bluuebunny/crossref_metadata_2025 huggingface dataset:
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Authors: Ribas Denys
Published: December 2018

Si la destructivité que révèle la désorganisation somatique est tout le contraire d’une puissance diabolique mais au contraire défaillance de mentalisation et carence menaçant la vie, la question du risque d’allonger un patient narcissiquement fragile concerne tous les psychanalystes. La seconde théorie des pulsions permet de penser les états de débordements psychiques en fonction du degré de désintrication des pulsions de vie et de mort, avec des différences notables selon les auteurs. Elle donne aussi le moyen de penser les effets intricateurs de l’investissement par l’objet, convoqués tant dans le tissage transféro-contre-transférentiel de la situation analytique « de base » que dans les situations de fragilité narcissique où l’objet interne et les potentialités projectives sont défaillantes, rendant vital l’investissement par l’objet réanimant la psyché, ce qui modifie la question de l’interminabilité en posant celle de traitements psychiques palliatifs.
La perception de la vie et de la mort… des enfants dans la culture malgache
Authors: Randriantsara Ranjatiana
Published: December 2018

Le fait que des femmes malgaches ne déclarent pas les naissances d’enfants mort-nés se comprend grâce à la conception de la vie et de la personne malgaches : ces enfants, appelés zaza rano  (enfant-eau), ne sont pas considérés comme des humains dignes d’être pleurés. Grâce à une enquête réalisée dans différentes régions de Madagascar, l’auteur s’appuie sur les témoignages et des observations anthropologiques permettant de restituer les pratiques autour des enfants pour les humaniser en cohérence avec la cosmogonie malgache. Pour autant, même si socialement les êtres zaza rano ne sont pas pleurés, le chagrin des parents existe mais il n’a pas de lieu pour s’exprimer.
Le portage du bébé
Authors: Diodo Ly Oumou , Absa Dieng Mame , Camara Momar , Sandri Rosella , Habib Thiam Mamadou
Published: December 2018

Transmis de génération en génération et observé dans toutes les cultures, le portage a une fonction importante pour le bébé. Le milieu traditionnel africain assure au bébé un bien-être total, un épanouissement serein, un meilleur développement psychomoteur, social et cognitif. À travers deux observations du bébé dans sa famille fondées sur la méthode Esther Bick, les auteurs illustrent les conceptions du portage en milieu sénégalais. Nos observations révèlent un processus du portage qui suit le développement psychomoteur du bébé. En effet, de la naissance à 6 mois, le bébé est porté horizontalement dans les bras de la mère ; à partir de 6 mois elle passe à la position verticale, et une fois la position assise acquise, il est porté sur la hanche. Le matériel du portage est chargé de représentations symboliques, où les lignées maternelle et paternelle sont convoquées. La première séance de portage est un moment spécial qui invite la communauté à choisir une personne singulière avec des critères stricts. L’avenir du bébé dans cette communauté est par conséquent tributaire de ce rituel. Le portage garde ainsi une importance réelle pour les familles, d’autant qu’il garantit sécurité et développement au bébé.
BIG Data
Authors: Hariharanath K.
Published: December 2018

The basic functions such as production, marketing, and finance continue to be the same from an agricultural economy to an industrial economy. Business processes, procedures, methods, strategy, management thinking, and approach related to basic functions have been changed due to global market competition. Consequent to global competition, business activities have become more complex. Due to this complexity, the type and quantum of information required by the business enterprises are increasing. It is interesting to note that information and communication technology is providing many new concepts to handle and manage the complex information to remain competitive in the global market. The concepts such as big data and cloud computing along with other collaborative technology facilitate creating conceptual business models for facing realities in the global market. This chapter mainly explains with two case illustrations of the importance of the above concepts for developing business models for textile and retail sectors.
Dynamic Business Model
Authors: Lopes Soraya Cardoso Pongelupe , Lopes Humberto Elias Garcia , Coleta Karina Garcia , Rodrigues Vívian Cândido
Published: December 2018

The goal of this chapter is to demonstrate theoretically that a Business Model Canvas (BMC) might become dynamic to capture value and generate a sustainable competitive advantage. This chapter defines the differences between and definitions of static and dynamic business models. Furthermore, it develops the Dynamic Business Model (DBM) for the assessment of the BMC from a dynamic perspective. This chapter argues that business models are static when they are tools that merely describe the business logic of firms. However, when associated with the dynamic capacity perspective, those business models interact with the business ecosystem, allowing firms to capture value and sustainable competitive advantage.
Performing Enterprise Architectures Through Gamified Business Models
Authors: Marcão Ricardo Pateiro , Pestana Gabriel , Sousa Maria José
Published: December 2018

The profitability of performance and the reduction of turnover are the main challenges of the big companies of the professional services sector. While it is not always possible to achieve all the goals of the large multinationals in each country, it is necessary to assess their development in order to do so. In this way, the steps are identified, going to the new version of new business models, under an organization perspective that can be accompanied by interesting results with a different structure. However, for the sake of management, in order to ensure the cohesion between the teams, it is necessary to create mechanisms for obtaining high income, in order to support the enterprise architecture and the intended business model, which highlights the use of the concept of gamification as one of these mechanisms. This chapter aims to review the literature on the use of architectures and performance demonstrations. In addition to using the gamification concept, the profitability of capital invested in different business activities and the improvement of employee engagement are used. It is intended to consolidate good practices for the implementation of architectures through business models.
Integrated Municipal Markets in Central America
Authors: Briones-Peñalver Antonio Juan , Rascao José Poças , Maldonado-Hernández Julio César
Published: December 2018

By its very nature, the characteristics of the informal economy are largely negative, since it can hold people and companies into a spiral of low productivity and poverty. A coherent national strategy to facilitate the transition to the formality has to recognize that the costs of informality of work are high for companies, workers, and the community. From the point of view of workers without protection, the negative aspects of work in the informal economy outweigh the positive aspects. Workers are not recognized, registered, regulated, or protected under labor and social protection legislation and, therefore, cannot enjoy their fundamental rights, exercise, or defend them. As they are usually not organized, collective representation before employers or public authorities is insufficient or non-existent. This chapter explains the informal economy in Honduras and Latin America, the problems of municipal markets, and its transition into the formal economy through the plan of cooperation for local development between the various participants in the country.
People Management and Its Relationship With Business Models
Authors: Cruz Antônio César Nunes
Published: December 2018

The purpose of this chapter is to present a study that provokes a reflection and understanding about the importance of people management in the corporate world as a strategy and a fundamental resource for the success of companies and institutions. In practice, many new-company projects focus on business modeling and business plans as an initial and sufficient condition for the success of these companies or organizations that they intend to create. Little is seen about the actions concerning the importance of the human capital dimension to the desired success in a business project. Organizations cannot be successful only because of failures in the business model or in their business plan, but in the fundamental link of value creation and supply, which is boiled down to the human resource they have. People have come to occupy a place where they are seen as key elements of the value-based management model, as Kaplan and Norton in 1997 conclude, showing us that the problem of human resource management could be addressed under the strategic perspective through the balanced scorecard (BSC). It means that it becomes necessary to use organizational strategic planning as the basis for the strategic planning of human capital essential to the business.
How Multinational Companies Create and Capture Value From Innovation Through Business Model Dynamics
Authors: Figueira Mariane , Rickne Annika , Sugano Joel Yutaka
Published: December 2018

Willing to answer to the research question of how multinational companies succeed in creating and capturing value from a new technology, this chapter aimed at filling the gaps in the existing literature with regards to defining business model dynamics and demonstrating business model dynamics in practice. Through a case study of Monsanto, and of the way the company's subsidiary managed to successfully adapt and innovate in Brazil, this chapter showed that external pressures such as new technology, the need to respond to the customers' demand for information concerning the company's new value proposition, existing regulation (among other external pressures) forced the multinational company to implement changes and create new elements in some of the business model components. Results also showed that to capture part of the value created with a new technology it might be necessary to complete business model design and evaluation with the analysis of the external environment.
Play-Based Literacy Instruction
Authors: Hersi Afra Ahmed , Bernacki Jessica
Published: December 2018

Too often, young children in kindergarten spend their time on worksheets and paper and pencil tasks, rather than being given developmentally appropriate instruction that incorporates active learning and play. This study explores the relationship between dramatic play and vocabulary development in an urban kindergarten classroom. We report on data from six culturally and linguistically diverse students, who participated in play-based vocabulary instruction. The findings suggest that dramatic play with teacher involvement helped participants' vocabulary gains. The study findings suggest the potential benefit of dramatic play. The authors offer recommendations, and explain challenges and limitations of the study.
Hidden Curriculum Determinants in (Pre)School Institutions
Authors: Jančec Lucija , Vorkapić Sanja Tatalović , Vodopivec Jurka Lepičnik
Published: December 2018

The hidden curriculum is described in terms of values, attitudes, norms, rules, and rituals that are taught in school, but its main characteristic is its unplanned and officially unorganized form. It appears in every day kindergarten and school routine where children and pupils learn it as the official curriculum. From the psychological aspect, it comes close to implicit learning. In this chapter, the authors argue that the influence of the hidden curriculum and the implicit learning deserve far more attention and scientific research because of their significant contribution to the learning outcomes and for their constant presence in the education process: in a learning organization that means all the time and for all the participants.
The Impact of Trauma on Brain Development
Authors: Bray Susan Stewart , Stone Jennifer P. , Gaskill Richard L.
Published: December 2018

As many as four million children experience trauma every year, and some children experience multiple traumas over time. In this chapter, the authors provide an overview of the scope and the impacts of trauma on young children. The types of experiences that may be traumatizing to children and the potential effects of these experiences were included. A synopsis of the neurodevelopmental process was also provided along with the impact of trauma at the various neurodevelopmental stages. A neurodevelopmentally appropriate treatment model was described, and the model included the three neurosequential phases of regulate, relate, and reason. In the final section, a review of the impacts of trauma on school performance was provided, and suggestions for advocacy with classroom teachers were included.
An Analysis of Mobile Applications for Early Childhood Students With Bilateral Hearing Loss
Authors: Harvey Janell
Published: December 2018

The present research reviews Dolch Sight Word Apps and their potential impact on early childhood classrooms when students with bilaterial hearing loss are present. Little research exists that articulates the impact of such technological intervention, this paper therefore provides a framework for future study. Although few teachers incorporate mobile apps into the early childhood classroom, this paper provides a strategy for instructors should they choose to in the future. This strategy entitled, low-tech, mid-tech, high-tech, provides examples of a number of activities that help teachers to design their classroom ranging from basic activities to those that are technologically focused.
Mathematics Gaming in Early Childhood
Authors: Salinas Alejandra , Ly Chu
Published: December 2018

Use of technology and video games are highlighted as important mathematical practices as part of the Common Core State Standards (2010). However, research around technology use in early childhood classrooms, particularly the use of video games that target specific content, is sparse. This chapter briefly reviews the existing literature around these topics. Moreover, it describes the moves an expert teacher incorporates into her practice to effectively and appropriately integrate instructional video games as a tool for learning mathematics in a kindergarten classroom. Results of this case study indicate that when integrated appropriately, video games and the use of Interactive White Boards (IWB) can lead to an increase in children's motivation and engagement with learning mathematics.
Dynamic Electronic Textbooks
Authors: Manzoor Amir
Published: December 2018

“The digital age has spawned an e-publishing revolution and cultivated the growing prevalence of e-books” (Carreiro, 2010, p. 232). Breakthroughs in technology allow e-books to be downloaded, customized, printed, or sent instantly anywhere. A rapidly evolving culture of information-seeking students have embraced these new technologies as they increasingly expect the immediacy and familiarity of digital content. The academic publishing industry must respond to this growing demand. “How individuals access digital content will depend largely on how academic publishers adapt to the new digital environment” (Janke, 2011, p. 153). This chapter examines how contemporary education theory could be used to support certain e-textbook design features, enhancing the student's learning and fostering educational growth.
Teaching History of Mathematics Through Digital Stories
Authors: Incikabi Lutfi
Published: December 2018

This chapter introduces a way for enhancing teaching history of mathematics through digital storytelling. Adapting digitals stories in the form of historical documentaries, this chapter also provides components of digital storytelling (point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy, pacing, purpose of story, choice of content, quality of images, grammar and language usage) and necessary steps (tellable story, compositing script, choosing visual and audio components, preparing digital stories, presenting digitals stories) that are to be taken into consideration while preparing digital stories.
Active Learning Strategies in Technology Integrated K-12 Classrooms
Authors: Ntuli Esther
Published: December 2018

Active learning is central to student retention and application of learned information. Research indicates that technology has reshaped the classroom environment and some of the teaching methods that traditionally supported active learning are no longer compatible with the emerging technologies. The question is; how best can teachers promote active learning through the use of technology? With technology flooding the school learning environments, teachers need effective strategies that promote active learning. Using research-based theories and literature review; this chapter extends a new definition and critical components of active learning in the context of technology integrated classrooms. Further, the chapter offers active learning strategies aligned with technology tools that could be used effectively in K-12 classrooms to promote active learning. Finally, the chapter opens up a discussion for potential new research that could be conducted to explore in depth some of the strategies using a large sample size stratified by grade levels, content areas, and geography.
Computational Thinking and Young Children
Authors: Sullivan Amanda , Bers Marina Umaschi
Published: December 2018

Over the past few years, new approaches to introducing young children to computational thinking have grown in popularity. This chapter examines the role that user interfaces have on children's mastery of computational thinking concepts, programming ability, and positive interpersonal behaviors. It presents two technologies designed specifically for young children: the KIBO robotics kit and the ScratchJr programming application, both of which focus on teaching young children introductory computational thinking skills in a cognitively and socio-emotionally developmentally appropriate way. The KIBO robotics kit engages children in learning programming by using tangible wooden blocks (no screens or keyboards required). ScratchJr also teaches foundational programming, but using a graphical language on a tablet device. This chapter presents examples of how each tool can be used in classroom settings and the potential benefits and drawbacks of each interface style. Suggestions for implementing each technology in a developmentally appropriate way are presented.
In Search of Transformative 21st Century Pedagogy
Authors: Handler Laura K.
Published: December 2018

Research has shown service-learning to be an effective pedagogy producing student gains in cognitive and affective domains; however, discrepancies in theoretical foundations and definitions of service-learning cause critics to also note its potentially damaging impact on students, communities, and societies. This chapter calls for the implementation of critical service-learning, a pedagogy that enlightens, empowers, and transforms communities, by explaining important elements and exposing existing tensions in our current education system. It also specifically details the learning that the pedagogy promotes, explaining how that learning takes place with young children. Because few studies have provided substantive data on the employment of critical service-learning in elementary schools, the chapter concludes with an analysis of existing research of critical service-learning projects, presenting case studies and implications for putting theory into practice so that more educators can integrate critical service-learning into the elementary curriculum.
Literacy and Early Childhood
Authors: González Katia , Frumkin Rhoda
Published: December 2018

In this chapter, the authors explore the components needed for a culturally responsive workshop specifically tailored to meet the needs of Mexican mothers participating in an early childhood literacy learning after school program in the United States. The impact of visualization, use of videos, and small and large group sharing of perspectives is discussed. In addition, authors provide opportunities for readers to reflect upon the impact of culturally responsive practices and intercultural communication.
Computer-Presented and Physical Brain-Training Exercises for School Children
Authors: Wexler Bruce E.
Published: December 2018

This chapter reviews the neuroscience foundation for understanding and harnessing neuroplastic processes that shape the structure and function of the human brain after birth, describes a newly developed, integrated series of computer presented and physical exercises to promote activity-related development of neurocognitive systems of attention and executive function in elementary school children, and reviews evidence of the efficacy of the program. The computer-presented brain exercises have new functionalities that more fully shape the training to each user's individual profile of cognitive strengths and weaknesses than was previously possible. The programs also provide assessments of each child's cognitive strengths and weaknesses based on built in formal tests of cognition and error analytic algorithms applied to 15-20,000 responses from each child while using the brain training program.
The Ethical Dilemma of Early Global Childhood Education
Authors: Topor F. Sigmund , Hysell June C.
Published: December 2018

This chapter investigates ethical dilemmas associated with early childhood education in Confucian heritage countries. It draws on literature in philosophy, psychology, sociology, and anthropology in concluding that sociocultural differences between Eastern and Western civilizations amount to an ethical dilemma, which threatens to prevent a basic epistemology as well as a pedagogy for the education of children in the context of globalization and the information technology revolution. As evidenced by inventions, innovations, developments, and other technological and scientific breakthroughs, Western learners enroll in science and technology courses. It seems as though Eastern learners are duty-bound to fulfill a national or cultural objective, which calls for studies in the science and engineering disciplines at the expense of subjects in the arts, independent of individual desire or competency.
Foundational Processes, Home-School Partnerships, and Culturally Responsive Practices for Dual Language Learners
Authors: Howlett Kristina M. , Kindall Heather D.
Published: December 2018

The purpose of this chapter is to examine the current empirical studies on foundational processes, home-school partnerships, and culturally responsive practices in regard to Dual Language Learners (DLLs) for early childhood education in order to inform teacher education programs (TEPs).
Theories and Literatures for Technology-Enhanced Language Instruction
Authors: Jia Jiyou
Published: December 2018

This chapter examines the related literatures and theories for technology-enhanced language instruction. Blended learning, as computer-assisted instruction, has a positive effect on students' learning performances. The research on long-term applications of blended learning in language instruction in middle schools and its effects is hard to find. Nevertheless, some defects exist in the few studies. In China there are much fewer empirical studies on the effects of blended learning on language learning represented by examination scores. Vocabulary learning is essential to English learning and requires the mastery of the pronunciation, spelling, and meaning. Computer-assisted vocabulary learning can provide choice and cloze questions regarding the pronunciation, spelling, and meaning, and give the students instant feedback and grading. The literature review suggests that a quasi-experiment for at least one school term or even longer time in different schools located in various areas is valuable to assure the results' reliability.
Overview of the Significance of Different Learner Characteristics in Computer-Based Language Learning Environment
Authors: Foroozesh-nia Somayeh
Published: December 2018

In this chapter the importance of different types of individual differences in various computer-based language learning situations was investigated and the findings of some research on language learners' characteristics in the context of technology-based learning were outlined. Through extensive review of research studies and articles, it attempted to determine different learner characteristics existing in learning foreign/second languages with technology. It also discovered the most effective individual differences among language learners of computer-based environments to be used by EFL teachers and materials developers to help learners' progress in language education.
Improve the Flipped Classroom With Universal Design for Learning
Authors: Tobin Thomas J. , Honeycutt Barbi
Published: December 2018

The flipped-classroom approach has been adopted widely across higher education. Some faculty members have moved away from it because of the perceived workload required in order to implement a full course “flip.” Faculty members can adopt the three principles of Universal Design for Learning (UDL) in order to reduce their own workload and make their flipped-classroom content and interactions more engaging, meaningful, and accessible for students. Adopting both the classroom flip and UDL provides benefits to learners and instructors that go beyond adopting either separately.
Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications
Authors: Shepherd Gregory
Published: December 2018

Integrating the use of Web-based and mobile technology applications into K-12 world languages contexts requires innovative teacher preparation models. This chapter evaluates a multi-step technology integration unit that develops in pre-service teachers the skills necessary to plan and carry out learner-centered communicative instruction. Importantly, this unit also incorporates five skills for disruptive innovators. Pre-service teachers blend pedagogy, technology tools, and content in project-based learning lesson design while practicing creative-thinking skills. As student teachers learn to repurpose mobile applications for the language-learning classroom, they empower articulate digital natives and foster 21st century learning. Given technology's constant growth, teaching integration of specific apps will have limited benefits. On the other hand, teaching how to innovate and repurpose will serve student teachers for their entire career. Results of this study show growth in lesson planning, creativity, and innovation skills.
The Creation of a Rubric for the Evaluation of Language Teaching and Learning Videogames
Authors: Agar Douglas A. , Chappell Philip J.
Published: December 2018

This chapter reports on the creation and evaluation of the Language Education Videogame Evaluation Rubric (LEVER) which, it is hoped, will be of benefit to those involved in the teaching and learning of foreign languages. Based upon a sociocultural model of language development, this research is unique in the manner in which it draws on up-to-date best practice in the domains of both language pedagogy and videogame design. This chapter will then report on the application of the LEVER to two titles which have been created to teach a foreign language, in order to both to test the games for quality and the rubric itself for rigour and ease-of-use.
Dynamic Assessment and Multi-Media Language Instruction
Authors: Azad Mahnaz
Published: December 2018

ABSTRACT Dynamic Assessment (DA) illustrates classroom interactions in which teaching and assessment must be integrated as a single activity seeking to identify learner abilities by actively supporting their ongoing developmental process. DA is based on the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others. Moreover, with prevalence of multimedia language learning materials in foreign/ second language classrooms, their design is an important avenue of research in computer assisted language learning. This chapter will present an in-depth analysis of DA's application to particular problems of L2 development. It includes detailed discussions of the core DA theoretical tenets as well as implementing multi-media based DA principles in L2 classrooms. The information can be beneficial for language teacher educators, language testers, students and researchers in the areas of SLA, language pedagogy, and assessment.
Personalisation of 3D Virtual Spaces for Enhanced Ubiquitous Learning
Authors: Saleeb Noha , Dafoulas Georgios A. , Loomes Martin
Published: December 2018

This study explores, using experiments, the effects of different architectural design features of 3D virtual educational buildings on higher-education learners during online e-learning sessions. Architectural features tested include shape, lighting, dimensions, colours and textures. Learners are divided into three groups: under-graduates, post-graduates, and adult learners. Results are demonstrated comprising charts and statistics capturing the extent of learners' enjoyment, information retention, and participation from being inside different 3D virtual spaces with different design characteristics. Consequently, design characteristics causing highest student retention, participation and contentment are established for design of a better 3D virtual learning environment (VLE). These provide guidelines for customised design practices inside 3DVLEs to create 3D virtual educational spaces best suited for ubiquitous “any-time” “any-place” e-learning of each individual student. This will aid in guiding the otherwise current ad-hoc design approach to building educational facilities in 3DVLEs.
Intelligent Design of the Post-Listening Tasks in Interactive Multimedia Listening Environments
Authors: Turel Vehbi
Published: December 2018

The objective of this chapter is to clearly demonstrate through concrete examples how affective and efficient post-listening tasks for autonomous intermediate and upper-intermediate (intermediate) language learners can be designed and created in interactive multimedia listening environments (IMLEs) as a part of foreign/second language learning (FLL/SLL) process. Thus, in this chapter, firstly the definition of autonomy is slightly touched on. Secondly, the categorisation of autonomy is briefly explained. Thirdly, a separate part on multimedia listening environments and the nature of the listening stages and tasks in such environments is presented. Mainly and finally, what need to be taken into account in order to be able to design and create pedagogically and psychologically effective and useful post-listening tasks for autonomous intermediate language learners in IMLEs is accounted for in detail.
Students as Producers of Digital Audio-Visual Clips in Preparation for a Study Abroad Period
Authors: Gabaudan Odette Rosalie
Published: December 2018

Students who avail of a period of study mobility abroad face many academic and day to day life challenges once in the host country. The language they learn in an academic setting only partly equips them to communicate with their peers in the foreign country. Colloquialisms are widely used among young adults. This chapter presents an independent language learning project that requires students who have chosen to study French, to collaborate with their peers and with visiting Erasmus students. Together, they produce digital audio-visual clips that familiarize students with the colloquialisms used by their native speaking peers. A key benefit of this project is that it encourages students to develop their own learning resource and engage with language learning in a self-directed manner. Casim and Yang's model of learning ownership underpins the discussion.
Constructing a Collocation Learning System From the Wikipedia Corpus
Authors: Wu Shaoqun , Li Liang , Witten Ian H. , Yu Alex
Published: December 2018

The importance of collocations for success in language learning is widely recognized. Concordancers, originally designed for linguists, are among the most popular tools for students to obtain, organize, and study collocations derived from corpora. This paper describes the design and development of a collocation learning system that is built from Wikipedia text and provides language learners with an easy-to-use interface for looking up collocations of any word that occurs in Wikipedia. The use of this corpus exposes learners to contemporary, content-related text, and enables them to search for semantically related words for a given topic. The system organizes collocations by syntactic pattern, sorts them by frequency, and links them to their original context. The paper includes a practical user guide to illustrate how to use the system as a language aid to facilitate academic writing.
Using the Flipped Classroom to Improve Knowledge Creation of Master's-Level Students in Engineering
Authors: Ahuja Sachin
Published: December 2018

Student engagement in traditional teacher centered model of teaching is limited to independent working or working in a small group on a task designed by the teacher. Flipped classroom is a blended learning strategy that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom and moves activities, including those that may have traditionally been considered homework, into the classroom. Various studies support and recommend flipped model of teaching at graduate and undergraduate level but very less have analyzed the impact of flipped classroom on academic performance and especially knowledge creation at post graduate level. In this paper we are analyzing the performance and knowledge creation of master's level students using Data Mining Techniques in a flipped classroom model.
Korean Foreign Language Learning
Authors: Lim Byung-jin , Pyun Danielle O.
Published: December 2018

This article presents intercultural and linguistic exchanges by foreign language learners in an exploratory study of Internet-based desktop videoconferencing between Korean learners at a university in the United States, and their counterparts at a South Korean college. The desktop videoconferencing project was designed for foreign language learners of Korean to assist in developing linguistic competence, as well as intercultural communicative competence, by providing the learners with the target language and culture through real-time, one-on-one communication. The study shows the emerging themes that recur in a video-chat. It also reports on the Korean language learners' self-rated proficiency in their target language. Challenges and difficulties in video-conferencing are examined, followed by a discussion of the effectiveness of synchronous one-on-one video-conferencing for language learning in general, and in Korean language education in particular.
Using Web-Based Tools for Flipped ESL Learning in the Korean Language Education System
Authors: Lee YunJoon Jason
Published: December 2018

With the continued proliferation of digital technologies, students are absorbing more information than ever. As a result, the relationship between students and teachers in a traditional face-to-face classroom can be limiting. As the flipped classroom approach has emerged, the classroom culture has changed. The active environment, interactive approach, and content-specific flipped learning has great potential for the ESL-learning context, especially for Korean college students. Korean college students were accustomed to the face-to-face, top-down structure of learning, and flipped learning provided an opportunity for them to look at and experience learning differently. More specifically, the top-down relationship between teacher and student shifted into a more balanced and interactive learning culture. The positive aspects of flipped learning were beneficial for the Korean ESL college students. This chapter features a case study of a college English language conversation class in Korea and explores how to set up a flipped classroom through web-based tools in order to keep the students motivated and generate a participatory environment.
Task-Oriented Internet Assisted English Teaching and Learning in Colleges
Authors: Zhang Juwu
Published: December 2018

Task-Oriented Internet Assisted English Teaching and Learning (TIAETL) is a new English teaching and learning model which integrates the Internet-assisted and task-oriented teaching. This article analyzed the worldwide tendency of English teaching and prerequisites for TIAETL in colleges. The TIAETL has the following advantages: student-centeredness, convenience and flexibility, communicativeness and applicability, informativeness, comprehensiveness and motivation. In the TIAETL, human factor, technology and facility factor, and internet activity determine the success of TIAETL. The commonly-used internet activities include browsing the Internet, emailing, chatting, blogging, and so on. In the form of accomplishing Net tasks, students develop their English listening, speaking, reading, writing, translation and raise crosscultural awareness through the Internet. Finally the article expounded the implementation of TIAETL in detail from the aspects of preparation, learning resources, task, time, check and evaluation. It's expected that this article arouses the interest in the researches on and practice of TIAETL in foreign language education and thus promotes English teaching and learning.
The Application of Flipped Classroom in Teaching University Students
Authors: Van Hung Tran , Yellishetty Mohan , Thanh Ngo Tu , Patil Arun , Huy Le Thanh
Published: December 2018

Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.
The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs)
Authors: Fuchs Carolin
Published: December 2018

This case study contributes to the growing body of research on Language Massive Open Online Courses (LMOOCs) by examining their structural aspects (i.e., layout and format) and dialogic nature (i.e., interaction and negotiation) from the language learner's perspective. This exploratory study draws on data from 15 student teachers of English as a Second/Foreign Language at a private graduate institution on the East Coast of the U.S. As required by their technology elective, participants who were enrolled in a beginner-level LMOOC of their choice kept a log of their learning process/progress over a period of eight weeks. At the end of the course, they were invited to fill out a post-project questionnaire to reflect on their overall experience. The goal of the project was to educate student teachers on the pedagogical underpinnings of LMOOCs while exposing them to online language learning. In this study, the focus was primarily on self-reported system interaction and profile data since the Author was not involved in the design of any of the LMOOCs. Data collection instruments included a needs analysis, weekly LMOOC logs, and a post-LMOOC questionnaire. According to the questionnaire results, student-teachers' motivation was “satisfactory,” and only four out of 15 student teachers completed their LMOOCs. Results further showed that structural aspects (i.e., content, materials, and procedures) rank higher than dialogic aspects (i.e., scaffolding and feedback). This questions the over-reliance on content transmission and instructivist (or teacher-instruction) approaches in LMOOCs, especially since MOOCs enrolment numbers rely heavily on learner's self-motivation to sign up and complete a course.
Teachers' Perceived Advantages and Disadvantages of Using Flipped Classrooms in ELA and Non-ELA Classrooms
Authors: Snyder Nathan C.
Published: December 2018

As teachers and institutions continue to incorporate the flipped learning model for delivering curricula to students, more needs to be known about its efficacy in the classroom, especially in secondary classrooms, as the majority of published literature focuses on higher education settings. The goal of this research study was to identify teachers' perceptions regarding the use of the flipped learning model in various content areas, including English Language Arts (ELA). This research study took place in a progressive public high school in Manhattan where surveys were administered to the majority of the faculty, and follow-up interviews were conducted to determine teachers' perceptions of implementing the flipped learning model in their classrooms. Data showed many teacher-identified advantages and disadvantages of incorporating the flipped learning model into secondary classrooms.
Motivation and Learning Outcomes in Reciprocal SCMC Language-Learning
Authors: Brown David
Published: December 2018

In reciprocal learning, learners of different mother tongues are paired so that each can help the other learn their language. Developments in ICT have broadened the possibilities for reciprocal learning, enabling synchronous computer-mediated communication (SCMC). This study focuses on 48 French-speaking learners paired with 48 British students. Each pair worked synchronously and quasi-autonomously on communication activities in a real-time, quasi-face-to-face environment via Skype. This article reports on the pedagogical potential of the above SCMC scheme. The data discussed are drawn from a quantitative study carried out during the scheme. Two instruments were used for data-collection during the investigation: a self-report questionnaire on motivation, and a battery of language tests completed after the SCMC encounters had taken place. The same tests were also taken by a control group (N=48). The findings suggest that SCMC improves oral expression and interactivity in that it helps learners to enhance language confidence and language knowledge gains.
Beginning Chinese as a Foreign Language Online Course Design
Authors: Li Bailu , Yao Sijia , Hong Wei
Published: December 2018

The explosive worldwide growth of the internet inspired the initial emergence and further implementation of distance teaching and learning in a multitude of areas, including languages (Harasim, 2000; Holmberg et al., 2005; White, 2003, 2006; Blake & Delforge, 2007; Hampel & de los Arcos, 2013). The change from the traditional classroom environment to a more diversified and flexible distance setting has been embraced by many educators, administrators, and students, yet it has also generated doubt and resistance from others. Students may potentially benefit from more efficient uses of multimedia resources with increased critical thinking, communication, and problem-solving skills (Tricker et al., 2001; Felix, 2002; Spangle, Hodne & Schierling, 2002; Levy & Stockwell, 2006). Meanwhile, critics also highlight the potential drawbacks for distance learning students, including isolation from peers, lack of engagement, and insufficient technical support (Shield 2000; Muilenburg and Berge, 2005; Simonson et al., 2009; Berge 1999; Hara and Kling 2000; Bower, 2001; Wang & Chen 2013). This chapter concerns the ways in which distance online learning content can be designed and developed through the utilization of multimedia and cultural-enriched materials for first-year-level College Chinese Foreign Language (CFL) courses. Discussions about employing virtual interaction, including student-content, student-instructor, and student-student interaction in course design and course design development. The chapter will end with discussions of the current challenges and new directions for a better practice of teaching and learning of Chinese language courses at a distance.
A New Era of Applying CALL to Enhance EFL Learners' Lexical Knowledge
Authors: Teng Feng
Published: December 2018

This chapter provides an overview of several software programs, which can used to teach and acquire lexical knowledge. First, GSL Builder is aimed directly at supporting the acquisition of high frequency words. AWL Builder is generally used to develop knowledge of academic words. Shanbei provides opportunities for learning low-frequency words. Word Engine is specifically for learning the words needed for passing the TOEFL, IELTS, TOEIC, SAT, and GRE tests. CAVOCA takes learners through different stages of vocabulary development: deduction, consolidation, and long-term retention. V-admin enables teachers to keep track of their students' vocabulary development. The integration of these tools can facilitate EFL learners' vocabulary learning. Teacher beliefs concerning the role of technology for teaching vocabulary are important. Teachers should explore how to effectively integrate vocabulary building technology into their teaching practice. In the future, more effort needs to be made to creating a clearer conceptualization of computer-assisted vocabulary learning (CAVL).
Supporting People Who Experience Co-Existing Mental Health and Addiction Problems
Authors: Koning Ashley , Poole Suzette Janet
Published: December 2018

Meeting the needs of people with co-existing mental health and addiction problems is a challenge faced by many mental health and addiction services and providers. A compounding factor has been the separation of mental health and addiction services which has meant that many people with co-existing mental health and addiction problems have fallen through the cracks between services or had issues not recognized or responded to, leading to poor health outcomes. This chapter describes the approach taken by New Zealand's workforce development centers to support services to improve responsiveness and workforce capability to work with people with co-existing mental health and addiction problems. International research on implementation is briefly summarized before discussion about the impact of the national approach and the barriers to implementation that have emerged. Recommendations for next steps conclude this chapter.