albaha University, Saudi Arabia
Dr Yasmine Mostafa, University of Fukui, JapanDr Randall Osborne, Texas State University, United States
Dr Alexandru-Ionut Petrisor, Ion Mincu University of Architecture And Urbanism, Romania
Dr Krishnendu Sarkar, NSHM Knowledge Campus, India
Dr Laverne Seales, California Lutheran University, United States
Dr Jill Tussey, Buena Vista University, United States
Dr Juan Villaflor, Defense Language Institute Foreign Language Learning, United States

68 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Reviewers
Dr Silvia Abad-Merino, University of Córdoba, Spain
Dr Theis Raschou Andersen, VIA University College, Denmark
Dr Anjana Bhagyanathan, National Institute of Technology Calicut, India
Dr Yung-Huei Chen, National Chung Cheng University, Taiwan
Dr Leslie Haas, Buena Vista University, United States
Dr Murod Ismailov, University of Tsukuba, JapanDr Marta Kopinska, University of the Basque Country, Spain
Dr Yuji Obataya, Geneva University, Switzerland
Dr Sweta Patnaik, CPUT, South Africa
Dr Christine Slade, The University of Queensland, Australia
Dr Marilyn Thompson, University of Waterloo, Canada
Dr Jovita Villanueva, Bulacan State University, Philippines
Dr Philip Walsh, Ryerson University, Canada
Dr Yurou Wang, University of Alabama, United States
Dr Melo-Jean Yap, San Diego State University, United States

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 69

Submit your research to the

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

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

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

Presenters
List (A-Z)

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 71

IICE/IICSEEHawaii2021

Presenters List (A-Z)
Abad-Merino, Silvia			p. 51
University of Córdoba, Spain
Abdulhadi, Eman			p. 48
Prince Mohammad Bin Fahd University, Saudi Arabia
Acar, Gelyn 			p. 56
De La Salle University Manila , Philippines
Alghazo, Runna			p. 59
Prince Mohammad Bin Fahd University, Saudi Arabia
Algouhi, Tahani
		p. 62
Prince Mohammad Bin Fahd University, Saudi Arabia
Allman, Alan Peter 		p. 33
Queen Mary University of London Engineering
School, United Kingdom
Andersen, Theis Raschou
p. 28
VIA University College, Denmark
Askar, Mohamed
		p. 45
Southern Utah University, United States
Azizan, Siti Norbaya 		p. 59
Sunway University, Malaysia
Baker, Jared 			p. 45
Southern Utah University, United States
Barr, Michael 			p. 53
Kyoto University of Foreign Studies, Japan
Battaglino, Lisa
		p. 41
Bridgewater State University, United States
Battsengel, Enkhchimeg
p. 32
Tokyo Institute of Technology, Japan
Betts, Anastasia
		p. 58
University at Buffalo, United States
Bhagyanathan, Anjanap. 65
National Institute of Technology Calicut, India
Bigelow, Brandon James
p. 60
Tokyo International University, Japan
Bigelow, Brandon James
p. 60
Tokyo International University, Japan
Bremer, Mark 			p. 43
SUNY Polytechnic Institute, United States
Broadbridge, James 		p. 53
Bunkyo Gakuin University, Japan
Brown, Christina			p. 63
Carnegie Mellon University, United States
Campbell, William			p. 29
Harvard University Extension School, UnitedStatesCanese, Valentina			p. 40
Universidad Nacional de Asunción, Paraguay
Chen, Yung-Huei
		p. 53
National Chung Cheng University, Taiwan
Chicotsky, Brandon			p. 35
Texas Christian University, United States
Ching, Gregory			
p. 52, 54
Fu Jen Catholic University, Taiwan
Chuang, Yu-Ning			p. 65
University of Sheffield, United Kingdom

Chung, Bohyon
		p. 54
Hanbat National University, South Korea
Clark-Stallkamp, Rebecca
p. 57
Virginia Tech, United States
Davis, Jaymee Nanasi		
p. 44
University of Hawaii Maui College, United States
De Roode, Alexander 		p. 28
KTH Royal Institute of Technology, Sweden
Di Fazio, Samantha 		p. 57
University of Windsor, Canada
Dissanayake, Clarence		p. 63
University of Moratuwa, Sri Lanka
Duong, Hao				p. 52
Thai Nguyen University, Vietnam
Duplice, John 			p. 58
Sophia University, Japan
Dwumah Manu, Blessing
p. 52
Jiangsu University, China
Fabia, Jose Noel		p. 62
De La Salle, College of St. Benilde, Philippines
Fabienke, Nika			p. 57
Age of Learning, Inc., United States
Fujii, Rayna 			p. 33
University of Hawai'i at Manoa, United States
Gann, David				p. 62
Tokyo University of Science, Japan
Geier, Ingrid 			p. 36
Salzburg University of Teacher Education, Austria
Geist, Jennifer			p. 31
Zeitgeist Creations, United States
George, Stacy 			p. 33
University of Hawai'i at Manoa, United States
Gonzales, Maria Theresa
p. 59
Centro Escolar University, Philippines
Gonzalez Smith, Monica		p. 40
University of Hawai'i at Manoa, United States
Gough, Wendy M.
		p. 49
Bunkyo Gakuin University, Japan
Groleau, Audrey			p. 30
Université du Québec à Trois-Rivières, Canada
Gu, Yulong
			p. 55
Stockton University, United States
Guarraia, Michael		p. 48
NASA, United States
Gungaarentsen, Otgonsuren
p. 39
Mongolian National University of Education, Mongolia
Haas, Leslie 			p. 56
Buena Vista University, United States
Hahn, Aaron 			p. 42
Teachers College Columbia University, South Korea
Hasager, Ulla 			p. 36
University of Hawai'i at Manoa, United States
Herbuela, Von Ralph Dane		p. 35
Ehime University, Japan72 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)IICE/IICSEEHawaii2021

Presenters List (A-Z)
Inoue, Minako 			p. 30
Health Science University, Japan
Ismailov, Murod			p. 59
University of Tsukuba, Japan
Jennings, Stephen			p. 62
Tokyo University of Science, Japan
Jnawali, Hari				p. 31
University of Waterloo, Canada
Kalman, Les				p. 61
Western University, Canada
Kartha, Riya				p. 58
Soka University, Japan
Kennedy, Andrea			p. 58
Mount Royal University, Canada
Khemanuwong, Thapanee		p. 54
King Mongkut's Institute of Technology
Ladkrabang, Thailand
Kim, Eunjung				p. 55
Pusan National University, South Korea
Kocnevaite, Agne			p. 33
Queen Mary University of London Engineering
School, United Kingdom
Kopinska, Marta
		p. 38
University of the Basque Country, Spain
Kurata, Shin				p. 49
Nagasaki University, Japan
Kusumoto, Yoko			p. 53
Tokyo University of Technology, JapanKyrö, Jari				p. 33
Laurea University of Applied Sciences, Finland
Lecompte, Gabriel		p. 30
Université du Québec à Trois-Rivières, Canada
Liu, Chia-Ning Jenny 		p. 53
Defense Language Institute, United States
Long, Robert 			p. 58
Kyushu Institute of Technology, Japan
Marques De Sa, Alice 		p. 64
Universidade de Brasilia, Brazil
McNally, James			p. 30
University of Michigan, United States
Morada, Maria Christine M.		
p. 61
De La Salle Santiago Zobel School, Philippines
Mostafa, Yasmine
		p. 41
University of Fukui, Japan
Mouri, Masako			p. 31
Nagoya City University, Japan
Nakayama, Shusaku		
p. 49
Meiji Gakuin University, Japan
Nariman, Nahid		p. 44
Transformative Inquiry Design for Effective
Schools and Systems (TIDES), United States
Nightingale, Faith			p. 33
Queen Mary University of London Engineering
School, United Kingdom

Nomaan, Saima			p. 41
Higher Colleges of Technology (HCT), Al Ain
Men's College, United Arab Emirates
Ntuli, Esther 			p. 45
Idaho State University, United States
O'Connor, Kevin			p. 40
Mount Royal University, Canada
Obataya, Yuji 			p. 39
Geneva University, Switzerland
Ordonez-Ponce, Eduardo		
p. 28
Athabasca University, Canada
Ortolano, Jamie			p. 42
Fayston Preparatory School, South Korea
Palmer, Dusty 			p. 61
Texas Tech University, United States
Palmer, Kristin			
p. 48, 50
University of Virginia, United States
Patnaik, Sweta			p. 48
CPUT, South Africa
Petrisor, Alexandru-Ionut
p. 32
Ion Mincu University of Architecture and
Urbanism, Romania
Pilotti, Maura 			p. 60
Prince Mohammad Bin Fahd University, Saudi Arabia
Poisson, Alexander			p. 43
SUNY-ESF, United States
Poon, Tsz Fung			p. 29
National University of Singapore, Singapore
Pulu, Byron				p. 50
University of Hawai'i at Manoa, United States
Reider, David 			p. 43
Education Design, inc., United States
Rhoades, Gena			p. 46
US Department of State, English Language
Programs, United States
Rodrigues, Ashley		p. 41
Bridgewater State University, United States
Rofiah, Nurul Hidayati
p. 51
Hiroshima University, Japan
Romo, Necy Cesaria 		p. 62
University of Northern Philippines, Philippines
Rossitto, Sarajean
		p. 35
Sophia University, Japan
Saito, Yumi 			p. 44
University of Hawai'i at Manoa, United States
Sakellarios, Marc			p. 62
Tokyo University of Science, Japan
Sarkar, Krishnendu			p. 45
NSHM Knowledge Campus, India
Schlaack, Nicole			p. 34
University of Hawai'i at Manoa, United States
Seales, Laverne
		p. 38
California Lutheran University, United States

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICSEEHawaii2021 | IAFOR.ORG | 73

IICE/IICSEEHawaii2021

Presenters List (A-Z)
Sethuraman, Mekala			p. 55
National Institute of Technology-Tiruchirappalli, India
Sharma, Sushila
		p. 31
Tribhuvan University, Nepal
Shishido, Makoto
		p. 50
Tokyo Denki University, Japan
Slade, Christine			p. 41
The University of Queensland, Australia
Smith, Charles A			p. 50
Our Lady of the Lake University, United States
Soflaei, Farzaneh
		p. 43
SUNY Oneonta, United States
Song, Zhiguang		p. 64
Sophia University, Japan
Tamura, Mika 			p. 44
Kyushu University, Japan
Trambley, Jeffrey
		p. 34
Musashino Gakuin University, Japan
Trejo, Silvia 			p. 42
Fayston Preparatory School, South Korea
Tsedendamba, Narangerel
p. 39
Mongolian National University of Education,
Mongolia
Tussey, Jill			p. 55
Buena Vista University, United States
Uusitalo, Tero 			p. 33
Laurea University of Applied Sciences, Finland
Van Campenhout, Rachel		p. 45
Acrobatiq by VitalSource, United States
Villaflor, Juan 			p. 61
Defense Language Institute Foreign Language
Learning, United States
Vinyaman, Gunawardana
p. 64
Vale Indonesia, Indonesia
Walsh, Philip 			p. 65
Ryerson University, Canada
Wang, Yurou 			p. 60
University of Alabama, United States
Watanabe, Hiroaki
		p. 58
Kyushu Institute of Technology, Japan
Wesely, Karen 			p. 63
TU Dortmund University, Germany
Wilson, Tara 			p. 36
University of Texas Permian Basin, UnitedStatesYamauchi, Darlene 		p. 49
Bunkyo Gakuin University, Japan
Yamazaki, Shinichi 		p. 51
J.F. Oberlin University, Japan
Yang, Jui-Mei 			p. 56
National Tsing Hua University, Taiwan
Yap, Melo-Jean
		p. 36
San Diego State University, United States
74 | IAFOR.ORG | IICE/IICSEEHawaii2021 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

www.iafor.org/conferences

Upcoming Events

Tokyo, Japan, 2021

Singapore, 2021

March 22–24, 2021

May 13–15, 2021

The Asian Conference on Education &International Development(aceid.iafor.org)

The Southeast Asian Conference on Education(seace.iafor.org)

March 25–27, 2021

London, UK, 2021

The Asian Conference on Language(acl.iafor.org)

July 15–18, 2021

March 29–31, 2021

The European Conference on Education(ece.iafor.org)

The Asian Conference on Psychology & theBehavioral Sciences(acp.iafor.org)

The European Conference on Language Learning(ecll.iafor.org)

The Asian Conference on Ethics, Religion &Philosophy(acerp.iafor.org)
The Asian Conference on Aging & Gerontology(agen.iafor.org)

May 23–26, 2021
The Asian Conference on the Arts & Humanities(acah.iafor.org)
The Asian Conference on the Social Sciences(acss.iafor.org)

June 02–05, 2021
The Asian Conference on Cultural Studies(accs.iafor.org)
The Asian Conference on Asian Studies(acas.iafor.org)

November 25–28, 2021
The Asian Conference on Education(ace.iafor.org)

July 22–25, 2021
The European Conference on the Arts & Humanities(ecah.iafor.org)
The European Conference on Media,
Communication & Film
(euromedia.iafor.org)

Kyoto, Japan, 2021
November 09–12, 2021
The Asian Conference on Media,
Communication & Film(mediasia.iafor.org)
The Kyoto Conference on Arts, Media & Culture(kyoto-amc.iafor.org)

Introducing the
IAFOR Research Centre
at Osaka University, JapanThe IAFOR Research Centre (IRC) is a politically independent, international andinterdisciplinary think tank based at the Osaka School of International Public Policy(OSIPP), at Japan’s Osaka University, that conducts and facilitates international
and interdisciplinary research projects. The main focus is to encourage mutualinternational and intercultural understanding and cooperation in line with IAFOR’s
mission of encouraging interdisciplinary discussion, facilitating heightenedintercultural awareness, promoting international exchange, and generating andsharing new knowledge.
The IRC helps to nurture and capacity build by encouraging students to take part ininternational conferences and research projects, in line with the Osaka University’s
Global 30 commitments from Japan’s Ministry of Education, Culture, Sports, Scienceand Technology (MEXT).
For more information about the IAFOR Research Centre visit:www.osipp.osaka-u.ac.jp/iaforresearchcentre/
THE IAFOR RESEARCH CENTREOSAKA SCHOOL OF INTERNATIONAL PUBLIC POLICYOSAKA UNIVERSITY

大阪大学大学院国際公共政策研究科OSIPP
IAFOR研究センター