Task-Based Learning with Interactive ESP Courseware Integration in Higher Vocational Education

Reading Strategies ◽

Control Group ◽

Computer Assisted ◽

Face To Face ◽

Elective Course ◽

High Degree

This chapter reports on integrating a self-developed interactive courseware of English for Specific Purposes (ESP) into a self-study and elective course “English Reading for Technology” offered for sophomore students in the Applied Foreign Languages Department (AFLD) of a vocational university in Taiwan two hours per week for twelve weeks. A Computer-Assisted Language Learning (CALL) approach combined with a Task-Based Learning (TBL) approach was adopted. The course mainly focused on vocabulary, reading, and comprehension. Evaluation of implementing these Information and Communication Technologies (ICT) into ESP instruction with courseware integration was based upon data from a variety of pre- and post-tests including cloze, listening, writing, and Q&A. Meanwhile, a traditional teacher-centered Face-to-Face (F2F) instruction was conducted as a control group. The learning effectiveness in most of the post-tests under both instructions has been significantly improved. Students under the ICT instruction with courseware integration made as much progress as those did under the F2F instruction, suggesting that the well-structured courseware offered a potential solution to problems in the development and expansion in frequency of ESP courses in Taiwan by playing the role of an adjunct teacher, peer, and facilitator, through which students were able to practice language skills and learn content knowledge. Most students were satisfied with practices for learning English skills and professional knowledge provided by the courseware and had a positive attitude toward such ICT instruction. In addition, students used reading strategies to a high degree, and the most-commonly used reading strategies were cognitive, memory, and compensation, but social-affective strategies were least frequently employed.

La colaboración mediada por tecnología como estrategia para potenciar visitas guiadas

10.35537/10915/112369 ◽

2020 ◽

Author(s):

◽

Analía Roxana Dávila

Keyword(s):

Formal Education ◽

Science And Technology ◽

Open Science ◽

Face To Face ◽

Technology Centers ◽

Use Of Technology ◽

National University ◽

It is proposed to analyze the scope and limitations that Information and Communication Technologies (ICTs) offer as collaboration mediators; and enhancers of innovative experiences in non-formal education spaces. To this end, it is proposed to implement a methodology mediated by ICTs to promote and achieve greater use of the guided visits to the interactive science and technology centers. The work contemplates, firstly, carrying out a bibliographic inquiry and background review of interactive science and technology centers in different Ibero-American countries and secondly, it is proposed to design a methodology to enhance collaboration mediated by technologies in the framework of visits to centers interactives and then apply this methodology to a particular case study to measure its impact. The experience will take place at the Open Science and Technology Interactive Center (CICyT) of the National University of Lanús and proposes, through a specific intervention, comparatively analyzing 3 types of guided visits: a) traditional in-person visit format, b) visit face-to-face with instance of collaboration activities without the use of technology, c) interaction mediated by ICTs prior to the visit, face-to-face visit with use of ICTs, and instance of interaction mediated by ICTs after the visit, which will then be contrasted with the antecedents and theoretical studies found in the bibliography.

The complex geographies of telelactation and access to community breastfeeding support in the state of Ohio

PLoS ONE ◽

10.1371/journal.pone.0242457 ◽

2020 ◽

Vol 15 (11) ◽

pp. e0242457

Author(s):

Tony H. Grubesic ◽

Kelly M. Durbin

Keyword(s):

Community Support ◽

The State ◽

Policy Implications ◽

Breastfeeding Initiation ◽

Breastfeeding Support ◽

Face To Face ◽

Support Resources ◽

The availability of breastfeeding support resources, including those provided by Baby-Friendly Hospitals, International Board Certified Lactation Consultants, breastfeeding counselors and educators, and volunteer-based mother-to-mother support organizations, such as La Leche League, are critically important for influencing breastfeeding initiation and continuation for the mother-child dyad. In addition, the emergence of community support options via information and communication technologies such as Skype and Facetime, social media (e.g., Facebook), and telelactation providers are providing mothers with a new range of support options that can help bridge geographic barriers to traditional community support. However, telelactation services that use information and communication technologies to connect breastfeeding mothers to remotely located breastfeeding experts require reliable, affordable, high-quality broadband connections to facilitate interaction between mothers and their support resources. The purpose of this paper is to explore the complex spatial landscape of virtual and face-to-face breastfeeding support options for mothers in the state of Ohio (U.S.), identifying barriers to support. Using a range of spatial and network analytics, the results suggest that a divide is emerging. While urban areas in Ohio benefit from both a density of face-to-face breastfeeding support resources and robust broadband options for engaging in telelactation, many rural areas of the state are lacking access to both. Policy implications and several potential strategies for mitigating these inequities are discussed.

Advances in Electronic Government, Digital Divide, and Regional Development - Technology Development and Platform Enhancements for Successful Global E-Government Design ◽

M-Governance

10.4018/978-1-4666-4900-2.ch013 ◽

2014 ◽

pp. 247-262

Author(s):

Hilda Moraa ◽

Anne Salim ◽

Albert Otieno

Keyword(s):

Communication Channels ◽

Service Levels ◽

Water Service ◽

Face To Face ◽

Level Of Satisfaction ◽

Levels Of Service ◽

Study Participants

iHub Research conducted a study on 896 citizens to establish whether citizens raise alarm when faced with problems related to water. The study aimed to ascertain the communication channels they use to forward complaints to relevant authorities and the level of satisfaction obtained by the citizens after their complaints have been received. The study found that 68% of the respondents had faced challenges while trying to access their main source of water and were not able to complain to anyone about the problems affecting them due to inexistence of appropriate communication channels. A lack of understanding with regards to whom or where to complain was cited as one of the major reasons as to why most respondents do not complain about the water service levels. Majority of the citizens interviewed use face-to-face communication to raise their water grievances. Levels of satisfaction were found to vary when it comes to rating the action taken on water complaints raised. This study opines that with the emergence of Information and Communication Technologies (ICTs) this scenario is poised to change. The study participants revealed that they are motivated to utilise ICTs to air their complaints with regards to their levels of service satisfaction. Emerging ICT applications, especially those accessible on mobile devices, provide a lot of promise for enhancing water service delivery in Kenya because feedback on water/service quality can be received ubiquitously.

E-Therapy

Electronic Services ◽

10.4018/978-1-61520-967-5.ch118 ◽

2010 ◽

pp. 1921-1942

Author(s):

Catarina I. Reis ◽

Carla S. Freire ◽

Josep M. Monguet

Keyword(s):

Therapeutic Process ◽

Depression Symptoms ◽

Future Trends ◽

Face To Face ◽

Advantages And Disadvantages ◽

Health Field

Nowadays, information and communication technologies (ICT) are being used in the mental health field to improve the quality of the services provided. Several studies refer both advantages and disadvantages for these practices. E-therapy appears as a new way to help people in their life and existing relationships, and there is proven evidence that online therapy helps, for instance, to reduce depression symptoms. It is also seen as a complement of the technological and traditional techniques, to improve the effectiveness and efficiency of the therapeutic process. As a matter of fact, some people tend to be more comfortable with the computer than in face-to-face therapy. Besides patients and physicians, other direct players could be found in this domain, namely, families and caregivers. All players will be directly affected by the use of existing services and thus, a correct assessment of the effectiveness of e-therapy solutions and studies is required. eSchi is a multimedia portal that enables an e-therapy setting for schizophrenia patients. Currently under development, the system is described and future trends in the area are depicted.

E-Therapy

Handbook of Research on Developments in E-Health and Telemedicine ◽

10.4018/978-1-61520-670-4.ch042 ◽

2010 ◽

pp. 882-903 ◽

Cited By ~ 1

Author(s):

Catarina I. Reis ◽

Carla S. Freire ◽

Josep M. Monguet

Keyword(s):

Therapeutic Process ◽

Depression Symptoms ◽

Future Trends ◽

Face To Face ◽

Advantages And Disadvantages ◽

Health Field

ICT in Malay Language Learning

Technoliteracy, Discourse, and Social Practice ◽

10.4018/978-1-60566-842-0.ch007 ◽

2010 ◽

pp. 104-128

Author(s):

Abduyah Ya'akub ◽

Christina Gitsaki ◽

Eileen Honan

Keyword(s):

Language Learning ◽

Language And Literacy ◽

Language Curriculum ◽

Language Writing ◽

Writing Pedagogies ◽

Professional Workplace ◽

Post Industrial

With digital communications and technological media becoming an integral part of the new professional workplace and everyday lives of the younger generation (especially in post-industrial societies), comes the clarion call for educators to develop a more complex understanding of language and literacy and how to go about designing pedagogies that equip students with 21st Century skills. This chapter presents two case studies that examine the complex interaction of teachers, students, writing pedagogies, language curriculum and Information and Communication Technologies (ICT). The study explored students’ experiences of using ICT in second language writing and the impact of ICT on writing pedagogy and the curriculum, producing in-depth descriptions and interpretations to answer a set of focused research questions.

Collaboration Among Multicultural Virtual Teams

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch044 ◽

2011 ◽

pp. 306-313

Author(s):

Kursat Cagiltay ◽

Barbara A. Bichelmeyer ◽

Michael A. Evans ◽

Trena M. Paulus ◽

Jae Soon An

Keyword(s):

Virtual Teams ◽

Ad Hoc ◽

Geographical Location ◽

Face To Face ◽

Problem Solve ◽

Virtual Setting ◽

E Mail

Due to the increasingly widespread use of various information and communication technologies (ICT), individuals from different countries and cultures are able to learn and work collaboratively in virtual environments (Mowshowitz, 1997). Electronic communication tools, such as chat, e-mail, and the World Wide Web, now make it possible for students and employees to communicate and problem solve with colleagues irrespective of geographical location (Scott, 2000). One of the major downsides of this form of collaboration, though, is that members of a virtual team do not have the advantage of face-to-face interaction and communication. Instead they must rely solely upon an assortment of computer-supported cooperative-learning and class-work tools and strategies—some planned, some ad hoc—to coordinate resources (Bichelmeyer, Cagiltay, Evans, Paulus, & An, 2004). Unfortunately, little research has been conducted to systematically investigate the dialectic between culture and computermediated communication (CMC). There is currently an insufficient understanding of how individual learning and work, cultural features, and CMC mutually influence one another in a purposeful, virtual setting.

Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression

Sustainability ◽

10.3390/su12041312 ◽

2020 ◽

Vol 12 (4) ◽

pp. 1312 ◽

Cited By ~ 7

Author(s):

Francisco D. Guillén-Gámez ◽

María J. Mayorga-Fernández

Keyword(s):

Higher Education ◽

Multiple Linear Regression Model ◽

University Professors ◽

Teaching And Research ◽

Face To Face ◽

Survey Technique ◽

Teachers Attitudes

The aim of this research is to analyse the attitudes towards information and communication technologies (ICT) of higher education teachers from an affective, cognitive and behavioural model for teaching and research. It also aimed to explore different factors that can predict such attitudes. A non-experimental study was proposed using a survey technique and descriptive and inferential analyses were carried out using a multiple linear regression model (MLR). In total, the sample was formed by 867 university professors from Spain belonging to different areas of knowledge. The results show that these teachers have a medium total attitudinal level, so the lowest attitudes have been represented by the behavioural ones, followed by the affective ones. Regarding the predictor variables, variables that can predict such attitudes were found to be age, participation in projects, gender and teaching in face-to-face and/or online universities (ordered from highest to lowest priority).

Teaching young learners pre-number concepts through ICT mediation

Research in Education ◽

10.1177/0034523719840051 ◽

2019 ◽

Vol 108 (1) ◽

pp. 3-21

Author(s):

Judah P Makonye

Keyword(s):

Teaching And Learning ◽

Mathematics Learning ◽

Variation Theory ◽

Control Group ◽

Traditional Teaching ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

This study focuses on the teaching and learning of the pre-numeracy concepts through technology at Foundation Phase. It pre-supposes that the use of information and communication technology resources presents an innovative way to improve teaching and learning mathematics. The author argues that young children's relational conceptions of number lie at the core of their mathematics education as any subsequent mathematics learning heavily depends on it. This learning process is by no little means assisted through the mathematical activities teachers engage their learners and the resources they avail them, such as information and communication technologies. Principally important are the discursive interactions that ought to arise around the activities and the resources used. The author presumes that mastery learning is advanced by teaching using the variation theory. Teaching through variation aims to anchor knowledge; to make mathematical knowledge visible to amateurs through distinguishing the essential features of an ‘object of learning’ from its non-essential features. A treatment group was taught with information and communication technologies against a control group that used traditional teaching methods. Despite other intervening variables, the results of the study suggested better learning outcomes from the experimental group.

A review of the use of information and communication technologies for dietary assessment

British Journal Of Nutrition ◽

10.1017/s0007114509990638 ◽

2009 ◽

Vol 101 (S2) ◽

pp. S102-S112 ◽

Cited By ~ 113

Author(s):

Joy Ngo ◽

Anouk Engelen ◽

Marja Molag ◽

Joni Roesle ◽

Purificación García-Segovia ◽

...

Keyword(s):

Dietary Assessment ◽

Age Groups ◽

Digital Photography ◽

Smart Cards ◽

Vulnerable Groups ◽

Personal Digital Assistants ◽

Computer Assisted ◽

Presently used dietary-assessment methods often present difficulties for researchers and respondents, and misreporting errors are common. Methods using information and communication technologies (ICT) may improve quality and accuracy. The present paper presents a systematic literature review describing studies applying ICT to dietary assessment. Eligible papers published between January 1995 and February 2008 were classified into four assessment categories: computerised assessment; personal digital assistants (PDA); digital photography; smart cards. Computerised assessments comprise frequency questionnaires, 24 h recalls (24HR) and diet history assessments. Self-administered computerised assessments, which can include audio support, may reduce literacy problems, be translated and are useful for younger age groups, but less so for those unfamiliar with computers. Self-administered 24HR utilising computers yielded comparable results as standard methods, but needed supervision if used in children. Computer-assisted interviewer-administered recall results were similar to conventional recalls, and reduced inter-interviewer variability. PDA showed some advantages but did not reduce underreporting. Mobile phone meal photos did not improve PDA accuracy. Digital photography for assessing individual food intake in dining facilities was accurate for adults and children, although validity was slightly higher with direct visual observation. Smart cards in dining facilities were useful for measuring food choice but not total dietary intake. In conclusion, computerised assessments and PDA are promising, and could improve dietary assessment quality in some vulnerable groups and decrease researcher workload. Both still need comprehensive evaluation for micronutrient intake assessment. Further work is necessary for improving ICT tools in established and new methods and for their rigorous evaluation.