Journal Category: IAFOR Journal of Education

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A Model of Small-Group Problem-Based Learning In Pharmacy Education: Teaching in the Clinical Environment

Authors: Jeerisuda Khumsikiew, Khon Kaen University, Thailand Sisira Donsamak, Khon Kaen University, Thailand Manit Saeteaw, Ubon Ratchathani University, Thailand Email: [email protected] Published: September 2015 https://doi.org/10.22492/ije.3.2.06 Citation: Khumsikiew, J., Donsamak, S., & Saeteaw, M. (2015). A Model of Small-Group Problem-Based Learning In Pharmacy Education: Teaching in the Clinical Environment. IAFOR Journal of Education, 3(2). https://doi.org/10.22492/ije.3.2.06 Abstract

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Evaluate, Analyze, Describe (EAD): Confronting Underlying Issues of Racism and Other Prejudices for Effective Intercultural Communication

Author: Daniel Velasco, The Chicago School of Professional Psychology, United States of America Email: [email protected] Published: September 2015 https://doi.org/10.22492/ije.3.2.05 Citation: Velasco, D. (2015). Evaluate, Analyze, Describe (EAD): Confronting Underlying Issues of Racism and Other Prejudices for Effective Intercultural Communication. IAFOR Journal of Education, 3(2). https://doi.org/10.22492/ije.3.2.05 Abstract Racism and other prejudices have hindered efforts to diversify

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Taiwanese EFL Learners’ Perceived Use of Online Reading Strategies

Author: Lisa Wen Chun Chen, National Taiwan Normal University, Taiwan Email: [email protected] Published: September 2015 https://doi.org/10.22492/ije.3.2.04 Citation: Chen, L. W. C. (2015). Taiwanese EFL learners’ perceived use of Online Reading Strategies. IAFOR Journal of Education, 3(2). https://doi.org/10.22492/ije.3.2.04 Abstract Reading strategies are beneficial to learners’ reading comprehension. The strategies can be divided into different categories, such

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Exploring Learner’s Patterns of Using the Online Course Tool in University Classes

Authors: Yoshihiko Yamamoto, Shizuoka University, Japan Akinori Usami, Mukogawa Women’s University, Japan Email: [email protected] Published: September 2015 https://doi.org/10.22492/ije.3.2.03 Citation: Yamamoto, Y., & Usami, Akinori. (2015). Exploring Learner’s Patterns of Using the Online Course Tool in University Classes. IAFOR Journal of Education, 3(2). https://doi.org/10.22492/ije.3.2.03 Abstract Online course tools such as WebCT or Manaba+R are popularly used

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Online Comic in Mandarin Chinese’s Vocabulary Learning: A Case Study of Budi Utama Multilingual School in Yogyakarta, Indonesia

Authors: Nuning Catur Sri Wilujeng, Yogyakartya State University, Indonesia Yu-Ju Lan, National Taiwan Normal University, Taiwan Email: [email protected] Published: September 2015 https://doi.org/10.22492/ije.3.2.02 Citation: Wilujeng, N. C. S., & Lan, Y.-J. (2015). Online Comic in Mandarin Chinese’s Vocabulary Learning: A Case Study of Budi Utama Multilingual School in Yogyakarta, Indonesia. IAFOR Journal of Education, 3(2). https://doi.org/10.22492/ije.3.2.02

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Online Learning for Students from Diverse Backgrounds: Learning Disability Students, Excellent Students and Average Students

Authors: Miri Shonfeld & Ilana Ronen, Kibbutzim College of Education, Israel Email: [email protected] Published: September 2015 https://doi.org/10.22492/ije.3.2.01 Citation: Shonfeld, M., & Ronen, I. (2015). Online Learning for Students from Diverse Backgrounds: Learning Disability Students, Excellent Students and Average Students. IAFOR Journal of Education, 3(2). https://doi.org/10.22492/ije.3.2.01 Abstract The perceived contribution of science education online course to

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General Attitude and Acceptance of Holography in Teaching Among Lecturers in Nigerian Colleges of Education

Authors: Suleiman A. Ahmad, College of Education Azare, Nigeria Isyaku M. Abdullahi, College of Education Azare, Nigeria Muhammad Usma, Gombe State Polytechnic Bajoga, Nigeria Email: [email protected] Published: August 2015 https://doi.org/10.22492/ije.3.se.09 Citation: Ahmad, S. A., Abdullahi, I. M., & Usma, M. (2015). General Attitude and Acceptance of Holography in Teaching Among Lecturers in Nigerian Colleges of

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Development of a Blended Instructional Model via Weblog to Enhance English Summary Writing Ability of Thai Undergraduate Students

Author: Saisunee Termsinsuk, Nakhon Ratchasima Rajabhat University, Thailand Email: [email protected] Published: August 2015 https://doi.org/10.22492/ije.3.se.08 Citation: Termsinsuk, S. (2015). Development of a Blended Instructional Model via Weblog to Enhance English Summary Writing Ability of Thai Undergraduate Students. IAFOR Journal of Education, 3(SE). https://doi.org/10.22492/ije.3.se.08 Abstract The objective of this research and development was to develop an effective

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Using Mobile Technology to Enhance Undergraduate Student Digital Information Literacy Skills: A Canadian Case Study

Authors: Alice Schmidt Hanbidge, Nicole Sanderson & Tony Tin, Renison University College, University of Waterloo, Canada Email: [email protected] Published: August 2015 https://doi.org/10.22492/ije.3.se.07 Citation: Hanbidge, A. S., Sanderson, N., & Tin, T. (2015). Using Mobile Technology to Enhance Undergraduate Student Digital Information Literacy Skills: A Canadian Case Study. IAFOR Journal of Education, 3(SE). https://doi.org/10.22492/ije.3.se.07 Abstract Learning

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Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education

Author: Ana Niño, University of Manchester, United Kingdom Email: [email protected] Published: August 2015 https://doi.org/10.22492/ije.3.se.05 Citation: Niño, A. (2015). Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education. IAFOR Journal of Education, 3(SE). https://doi.org/10.22492/ije.3.se.05 Abstract With the widespread use of mobile phones and portable devices it is

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Social Media in Tertiary Education – Vhembe Further Education Training College Case Study

Authors: Manzira Francis Mungofa, University of Venda, South Africa Peter Tsvara, Solusi University, Zimbabwe Email: [email protected] Published: August 2015 https://doi.org/10.22492/ije.3.se.04 Citation: Mungofa, M. F., & Tsvara, P. (2015). Social Media in Tertiary Education – Vhembe Further Education Training College Case Study. IAFOR Journal of Education, 3(SE). https://doi.org/10.22492/ije.3.se.04 Abstract Social media technologies are being widely used

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Assessing the Applicability of 3D Holographic Technology as an Enhanced Technology for Distance Learning

Authors: Pradeep Kalansooriya, Ashu Marasinghe & K.M.D.N. Bandara, Nagaoka University, Japan Email: [email protected] Published: August 2015 https://doi.org/10.22492/ije.3.se.03 Citation: Kalansooriya, P., Marasinghe, A., & Bandara, K. M. D. N. (2015). Assessing the Applicability of 3D Holographic Technology as an Enhanced Technology for Distance Learning. IAFOR Journal of Education, 3(SE). https://doi.org/10.22492/ije.3.se.03 Abstract Distance learning has provided an

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Social Media Use in Algerian Universities: University of Constantine 2 Case Study

Author: Behdja Boumarafi, Institute of Library & Documentation, Algeria Email: [email protected] Published: August 2015 https://doi.org/10.22492/ije.3.se.02 Citation: Boumarafi, B. (2015). Social Media Use in Algerian Universities: University of Constantine 2 Case Study. IAFOR Journal of Education, 3(SE). https://doi.org/10.22492/ije.3.se.02 Abstract Social media technologies initially used for socializing, and entertainment have in recent years expanded their reaches into

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Teacher Education Perceptions of a Proposed Mobile Classroom Manager

Author: Dave E. Marcial, Silliman University, Philippines Email: [email protected] Published: August 2015 https://doi.org/10.22492/ije.3.se.01 Citation: Marcial, D. E. (2015). Teacher Education Perceptions of a Proposed Mobile Classroom Manager. IAFOR Journal of Education, 3(SE). https://doi.org/10.22492/ije.3.se.01 Abstract In a knowledge-driven enterprise, mobile learning introduces new ways for students to learn and educators to teach. This paper investigates the

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Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms

Author: Brenda Danker, Sunway University, Malaysia Email: [email protected] Published: February 2015 https://doi.org/10.22492/ije.3.1.10 Citation: Danker, B. (2015). Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms. IAFOR Journal of Education, 3(1). https://doi.org/10.22492/ije.3.1.10 Abstract This project used two Flipped Classroom approaches to stimulate deep learning in large classrooms during the teaching of a film module

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A Comparative Study of the International Perspectives of Six-Graders in Taipei and Shanghai

Authors: Yueh-Chun Huang, Huan-Hung Wu & Yu-Liang Chang, National Chiayi University, Taiwan Email: [email protected] Published: February 2015 https://doi.org/10.22492/ije.3.1.09 Citation: Huang, Y.-C., Wu, H.-H., & Chang, Y.-L. (2015). A Comparative Study of the International Perspectives of Six-Graders in Taipei and Shanghai. IAFOR Journal of Education, 3(1). https://doi.org/10.22492/ije.3.1.09 Abstract With the emergence of globalization, it has become

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Preschool Predictors of Kindergarten Language Outcomes

Authors: Anne Walk, Hisako Matsuo & Alex Giovanoni, Saint Louis University, United States of America Email: [email protected] Published: February 2015 https://doi.org/10.22492/ije.3.1.08 Citation: Walk, A., Matsuo, H., & Giovanoni, A. (2015). Preschool Predictors of Kindergarten Language Outcomes. IAFOR Journal of Education, 3(1). https://doi.org/10.22492/ije.3.1.08 Abstract The aim of the present study is to explore a variety of

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Enhancing Community Service Learning Via Practical Learning Communities

Authors: Ilana Ronen & Tal Shemer-Elkayam, Kibbutzim College of Education, Technology and Arts, Israel Email: [email protected] Published: February 2015 https://doi.org/10.22492/ije.3.1.07 Citation: Ronen, I., & Shemer-Elkayam, T. (2015). Enhancing Community Service Learning Via Practical Learning Communities. IAFOR Journal of Education, 3(1). https://doi.org/10.22492/ije.3.1.07 Abstract The advantages of learning communities focused on analyzing social issues and educational repercussions

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The Effects of Mathematical Modelling on Students’ Achievement-Meta-Analysis of Research

Author: Andrzej Sokolowski, Texas A&M University, United States of America Email: [email protected] Published: February 2015 https://doi.org/10.22492/ije.3.1.06 Citation: Sokolowski, A. (2015). The Effects of Mathematical Modelling on Students’ Achievement-Meta-Analysis of Research. IAFOR Journal of Education, 3(1). https://doi.org/10.22492/ije.3.1.06 Abstract Using meta-analytic techniques this study examined the effects of applying mathematical modelling to support student math knowledge acquisition

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The Effects of NSTP on the Lives of Saint Louis University Students

Authors: Marilyn L. Balmeo, Jeffry P. Falinchao, Kathleen Kaye L. Biay, Joyce Karen M. Ebes, Julienne G. Eclarino & Ivy Gail P. Lao-ang, Saint Louis University, Philippines Email: [email protected] Published: February 2015 https://doi.org/10.22492/ije.3.1.05 Citation: Balmeo, M. L., Falinchao, J. P., Biay, K. K. L., Ebes, J. K. M., Eclarino, J. G. et al. (2015). The

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Impact of Students’ Participation to a Facebook Group on their Motivation and Scores and on Teacher’s Evaluation

Author: Bernard Montoneri, Providence University, Taiwan Email: [email protected] Published: February 2015 https://doi.org/10.22492/ije.3.1.04 Citation: Montoneri, B. (2015). Impact of Students’ Participation to a Facebook Group on their Motivation and Scores and on Teacher’s Evaluation. IAFOR Journal of Education, 3(1). https://doi.org/10.22492/ije.3.1.04 Abstract The development of Information and communications technology (ICT) has brought rapid and profound changes in

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The Effects of Wiki-Based Recursive Process Writing on Chinese Narrative Essays for Chinese as a Second Language (CSL) Students in Singapore

Authors: Chee Kuen Chin, Cheng Gong & Boon Pei Tay, Singapore Centre for Chinese Language, Nanyang Technological University, Singapore Email: [email protected] Published: February 2015 https://doi.org/10.22492/ije.3.1.03 Citation: Chin, C. K., Gong, C., & Tay, B. P. (2015). The Effects of Wiki-Based Recursive Process Writing on Chinese Narrative Essays for Chinese as a Second Language (CSL) Students

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Control Grouped Pedagogical Experiment to Test the Performance of Second-Generation Web Maps and the Traditional Maps at the University of Debrecen

Authors: Dániel Balla, Marianna Zichar, Judit Boda & Tibor József Novák, University of Debrecen, Hungary Email: [email protected] Published: February 2015 https://doi.org/10.22492/ije.3.1.02 Citation: Balla, D., Zichar, M, Boda, J., & Novák, T. J. (2015). Control Grouped Pedagogical Experiment to Test the Performance of Second-Generation Web Maps and the Traditional Maps at the University of Debrecen. IAFOR

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Multivariate Gradient Analysis for Evaluating and Visualizing a Learning System Platform for Computer Programming

Author: Richard Mather, Buckinghamshire New University, United Kingdom Email: [email protected] Published: February 2015 https://doi.org/10.22492/ije.3.1.01 Citation: Mather, R. (2015). Multivariate Gradient Analysis for Evaluating and Visualizing a Learning System Platform for Computer Programming. IAFOR Journal of Education, 3(1). https://doi.org/10.22492/ije.3.1.01 Abstract This paper explores the application of canonical gradient analysis to evaluate and visualize student performance and

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Key Principles of Peer Assessments: A Feedback Strategy to Engage the Postgraduate International Learner

Authors: Roopa Nagori, Ealing, Hammersmith and West London College, United Kingdom Matthew Cooper, Resource Development International, United Kingdom Email: [email protected] Published: August 2014 https://doi.org/10.22492/ije.2.2.07 Citation: Nagori, R., & Cooper, M. (2014). Key Principles of Peer Assessments: A Feedback Strategy to Engage the Postgraduate International Learner. IAFOR Journal of Education, 2(2). https://doi.org/10.22492/ije.2.2.07 Abstract The paper reports

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Faculty Attitudes about Distance Education

Authors: Esther Smidt, Brian McDyre, Jennifer Bunk, Rui Li & Tanya Gatenby, West Chester University, United States of America Email: [email protected] Published: August 2014 https://doi.org/10.22492/ije.2.2.06 Citation: Smidt, E., McDyre, B., Bunk, J., Li, R., & Gatenby, T. (2014). Faculty Attitudes about Distance Education. IAFOR Journal of Education, 2(2). https://doi.org/10.22492/ije.2.2.06 Abstract In recent years, there has

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Integrating Technology in Teaching Students with Special Learning Needs in the SPED Schools in Baguio City

Authors: Marilyn L. Balmeo, Erika Mae A. Nimo, Aubrey M. Pagal, Stephanie C. Puga, ArisDafQuiño & Jaleen L. Sanwen, Saint Louis University, Philippines Email: [email protected] Published: August 2014 https://doi.org/10.22492/ije.2.2.05 Citation: Balmeo, M. L., Nimo, E. M. A., Pagal, A. M., Puga, S. C., ArisDafQuiño et al. (2014). Integrating Technology in Teaching Students with Special Learning

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Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective

Author: Shaila Shams, Independent University, Bangladesh Email: [email protected] Published: August 2014 https://doi.org/10.22492/ije.2.2.04 Citation: Shams, S. (2014). Efficacy of Online Social Networks on Language Teaching: A Bangladeshi Perspective. IAFOR Journal of Education, 2(2). https://doi.org/10.22492/ije.2.2.04 Abstract It is now an established fact that the use of technology facilitates teaching and learning in language classrooms. With the advancement

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Teaching the Genres of Comparison and Contrast in English Writing: From the Perspectives of Cooperative Principles

Author: Greg Chung-Hsien Wu, National Chengchi University, Taiwan Email: [email protected] Published: August 2014 https://doi.org/10.22492/ije.2.2.03 Citation: Wu, G. C.-H. (2014). Teaching the Genres of Comparison and Contrast in English Writing: From the Perspectives of Cooperative Principles. IAFOR Journal of Education, 2(2). https://doi.org/10.22492/ije.2.2.03 Abstract This pilot study aims at integrating a socio-pragmatic concept, Cooperative Principles, into an

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Cross-Border Collaboration in History among Nordic Students: A Case Study about Creating Innovative ICT Didactic Models

Authors: Maria Spante, University West, Sweden Asgjerd Vea Karlsen, Buskerud and Vestfold University College, Norway Anne-Mette Nortvig, University of Aalborg & University College Zealand, Denmark Rene B. Christiansen, University College Zealand, Denmark Email: [email protected] Published: August 2014 https://doi.org/10.22492/ije.2.2.02 Citation: Spante, M., Karlsen, A. V., Nortvig, A.-M., & Christiansen, R. B. (2014). Cross-Border Collaboration in History