Journal Category: IAFOR Journal of Education

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Measuring Diversity in Higher Education Institutions: A Review of Literature and Empirical Approaches

Authors: Ferdi Widiputera, Maastricht University, The Netherlands Kristof De Witte, KU Leuven, Belgium & Maastricht University, The Netherlands Wim Groot, Maastricht University & University of Amsterdam, The Netherlands Henriëtte Maassen van den Brink, Maastricht University & University of Amsterdam, The Netherlands Email: ferdi.widiputera@maastrichtuniversity.nl Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.03 Citation: Widiputera, F., De Witte, K., Groot,

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Exploring Major Predictors of Student Satisfaction: An Input towards a Learning-Friendly School Environment

Authors: Marilyn L. Balmeo, Allan B. Castro, Kristine Joy T. Caplis, Kizzylenn N. Camba, Jahziel Gillian M. Cruz, Marion G. Orap, & Joroma Sol T. Cabutotan, Saint Louis University, Philippines Published: February 2014 https://doi.org/10.22492/ije.2.1.07 Citation: Balmeo, M. L., Castro, A. B., Caplis, K. J. T., Camba, K. N. et al. (2014). Exploring Major Predictors of

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To What Degree Are Undergraduate Students Using Their Personal Computers to Support Their Daily Study Practices?

Authors: KwongNui Sim & Russell Butson, University of Otago, New Zealand Published: February 2014 https://doi.org/10.22492/ije.2.1.06 Citation: Sim, K., & Butson, R. (2014). To What Degree Are Undergraduate Students Using Their Personal Computers to Support Their Daily Study Practices? IAFOR Journal of Education, 2(1). https://doi.org/10.22492/ije.2.1.06 Abstract This scoping study examines the degree to which twenty two

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Respond to Diversity: Graduate Minority Students’ Perceptions on Their Learning Experiences in an American University

Author: Huanshu Yuan, University of Washington, United States of America Email: yuanshelly67@gmail.com Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.02 Citation: Yuan, H. (2017). Respond to Diversity: Graduate Minority Students’ Perceptions on Their Learning Experiences in an American University. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.02 Abstract The increasing population of minority students in higher education in the United

“I Prefer to Think for Myself”: Upper Secondary School Pupils’ Attitudes towards Computer-Based Spanish Grammar Exercises

Author: Kent Fredholm, Stockholm University, Sweden Published: February 2014 https://doi.org/10.22492/ije.2.1.04 Citation: Fredholm, K. (2014). “I Prefer to Think for Myself”: Upper Secondary School Pupils’ Attitudes towards Computer-Based Spanish Grammar Exercises. IAFOR Journal of Education, 2(1). https://doi.org/10.22492/ije.2.1.04 Abstract There is an increasing pressure from school leaders in many countries for teaching to be based solely on

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Human Resource Management Strategies and Teacher’s Efficiency within Schools: A Co-relational Study

Author: Kiran Hashmi, Notre Dame Institute of Education, Pakistan Published: February 2014 https://doi.org/10.22492/ije.2.1.03 Citation: Hashmi, K. (2014). Human Resource Management Strategies and Teacher’s Efficiency within Schools: A Co-relational Study. IAFOR Journal of Education, 2(1). https://doi.org/10.22492/ije.2.1.03 Abstract The aim of the paper is to study Human Resource Management and Development (HRMD) strategies and their effect on

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Student Attitudes about Distance Education: Focusing on Context and Effective Practices

Authors: Esther Smidt, Jennifer Bunk, Bridget McGrory, Rui Li & Tanya Gatenby, West Chester University, United States of America Published: February 2014 https://doi.org/10.22492/ije.2.1.02 Citation: Smidt, E., Bunk, J., McGrory, B., Li, R., & Gatenby, T. (2014). Student Attitudes about Distance Education: Focusing on Context and Effective Practices. IAFOR Journal of Education, 2(1). https://doi.org/10.22492/ije.2.1.02 Abstract There

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Value Innovation in Learner-Centered Design. How to Develop Valuable Learning Tools

Authors: Henning Breuer, UX Berlin Innovation Consulting, Germany Heinrich Schwarz, Schwarz Innovation, Germany Kristina Feller, Telekom Innovation Laboratories, Germany Mitsuji Matsumoto, NTT Labs, Japan Published: February 2014 https://doi.org/10.22492/ije.2.1.01 Citation: Breuer, H., Schwarz, H., Feller, K., & Matsumoto, M. (2014). Value Innovation in Learner-Centered Design. How to Develop Valuable Learning Tools. IAFOR Journal of Education, 2(1).

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Towards Building Science Teachers’ Understandings of Contemporary Science Practices

Authors: Greg Lancaster, Deborah Corrigan, Lisa Fazio, Joanne Burke & David Overton, Monash University, Australia E-mail: greg.lancaster@monash.edu Published: March 1, 2017 https://doi.org/10.22492/ije.5.1.01 Citation: Lancaster, G., Corrigan, D., Fazio, L., Burke, J., & Overton, D. (2017). Towards Building Science Teachers’ Understandings of Contemporary Science Practices. IAFOR Journal of Education, 5(1). https://doi.org/10.22492/ije.5.1.01 Abstract Faculties of Education and

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Teaching Improvement Model Designed with DEA Method and Management Matrix

Author: Bernard Montoneri, Providence University, Taiwan Published: February 2014 https://doi.org/10.22492/ije.2.1.05 Citation: Montoneri, B. (2014). Teaching Improvement Model Designed with DEA Method and Management Matrix. IAFOR Journal of Education, 2(1). https://doi.org/10.22492/ije.2.1.05 Abstract This study uses student evaluation of teachers to design a teaching improvement matrix based on teaching efficiency and performance by combining management matrix and

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Using a Blog to Facilitate Extensive Reading: An Exploratory Study

Authors: Magdalene Meow Khee Chew & Catherine Cheng Kiat Lee, Taylor’s University, Malaysia Published: May 2013 https://doi.org/10.22492/ije.1.1.06 Citation: Chew, M. M. K., & Lee, C. C. K. (2013). Using a Blog to Facilitate Extensive Reading: An Exploratory Study. IAFOR Journal of Education, 1(1). https://doi.org/10.22492/ije.1.1.06 Abstract Research shows that extensive reading (ER) has many benefits for

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Reflections on the Final Year Learning Experience – Designing a Capstone Experience

Authors: Keith Thomas, Kin Chi Wong, Yi Ching Li & Ching Yan Hung, Chinese University of Hong Kong, Hong Kong Published: May 2013 https://doi.org/10.22492/ije.1.1.05 Citation: Thomas, K., Wong, K. C., Li, Y. C., & Hung, C. Y. (2013). Reflections on the Final Year Learning Experience – Designing a Capstone Experience. IAFOR Journal of Education, 1(1).

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Practical Consideration of Pair Problem Solving in Computer Literacy Education

Authors: Yoshihiko Oya, Nagoya University of Foreign Studies, Japan Kimiko Uchida, Nagoya University of Arts and Sciences, Japan Published: May 2013 https://doi.org/10.22492/ije.1.1.04 Citation: Oya, Y., & Uchida, K. (2013). Practical Consideration of Pair Problem Solving in Computer Literacy Education. IAFOR Journal of Education, 1(1). https://doi.org/10.22492/ije.1.1.04 Abstract Direct instruction to students enrolled in a computer literacy

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A Methodology to Develop Ontologies for Emerging Domains

Author: Chai Meenorngwar, Valaya Alongkorn Rajabhat University under the Royal Patronage, Thailand Published: May 2013 https://doi.org/10.22492/ije.1.1.02 Citation: Meenorngwar, C. (2013). A Methodology to Develop Ontologies for Emerging Domains. IAFOR Journal of Education, 1(1). https://doi.org/10.22492/ije.1.1.02 Abstract The characteristic of complex, dynamic domains, such as an emerging domain, is that the information necessary to describe them is

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Are Standards-Based Quality Systems a Threat to the Internationalization of Teaching and Learning?

Author: Scott Thompson-Whiteside, Swinburne University of Technology, Australia Published: May 2013 https://doi.org/10.22492/ije.1.1.01 Citation: Thompson-Whiteside, S. (2013). Are Standards-Based Quality Systems a Threat to the Internationalization of Teaching and Learning? IAFOR Journal of Education, 1(1). https://doi.org/10.22492/ije.1.1.01 Abstract This paper explores the current shift in Australia’s higher education system moving to a more explicit, standards-based quality system

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Evaluation of Teaching Performance of English Courses by Applying Data Envelopment Analysis and Two-Phase Segmentation

Author: Bernard Montoneri, Providence University, Taiwan Published: May 2013 https://doi.org/10.22492/ije.1.1.03 Citation: Montoneri, B. (2013). Evaluation of Teaching Performance of English Courses by Applying Data Envelopment Analysis and Two-Phase Segmentation. IAFOR Journal of Education, 1(1). https://doi.org/10.22492/ije.1.1.03 Abstract Effective teaching performance is a crucial factor contributing to students’ learning improvement. Students’ ratings of teachers at the end

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Strategies for Digital Inclusion: Towards a Pedagogy for Embracing and Sustaining Student Diversity and Engagement with Online Learning

Authors: Baylie Hart Clarida, Milena Bobeva, Maggie Hutchings & Jacqui Taylor, Bournemouth University, United Kingdom Email: bhartclarida@bournemouth.ac.uk Published: August 2015 https://doi.org/10.22492/ije.3.se.06 Citation: Clarida, B. H., Bobeva, M., Hutchings, M., & Taylor, J. (2015). Strategies for Digital Inclusion: Towards a Pedagogy for Embracing and Sustaining Student Diversity and Engagement with Online Learning. IAFOR Journal of Education,

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IAFOR Journal of Education: Volume 5 – Issue 1

IAFOR Journal of Education: Volume 5 – Issue 1 Editor: Bernard Montoneri, Tamkang University, Taiwan Published: March 1, 2017 ISSN: 2187-0594 https://doi.org/10.22492/ije.5.1 Articles Towards Building Science Teachers’ Understandings of Contemporary Science Practices Greg Lancaster, Deborah Corrigan, Lisa Fazio, Joanne Burke & David Overton, Monash University, Australia Respond to Diversity: Graduate Minority Students’ Perceptions on Their

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A Study of Comparatively Low Achievement Students’ Bilingualized Dictionary Use and Their English Learning

Author: Chen Szu-An, Wenzao Ursuline University of Languages, Taiwan Email: 99033@mail.wzu.edu.tw Published: September 1, 2016 https://doi.org/10.22492/ije.4.2.09 Citation: Chen, S.-A. (2016). A Study of Comparatively Low Achievement Students’ Bilingualized Dictionary Use and Their English Learning. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.09 Abstract This study investigates bilingualized dictionary use of Taiwanese university students. It aims to examine

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Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

Authors: Yang Wang, University of South Carolina, United States of America Chao Liu, Dongbei University of Finance and Economics, China Email: wang527@mailbox.sc.edu Published: September 1, 2016 https://doi.org/10.22492/ije.4.2.08 Citation: Wang, Y., & Liu, C. (2016). Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom. IAFOR Journal of Education, 4(2).

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An Analysis of Creative Process Learning in Computer Game Activities Through Player Experiences

Author: Wilawan Inchamnan, Dhurakij Pundit University, Thailand Email: wilawan.inn@dpu.ac.th Published: September 1, 2016 https://doi.org/10.22492/ije.4.2.07 Citation: Inchamnan, W. (2016). An Analysis of Creative Process Learning in Computer Game Activities Through Player Experiences. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.07 Abstract This research investigates the extent to which creative processes can be fostered through computer gaming. It focuses

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Conspicuous Internationalization? Creating an “International Communication Lounge” on a Japanese University Campus

Author: Adam Gyenes, Osaka University, Japan Email: adamgyenes@gmail.com Published: September 1, 2016 https://doi.org/10.22492/ije.4.2.06 Citation: Gyenes, A. (2016). Conspicuous Internationalization? Creating an “International Communication Lounge” on a Japanese University Campus. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.06 Abstract Internationalization has become an important strategy for many Japanese universities as they face falling enrollments. While some have successfully

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Ethics Issues of Digital Contents for Pre-Service Primary Teachers: A Gamification Experience for Self-Assessment with Socrative

Authors: Adolfina Pérez Garcias & Victoria I. Marín, Universitat de les Illes Balears, Spain Email: fina.perez@uib.es Published: September 1, 2016 https://doi.org/10.22492/ije.4.2.05 Citation: Garcias, A. P., & Marín, V. I. (2016). Ethics Issues of Digital Contents for Pre-Service Primary Teachers: A Gamification Experience for Self-Assessment with Socrative. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.05 Abstract The knowledge

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The Link Between the Process of Change and Coaching in an Organization – A Case Study

Author: Josephine Jim, Hong Kong University SPACE, Hong Kong Email: josephine.jim@hkuspace.hku.hk Published: September 1, 2016 https://doi.org/10.22492/ije.4.2.04 Citation: Jim, J. (2016). The Link Between the Process of Change and Coaching in an Organization – A Case Study. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.04 Abstract The aim of this case study was to highlight coaching in the

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Assessing the Metacognitive Awareness among the Foundation in Engineering Students

Authors: Betsy Lee Guat Poh, Kasturi Muthoosamy, Chiang Choon Lai & Ooi Chel Gee, University of Nottingham Malaysia Campus, Malaysia Email: betsy.lee@nottingham.edu.my Published: September 1, 2016 https://doi.org/10.22492/ije.4.2.03 Citation: Poh, B. L. G., Muthoosamy, K., Lai, C. C., & Gee, O. C. (2016). Assessing the Metacognitive Awareness among the Foundation in Engineering Students. IAFOR Journal of

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A Comparative Study of Discrimination in Education: The Learning Environment and Behaviours of Students and Teachers in Iran

Author: Mozhgan Ghaffarzadeh, Iran Email: ghaffarzadeh.mail@gmail.com Published: September 1, 2016 https://doi.org/10.22492/ije.4.2.02 Citation: Ghaffarzadeh, M. (2016). A Comparative Study of Discrimination in Education: The Learning Environment and Behaviours of Students and Teachers in Iran. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.02 Abstract It is the learners’ right to get an education free from discrimination. Discrimination in education

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Identification of Early Predictors of Adult Learners’ Academic Performance in Higher Education

Author: Sylvia Chong Nguik Yin, SIM University, Singapore Email: sylviachong@unisim.edu.sg Published: September 1, 2016 https://doi.org/10.22492/ije.4.2.01 Citation: Yin, S. C. N. (2016). Identification of Early Predictors of Adult Learners’ Academic Performance in Higher Education. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.01 Abstract Universities are inundated with detailed applicant and enrolment data from a variety of sources. However,

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IAFOR Journal of Education: Volume 4 – Issue 2

IAFOR Journal of Education: Volume 4 – Issue 2 Editor: Bernard Montoneri, Providence University, Taiwan Published: September 1, 2016 ISSN: 2187-0594 https://doi.org/10.22492/ije.4.2 Articles Identification of Early Predictors of Adult Learners’ Academic Performance in Higher Education Sylvia Chong Nguik Yin, SIM University, Singapore A Comparative Study of Discrimination in Education: The Learning Environment and Behaviours of

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IAFOR Journal of Education: Volume 4 – Issue 1

IAFOR Journal of Education: Volume 4 – Issue 1 Editor: Bernard Montoneri, Providence University, Taiwan Published: March 2016 ISSN: 2187-0594 https://doi.org/10.22492/ije.4.1 Articles Online Independent Vocabulary Learning Experience of Hong Kong University Students Eunice Tang, Chinese University of Hong Kong, Hong Kong Edsoulla Chung, University of Cambridge, United Kingdom Eddy Li, University of Cambridge, United Kingdom

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IAFOR Journal of Education: Volume 3 – Issue 2

IAFOR Journal of Education: Volume 3 – Issue 2 Editor: Bernard Montoneri, Providence University, Taiwan Published: September 2015 ISSN: 2187-0594 https://doi.org/10.22492/ije.3.2 Articles Online Learning for Students from Diverse Backgrounds: Learning Disability Students, Excellent Students and Average Students Miri Shonfeld and Ilana Ronen, Kibbutzim College of Education, Israel Online Comic in Mandarin Chinese’s Vocabulary Learning: A