March 11 ~ 12, 2023, Virtual Conference
Lucy Mackintosh, University of Hertfordshire, UK
Goetz  defines compassion as ‘the ability to notice physical or social distress in others and take action to address it’, with active listening, empathy, desire to help, inclusivity, understanding emotions, promoting silence, and creating a safe space being the main components of compassion in a teaching environment . To understand the importance of compassion in teaching for student success, this study focusses on how an increased use of online teaching has negatively affected compassionate teaching and how that relates to student satisfaction. The present study uses a self-developed survey measure, in which, 44 undergraduate psychology students from each year group anonymously rate the use of the compassionate components. The results showed that there was a significant correlation between hours of face-to-face teaching and compassionate scores, as well as compassionate and enjoyment scores. Future research should consider how implementation of compassion pedagogy in online learning effects enjoyment scores.
COVID-19, Coronavirus, Online Teaching, Compassion, Higher Education.
Booysen Sabeho Tubulingane, Department of Geography/Management, University of Giessen, UNICAF, Namibia
Universities are moving from face-to-face to blended and online education. Due to the COVID-19 pandemic, students enrolled in the field of Science, Technology, Engineering, and Mathematics (STEM) in 2021 at the Namibian university were moved to blend learning offerings. None-STEM students were all moved to the online mode for their learning and assessment activities. The shift to online learning is to benefit students who have knowledge of Information Communication Technology (ICT) and frequent users of ICTs. A quantitative methodology applying the Chi-square test was used to establish a significant relationship between the field of study and student academic performance. Also, a significant relationship between the faculty name and student academic performance was revealed. It was established that a significant relationship between gender and student academic performance exists. A study that explores the relationship between gender, curriculum contents of STEM and None-STEM courses, and student academic performance is recommended.
Information Communication Technology, Student, Academic Performance, Examination, Relationship, Gender, Faculty, Field of Study.
Peter Ssimbwa and Michael Mawa, Directorate of Post Graduate Studies and Research, Nkumba University, Entebbe, Uganda
The paper highlights challenges to provision of education to refugees in Uganda and the best practices used by education provider in planning and coordination of education interventions Kiryandongo and Kampala refugee communities. Uganda was applauded at the 2016 UN summit and a call to collaborated action was made to countries to do more. Despite challenges of overwhelming influx of refugee, 67% of which were children of school-going age and women needing education alternatives were sought to overcome barriers. Uganda’s policy framework and regulation of 2010, granted refugee rights and freedom to move and own resource for self-reliance. Planning and coordination innovative mechanisms enabled refugees and actors to achieve education objectives. Refugees who missed due to original countries’ chaos benefited from innovative education programs irrespective of age or socio-economic status. Coordination barriers highlighted by UNHCR to inhibit social pillars services, curtailing excellent results and efficiency ratios were eliminated. The good practices of education actors in planning and coordinated implementation of education improved delivery. Innovative practices to narrowed education access and ICT gaps. Experiences in Kiryandongo and Kampala provide worthwhile lessons to emulate in solving education and livelihood issues of refugees.
Effectiveness, self-reliance, efficiency ratio, competencies, double-vulnerability access.
P. Arunachalam, Assistant Professor & Head, Department of Economics, Vivekanandha College of Arts and Sciences for Women (Autonomous), Elayampalayam, Namakkal District, Tamil Nadu, India
At an outset, education has a key role to play in human beings. According to J.M. Clark (1957), knowledge is the only instrument of production that is not subject to diminishing returns. In fact, upliftment through education reduces poverty, and unemployment paves way for social inclusiveness and makes hazard free environment, etc., the world has shrinkage due to the winning of knowledge. The entire global clock is blocked due to the spreading of Covid-19. As a result, the survival of the entire humane is questionable in a sustained environment. The entire world has been concentrating on finding solutions and an amicable precocious measure of how to resolve the Covid-19 pandemic to endemic situations. During Covid-19 both Central and State governments initiate numerous programs which will not be reckoned possible to know for a short period of time. Hence, the study will take into account the Tamil Nadu government's launched higher education enhancement programs for Covid-19. In view of this, the government of Tamil Nadu has been ensuring a conducive environment in providing standard education during 2019 - 2022 in Tamil Nadu. The Gross Enrolment Ratio (GER) is 51.4 percent as against the national average of 27.1, as compared to other states Tamil Nadu has attained the first position in higher education in India. Women GER is 51 percent as against of national value of 27.3 percent further it continues vulnerable societies Scheduled Tribe men and women are 43.8 percent and 37.7 percent respectively. Is inclusiveness of higher education possible to continue in the first position among the state of India after Covid-19? The study attempts to make out if free laptops, free education (in Government Arts and Science Colleges up to postgraduate level), financial assistance to economically weaker sections, Chief minister relief fund, and free SIM cards for students of Government Colleges, Government Aided college and also for the students, who avail scholarship in Self-financing Colleges are provided with 2 GB data per day to attend online classes during the pandemic. How many educationists are aware of Online Education? How far are both students and staff members (Teaching and Non- Teaching) benefited through Online Education using Educational Tools? How effective are lecturing, understanding, and testing in the online mode? With the unexpected global lockdown during Covid-19, education had a good scope to pave the way for global links through a coalition of Institutions are connected. The affordability of ICT is very costly for the vulnerable community so the policy makers to resolve these problems way in which to promote their future.
Vulnerable Community, ICT.
Dadakhonov Azamjon Oltmishevich, Johannes Gutenberg University Mainz, Germany
During the pandemic, the digitization of the educational process has accelerated. Due to the long duration of the pandemic and the quarantine period, educators have sought to achieve the results that can be achieved in the form of traditional "face-to-face" education in the online form, and have discovered new methods of education. In this research, the digital technologies-based formats of MIL projects and training courses conducted in different countries in recent years based on the financial support of Internews organizations with the support of DW Akademie and USAID were analyzed. The author tries to show the importance of MIL and its development today, the websites of organizations operating in this area and the reflection of the main concepts of MIL, training, and projects based on Internet technologies.
Mil (Media and Information Literacy), International Projects, Pandemic, Literacy Skills, Web Resources, Innovative Educational and Informative Methods.
Radhouane Boughammoura, Department of Computer Science, Higher Institute of Computer Science of Mahdia, University of Monastir, Tunisia
The epidemy COVID-19 (khnown as Corona) is very dangerous. China, the epicenter of the epidemy, is the most infected country tell 07/04/2020 with 81 740 infected, and 3 331 death. To limit the exponential propagation of the virus we have to respect some consigns. Keep safe distance (1m or 3feet) is the most relevant consign in order to surround the spread of the epidemy. Our approach is used to detect possible contamination of persons. Barnes-Hut algorithm is based on quad, a data structure which detects certain proximity relative to persons and groups of persons. Alert is raised when the proximity between parsons is not respected. The algorithm can be used in decision making (e.g close frontiers). Experiments on real world dataset shows the efficiency of the algorithm.
COVID-19, person contamination detection, quad, query search, graphic design, artificial intelligence .
Yaoyu Zhang, Wang Yanan Institute for Studies in Economics, Xiamen University, Xiamen
The problem of left-behind children is of great concern during the process of urbanization in many developing countries. Using the fixed effect model and the time-varying difference-in-difference model, we examine how left-behind experiences affect children’s educational choices and identities. We find that left-behind children have an approximately 2% higher probability to drop out of school. They tend to report lower levels of education expectations and education expenditures. The negative effect of leftbehind experiences on education outcomes is significant, particularly among middle-school students. Despite improved living conditions, these findings suggest that left-behind experiences have hindered many children from enjoying educational success.
Left-behind children, Drop out, Education, Parental Migration
Coffi Martinien Zounhin Toboula, English Department, University of Abomey Calavi (UAC), Benin Laboratoire du Groupe de Recherche sur l\’Afrique et la Diaspora (GRAD)
The COVID-19 pandemic has disrupted traditional language learning, leading to a shift towards online teaching and requiring new approaches to language education. This study examines the effectiveness of AI-powered collaborative and interactive EFL teaching in the post-COVID-19 online teaching environment. The study adopted a mixed-methods research design, combining quantitative and qualitative data collection and analysis techniques. Data were collected through surveys, semi-structured interviews, and observation of online language learning sessions with EFL teachers and students recruited from the University of Abomey-Calavi (UAC) in Benin. The data were analysed using both descriptive and inferential statistics. The study employed questionnaire surveys to analyse quantitative data and used the thematic (content) analysis method to identify the key themes and patterns in the qualitative data collected through semi-structured interviews and online class observations. Results showed the challenges and opportunities of using AI-powered collaborative and interactive language learning in EFL teaching, the learning methodologies and assessment approaches used in AI-enabled collaborative e-learning, the role of technology in supporting pervasive learning, and the impact of professional development for teachers in ICT on integrating AI-assisted collaborative e-learning in EFL instruction. The findings provide insights into the impact of AI-supported collaborative and interactive language learning on EFL teaching and implications for EFL teachers and students in the post-pandemic era.
AI-powered, Collaborative, and Interactive Language Learning, Post-COVID-19, Online EFL Teaching
Dèkandé Sylvestre TCHAGNONHOU, Didactiques des Disciplines, Djibo Hamani University of Tahoua, Benin
This study aims to explore the relationship between classroom interaction and academic communication in secondary schools. The study was prompted by the low proficiency in English and French observed among students in the Faculty of Education in Tahoua after seven years of secondary education. To uncover the reasons behind this situation, the study adopted a mixed-methods research approach, including classroom observations, semi-structured teacher interviews, a student questionnaire, and a controlled experiment. The observations took place in English and French language classrooms, while the experiment separated the students into an experimental group that utilized interactive teaching methods and a control group that followed traditional methods. The results of the three-month experiment revealed that 80% of the experimental group demonstrated improved oral communication skills compared to the control group, suggesting that classroom interaction is a key factor in academic communication. The findings of this study underline the importance of incorporating interactive teaching strategies in the classroom to enhance student communication skills.
Classroom interaction, Academic communication, Secondary schools, Mixed-methods research, Interactive teaching strategies
María Cristina Manzano-Munguía1 Iliana Viridiana Roa González2 and Daniela Palma Patiño3, 1Institute of Social Sciences and Humanities “Alfonso Vélez Pliego”, Benemérita Universidad Autónoma de Puebla, Puebla, Mexico 2Doctoral Student at the Centre for Research and Higher Studies in Social Anthropology (CIESAS), Mexico City, Mexico 3Intercultural University of the State of Puebla (UIEP), San Marcos Tlacoyalco, Puebla, Mexico
On March 22, 2020, the government halted all activities considered non-essential due to COVID-19 in Mexico. The National Council for the Evaluation of Social Development Policy (Consejo Nacional de Evaluación de la Política de Desarrollo Social CONEVAL 2020) noted that four out of ten individuals lived in poverty or 41.9% of the total population. Here we argue that COVID-19 pandemic and distance education increased the visibility of social and economic inequalities in Mexico. For example, in deprived areas neither internet access nor technology was available for students and professors (see Migueles 2020; Moreno 2020). The latter were also affected by precarious working and living conditions in rural areas (Roa González 2019). This paper looks at how students and professors experienced the new normal at Intercultural universities where distance education and confinement make visible the embodied poverty of Indigenous populations across the country.
COVID-19 Pandemic, Mexico, Intercultural Universities, Indigenous Students
Shasha Luo1 and Tawatchai Chaisiri2, 1English for Career Development Program, Faculty of Liberal Arts, Rajamangala University of Technology Thanyaburi2Department of Western Languages, Faculty of Liberal Arts, Rajamangala University of Technology Thanyaburi
This paper presents the findings of the work in progress on investigation on the role of English used in cooperation between two counterparts, China and Thailand, derived from the Sino-Thai project entitled “People-to-People Exchange”, or known as “Jingshi Project.” This preliminary study aimed to identify a variety of the use of English at work, the data of which were administered by a questionnaire and follow-up interviews were conducted to find out in more detail on particular subtopics. The purposive sampling method was used to select the questionnaire respondents in this study, comprising 30 of both Chinese and Thai staff members working under the project during the Thai academic year of 2022. Four interviewees voluntarily participated in the follow-up interviews conducted afterwards. The data were analysed using frequency, percentage, mean, and standard deviation, while the content analysis was used to interpret the interview data. The findings reveal the importance of English in relation to live meetings, document writing, presentations, business trips, and chatting informally on social media. Communication breakdowns often occur when the staff had difficulties communicating in English effectively via their conversational skills. Out of the four macro skills, reading is the most commonly used in the cooperation, while the other three skills of speaking, writing, and listening need more attention for language skill improvement. Implications for the upskill training should put an emphasis on the context where the personnel work, English skills they need to improve, and type of texts or specific situations they are exposed to in the Sino-Thai cooperation.
Sino-Thai Cooperation, People-to-People Exchange, Jingshi Project, the Role of English, English for Specific Purposes