Journal Category: IAFOR Journal of Education

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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

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IAFOR Journal of Education: Volume 3 – Special Edition

IAFOR Journal of Education: Technologies & Education (Special Edition) Editor: Bernard Montoneri, Tamkang University, Taiwan & Vasileios Paliktzoglou, University of Eastern Finland, Finland/Bahrain Polytechnic, Bahrain Published: August 2015 ISSN: 2187-0594 https://doi.org/10.22492/ije.3.se Articles Teacher Education Perceptions of a Proposed Mobile Classroom Manager Dave E. Marcial, Silliman University, Philippines Social Media Use in Algerian Universities: University of

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IAFOR Journal of Education: Volume 3 – Issue 1

IAFOR Journal of Education: Volume 3 – Issue 1 Editor: Bernard Montoneri, Providence University, Taiwan Published: February 2015 ISSN: 2187-0594 https://doi.org/10.22492/ije.3.1 Articles Multivariate Gradient Analysis for Evaluating and Visualizing a Learning System Platform for Computer Programming Richard Mather, Buckinghamshire New University, United Kingdom Control Grouped Pedagogical Experiment to Test the Performance of Second-generation Web Maps

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IAFOR Journal of Education: Volume 2 – Issue 2

IAFOR Journal of Education: Volume 2 – Issue 2 Editor: Bernard Montoneri, Providence University, Taiwan Published: August 2014 ISSN: 2187-0594 https://doi.org/10.22492/ije.2.2 Articles German and Japanese Education in the Shadow – Do Out-of-School Lessons Really Contribute to Class Reproduction? Steve R. Entrich, University of Potsdam, Germany Cross-Border Collaboration in History among Nordic Students: A Case Study

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IAFOR Journal of Education: Volume 2 – Issue 1

IAFOR Journal of Education: Volume 2 – Issue 1 Editor: Bernard Montoneri, Providence University, Taiwan Published: February 2014 ISSN: 2187-0594 https://doi.org/10.22492/ije.2.1 Articles Value Innovation in Learner-Centered Design. How to Develop Valuable Learning Tools Henning Breuer, UX Berlin Innovation Consulting, Germany Heinrich Schwarz, Schwarz Innovation, Germany Kristina Feller, Telekom Innovation Laboratories, Germany Mitsuji Matsumoto, NTT Labs,

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About Individual Issues

Information about the IAFOR Journal of Education individual issues

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APA Referencing Style

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Plagiarism Statement

SUBMISSIONS ARE CURRENTLY OPEN for Volume 8 Issue 3: the Undergraduate Education issue.* *Please note: We are only accepting manuscripts for this issue at this time. Please see the Publication Timeline for submission dates for other issues.

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Author Guidelines

Before submitting your article please ensure that it is prepared in accordance with the Author Guidelines below. For further information please also view details of the journal review process, copyright and licencing policy, and publication ethics statement. If you have any queries about how to prepare your article for submission, please contact publications@iafor.org. Please note

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Publication Ethics

Conflicts of Interest Disclosure Editors and editorial board members/reviewers will not use unpublished information disclosed in a submitted manuscript for their own research purposes without the authors’ explicit written consent. Privileged information or ideas obtained by editors as a result of handling the manuscript will be kept confidential and not used for their personal advantage.

IAFOR Journal of Education

Editor-in-Chief: Dr Yvonne Masters ISSN: 2187-0594 Contact: publications@iafor.org As an education journal, the IAFOR Journal of Education (JoE) encourages interdisciplinary research where the primary focus is on addressing critical issues and current trends in education. This would include exploring significant themes, exceptional programs and promising practice in the field of education and educational policy. The

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IAFOR Journal of Education: Volume 1 – Issue 1

IAFOR Journal of Education: Volume 1 – Issue 1 Editor: Dr Sandra Kroh, University of Pikeville, United States of America Published: May 2013 ISSN: 2187-0594 https://doi.org/10.22492/ije.1.1 Articles Are Standards-based Quality Systems a Threat to the Internationalization of Teaching and Learning? Scott Thompson-Whiteside, Swinburne University of Technology, Australia A Methodology to Develop Ontologies for Emerging Domains