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Teaching in the Age of Covid-19—1 Year Later

Postdigital Science and Education 2021年第3期3卷 1073-1223页

作者： Jandrić, Petar Hayes, David Levinson, Paul Christensen, Line Lisberg Lukoko, Happiness Onesmo Kihwele, Jimmy Ezekiel Brown, James Benedict Reitz, Charles Mozelius, Peter Nejad, Harry G. Martinez, Ana Fuentes Arantes, Janine Aldous Jackson, Liz Gustafsson, Ulrika Abegglen, Sandra Burns, Tom Sinfield, Sandra Hogan, Michael Kishore, Pallavi Carr, Paul R. Batarelo Kokić, Ivana Prinsloo, Paul Grauslund, Dennis Steketee, Anne Achieng-Evensen, Charlotte Komolafe, Blessing Funmi Suoranta, Juha Hood, Nina Tesar, Marek Rose, Jennifer Humble, Niklas Kirylo, James D. Mañero, Julia Monzó, Lilia D. Lodahl, Mikkel Jaldemark, Jimmy Bridges, Susan M. Sharma, Navreeti Davidsen, Jacob Ozoliņš, Jānis (John) Bryant, Peter Escaño, Carlos Irwin, Jones Kaur, Kulpreet Pfohl, Sarah Stockbridge, Kevin Ryberg, Thomas Pyyhtinen, Olli SooHoo, Suzanne Hazzan, Moses Kayode Wright, Jake Hollings, Stephanie Arndt, Sonja Gibbons, Andrew Urvashi, Shreya Forster, Daniella J. Truelove, Ian Mayo, Peter Rikowski, Glenn Stewart, Paul Alexander Jopling, Michael Stewart, Georgina Tuari Buchanan, Rachel Devine, Nesta Shukla, Richa Novak, Rene Mallya, Madhav Biličić, Eva Sturm, Sean Sattarzadeh, Sahar D. Philip, Abey P. Redder, Bridgette White, E. Jayne Ford, Derek R. Allen, Quaylan Mukherjee, Mousumi Hayes, Sarah Zagreb University of Applied Sciences Zagreb Croatia University of Wolverhampton Wolverhampton UK Further Education Worcester UK Fordham University New York City USA Department of Communication and Psychology Aalborg University Aalborg Denmark Institute of Development Studies University of Dar es Salaam Dar es Salaam Tanzania Department of Education Mzumbe University Morogoro Tanzania Umeå School of Architecture Umeå University Umeå Sweden Kansas City Kansas Community College Kansas City USA Department of Computer and System Science (DSV) Mid Sweden University Östersund/Stockholm Sweden Jindal Institute of Behavioural Sciences O. P. Jindal Global University Haryana India Katedralskolan (Lund)/University West Trollhättan Sweden Victoria University Melbourne Australia Education University of Hong Kong Hong Kong China Department of Applied Educational Science Umeå University Umeå Sweden School of Architecture Planning and Landscape University of Calgary Calgary Canada Centre for Professional and Educational Development London Metropolitan University London UK School of Psychology National University of Ireland Galway Galway Ireland Jindal Global Law School O.P. Jindal Global University Sonipat India Département des sciences d l’éducation Université du Québec en Outaouais Gatineau Canada Department of Pedagogy Faculty of Humanities and Social Sciences University of Split Split Croatia University of South Africa Pretoria South Africa University College of Northern Denmark (UCN) Aalborg Denmark School of Education Millikin University Decatur Il USA Attallah College of Educational Studies Chapman University Orange USA Science Education Department Adekunle Ajasin University Ondo Nigeria Curriculum and Pedagogy College of Teacher Education Zhejiang Normal University Jinhua China Faculty of Social Sciences Tampere University Tampere Finland Faculty of Education University of Auckland Auckland New Zealand School of Social Science Education and

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Teaching in the Age of Covid-19

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Postdigital Science and Education 2020年第3期2卷 1069-1230页

作者： Jandrić, Petar Hayes, David Truelove, Ian Levinson, Paul Mayo, Peter Ryberg, Thomas Monzó, Lilia D. Allen, Quaylan Stewart, Paul Alexander Carr, Paul R. Jackson, Liz Bridges, Susan Escaño, Carlos Grauslund, Dennis Mañero, Julia Lukoko, Happiness Onesmo Bryant, Peter Fuentes-Martinez, Ana Gibbons, Andrew Sturm, Sean Rose, Jennifer Chuma, Mohamed Muhibu Biličić, Eva Pfohl, Sarah Gustafsson, Ulrika Arantes, Janine Aldous Ford, Derek R. Kihwele, Jimmy Ezekiel Mozelius, Peter Suoranta, Juha Jurjević, Lucija Jurčević, Matija Steketee, Anne Irwin, Jones White, E. Jayne Davidsen, Jacob Jaldemark, Jimmy Abegglen, Sandra Burns, Tom Sinfield, Sandra Kirylo, James D. Kokić, Ivana Batarelo Stewart, Georgina Tuari Rikowski, Glenn Christensen, Line Lisberg Arndt, Sonja Pyyhtinen, Olli Reitz, Charles Lodahl, Mikkel Humble, Niklas Buchanan, Rachel Forster, Daniella J. Kishore, Pallavi Ozoliņš, Jānis John Sharma, Navreeti Urvashi, Shreya Nejad, Harry G. Hood, Nina Tesar, Marek Wang, Yang Wright, Jake Brown, James Benedict Prinsloo, Paul Kaur, Kulpreet Mukherjee, Mousumi Novak, Rene Shukla, Richa Hollings, Stephanie Konnerup, Ulla Mallya, Madhav Olorundare, Anthony Achieng-Evensen, Charlotte Philip, Abey P Hazzan, Moses Kayode Stockbridge, Kevin Komolafe, Blessing Funmi Bolanle, Ogunyemi Folasade Hogan, Michael Redder, Bridgette Sattarzadeh, Sahar D. Jopling, Michael SooHoo, Suzanne Devine, Nesta Hayes, Sarah Zagreb University of Applied Sciences Zagreb Croatia Education Observatory University of Wolverhampton Wolverhampton UK Further Education Worcester UK Leeds Beckett University Leeds UK Fordham University New York City USA University of Malta Msida Malta Depatment of Communication and Psychology Aalborg University Aalborg Denmark Attallah College of Educational Studies Chapman University Orange USA MIMA School of Art and Design Teesside University Middlesbrough UK Département des sciences d l’éducation Université du Québec en Outaouais Québec Canada The University of Hong Kong Hong Kong China University of Seville Seville Spain University College of Northern Denmark Aalborg Denmark Higher Education & Student Affairs Beijing Normal University Beijing China University of Sydney Sydney Australia Katedralskolan (Lund) Lund Sweden University West Trollhättan Sweden School of Education Auckland University of Technology Auckland New Zealand Faculty of Education and Social Work University of Auckland Auckland New Zealand School of Social Science Education and Social Work Queen’s University Belfast Belfast United Kingdom Faculty of Education Beijing Normal University Beijing China Department of Art & Design University of Indianapolis Indianapolis USA Department of Applied Educational Science Umeå University Umeå Sweden University of Newcastle Callaghan Australia Victoria University Melbourne Australia DePauw University Greencastle USA Department of Education Mzumbe University Morogoro Tanzania Mid Sweden University Östersund Sweden Faculty of Social Sciences Tampere University Tampere Finland School of Human Development Institute of Education Dublin City University Dublin Republic of Ireland RMIT Melbourne Australia Aalborg University Aalborg Denmark Department of Education Mid Sweden University Sundsvall Sweden School of Architecture Planning and Landscape University of Calgary Calgary Canada Centre for Professional and Educational Dev

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EFFECTS OF WHOLE BODY VIBRATION OF GROUND REACTION FORCE DURING LANDING WITH DIFFERENT RECOVERY TIME

EFFECTS OF WHOLE BODY VIBRATION OF GROUND REACTION FORCE DUR...

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第6届亚洲运动生物力学学术交流大会

作者： Li-I Wang Chin-Yi Gu I-Lin Wang Tzu-Chieh Chang Wei-Ru Hsieh Department of Physical Education and Kinesiology Dong Hwa University Department of Curriculum Design and Human Potentials Development Dong Hwa University Department of Life Science and the Institute of Biotechnology Dong Hwa University

INTRODUCTION Drop jump(DJ)is a popular and effective method used to increase jumping performance,among the various plyometric jumps[1].However,DJ is an at-risk training method with greater impact load during landing phase[2].Previous studies have reported that whole body vibration(WBV)could immediately decrease lower extremity loading during the DJ[3].However,the recovery time after WBV was one of the factors of gain muscle activation[4,5].The

关键词： EFFECTS OF WHOLE BODY VIBRATION OF GROUND REACTION FORCE DURING LANDING WITH DIFFERENT RECOVERY TIME

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A Study of Online Tutors' Teaching Efficacy and Effectiveness in Eastern Taiwan

A Study of Online Tutors' Teaching Efficacy and Effectivenes...

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IIAI International Conference on Advanced Applied Informatics (IIAIAAI)

作者： Tai-Chien Kao Yu-Yeh Chen Yi-No Kang Department of Curriculum Design and Human Potentials Development National Dong Hwa University Hualien Taiwan R.O.C.

ISBN: (纸本)9781479999590

To satisfy the learning demands of schoolchildren in rural areas and foster the educational ability of pre-service teachers in universities, this two semesters study intents to investigate online tutors' teaching efficacy and effectiveness for the sake of tutoring quality. This project provides one-on-one after-class tutoring on basic skills of Chinese and Mathematics to schoolchildren in remote areas of East Taiwan with video conferencing techniques. Under the project, the study paired up university students and rural pupils from 16 elementary schools to perform online tutoring for 22 weeks, twice per week, each semester. Besides, the educational background professors and elementary school teachers were teamed up as tutoring advisors and on-site supervisors. There were 87 tutors for first semester, and 114 for the second in the project. In which, 35 were reappointment from the fist semester to the second semester. The investigation intents to better determine what influent tutors' teaching efficacy and effectiveness. This paper reported the results of two semesters that were about online tutors' self-evaluation on teaching efficacy and effectiveness. 1. Teaching efficacy and effectiveness were generally well. 2. Experienced tutor had higher teaching efficacy and effectiveness in general. 3. Tutors from education collage had lower teaching efficacy and effectiveness, but improved more. The results provided direction to tutor selection and curriculum of workshop.

关键词： Online tutoring Rural education Teaching effectiveness Teaching efficacy Pedagogy Teaching Coaching Elementary School Teachers basic skill

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Getting Undergraduates Ready for China’s Belt and Road Initiative (BRI) Through an Overseas Experiential Learning Project

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China and the World 2021年第3期4卷

作者： Andrew Min Han Chin Thomas Menkhoff Hans-Dieter Evers Hoong Hui Daniel Gn Kevin Koh Chester Wey Lee Patrick H. M. Loh Linda Low Sebastian Tan Teng Seng Teo Natalie Yap Lee Kong Chian School of Business Singapore Management University (SMU) 81 Victoria Street Singapore 188065 Singapore Andrew Chin Min Han graduated from Tsinghua University in Beijing China with a Tsinghua–MIT Sloan International Master of Business Administration degree under the Singapore Government’s Asian Business Fellowship (ABF) scholarship program. He is the Program Director of Singapore Management University (SMU) Executive Certificate in China Business and of the SMU Internationalisation Series. He teaches as an Adjunct Faculty of Strategy and Organisation at the SMU Lee Kong Chian School of Business since January 2017. He teaches effectively in English and Chinese. With over 23 years of experience in education and publishing industry in Asia Andrew Chin’s multi-sector career has enabled him to experience the full spectrum of the education industry in his roles as the Singapore EDB Officer handling the World-Class University portfolio and the Specialist Information and Publishing Industry portfolio Chief Representative and Country Manager (China) at Thomson Learning (Fortune 500 company) and Co-founder and CEO for an early childhood education business. Andrew was a Business Development Director (Universities) at Sodexo Group (Fortune 500 company) for the Asia-Pacific region. After working 10 years in Beijing China Andrew returned to Singapore in 2012 to work closely with the top leadership at Singapore Management University on the SMU China & East Asia Initiatives. Thomas Menkhoff is the Professor of Organisational Behaviour & Human Resources (Education) at the Lee Kong Chian School of Business Singapore Management University (SMU). Two of his recent publications include: (i) Menkhoff Thomas Ning Kan Siew Evers Hans-Dieter and Chay Yue Wah eds. Living in Smart Cities: Innovation and Sustainability (New Jersey: World Scientific Publishing 2018) and (ii) Chay Yue Wah Menkhoff Thomas and Low Linda eds. China’s Belt and Road Initiative — Understanding the Dynamics of a Global Transfor

In this paper, we explain how an experiential learning course and study tour to Gansu Province (People’s Republic of China) enabled undergraduates at the Singapore Management University (SMU) to acquire 21st-century competencies and higher-order thinking skills by analyzing and evaluating specific aspects of China’s Belt and Road Initiative (BRI) and China–Singapore (Chongqing) Connectivity Initiative — New International Land–Sea Trade Corridor (CCI-ILSTC) with emphasis on developing viable Go-To-Market (GTM) strategies aimed at selling Gansu produce in four Southeast Asian markets. We share how the course was designed to support the attainment of key learning goals and discuss how we turned pedagogical aspirations into concrete learning outcomes. We introduce key aspects of the so-called “SMU-XO” project that the students conducted in partnership with an industry partner, Pacific International Lines (PIL), and discuss how the project work helped learners to gain global competency by (i) examining critical issues related to BRI such as multi-modal infrastructure connectivity, (ii) appreciating the local perspectives of project stakeholders in Lanzhou and Shanghai and (iii) successfully interacting with people from different cultures, namely China, Indonesia, Vietnam, Malaysia and Thailand.

关键词： Experiential learning Singapore China Belt and Road Initiative (BRI)

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Can Internet usage positively or negatively affect interpersonal relationship?

Smart Innovation, Systems and Technologies

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Smart Innovation, Systems and Technologies 2013年 20卷 373-382页

作者： Lai, Chih-Hung Lin, Chunn-Ying Chen, Cheng-Hung Gwung, Hwei-Ling Li, Chia-Hao Department of Computer Science and Information Engineering National Dong Hwa University Hualien Taiwan Department of Early Childhood Education National Dong Hwa University Hualien Taiwan Department of Educational Administration and Mangement National Dong Hwa University Hualien Taiwan Department of Curriculum Design and Human Potentials Development National Dong Hwa University 1 Sec. 2 Da Hsueh Rd. Shou-Feng Hualien 974 Taiwan

ISBN: (纸本)9783642354519

Many past studies showed that Internet addiction negatively affected the interpersonal relationship. However, new functions on the Internet provide more online interactions, especially some social websites such as Facebook which enables individuals to establish new relationships with acquaintances, as well as maintain close relationships with friends. This drives us to the questions whether the Internet is detrimental to one's interpersonal relationship or whether, instead, it might enhance one's interpersonal relationship. This study examined the association among Internet addiction, various Internet usage, and interpersonal relationships. In total, 444 valid copies of questionnaires were collected from a university. The results indicated that the Internet functions on social interaction, video watching, and information seeking can enhance interpersonal relationship while porn-website surfing and game playing cannot directly affect interpersonal relationship. On the other hand, the social interaction, porn-website surfing, and video watching led to poor interpersonal relationship mediated by Internet addiction. © Springer-Verlag Berlin Heidelberg 2013.

关键词： Surveys

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Application of the modified health belief model for undergoing oral mucosal examination: Comparison of different health risk groups

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Taiwan Journal of Public Health 2013年第4期32卷 358-371页

作者： Wu, Mei-Yi Guo, Jong-Long Lee, Ming-Shinn Shen, Wang-Ping Department of Health Promotion and Health Education National Taiwan Normal University Taipei No. 162 Sec. 1 Heping East Rd. Taiwan Department of Curriculum Design and Human Potentials Development National Dong Hwa University Hualien Taiwan School of Nursing National Taipei University of Nursing and Health Sciences Taipei Taiwan

Objectives: Oral mucosal examination (OME) is an effective measure for detecting oral cancer, which is the fourth leading cause of cancer deaths among males in Taiwan. Despite this fact, there is a lack of literature concerning the likelihood of undergoing an OME among different health risk groups based on individuals' habits of drinking alcohol, chewing betel quid, and smoking cigarettes. Methods: We applied a modified form of the Health Belief Model (HBM) to explore the likelihood that a sample of individuals participating in a "Community Free from Betel Quid Chewing" campaign would undergo an OME. Eight-hundred and sixty-six participants completed questionnaires measuring demographic characteristics, alcohol drinking, betel quid chewing, cigarette smoking, health beliefs, cues to action, self-efficacy, and likelihood of undergoing an OME. We used structural equation modeling (SEM) to investigate the direct and indirect paths, to predict the likelihood of undergoing an OME, in three different health risk groups. Classification of participants into groups of high, moderate, and low risk of developing oral cancer was based on the whether or not the participants drank alcohol, chewed betel quid, or smoked cigarettes. Results: The modified HBM demonstrated a good fit among the high, moderate, and low-risk groups, and explained 50%, 37%, and 30% of the variance of undergoing an OME, respectively. The direct and indirect paths influencing the likelihood of undergoing an OME varied significantly among the three groups. Conclusions: Based on the findings, care must be taken when selecting responsive health education for provision to participants with different health beliefs and levels of risks. (Taiwan J Public Health. 2013;32(4):358-371).

关键词： Different health risk groups Health belief model Oral mucosal examination (ome) Structural equation modeling

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Digital archives of video cases: Inherited learning in aboriginal artistry

Digital archives of video cases: Inherited learning in abori...

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2012 2nd International Conference on Consumer Electronics, Communications and Networks, CECNet 2012

作者： Liu, Ming-Chou Lahang, Lowsing Wang, Kuan-Hung Department of Curriculum Design and Human Potentials Development National Dong Hwa University NDHU Hualien Taiwan He-Ping Primary School Hualien Taiwan Graduate Institute of Science Education National Dong Hwa University NDHU Hualien Taiwan

ISBN: (纸本)9781457714153

Jaw's harp is an important asset which functions as a message conveyer and affection expression in the past for indigenous Truku people in Taiwan. However, as the old generation gradually passes away, preserving this traditional musical instrument appears to be a more challenging and urgent task for the young generation. On the other hand, Digital Archives has become increasingly common in this era of science and technology that provides online access to archived digital datasets and documents in a systematic fashion. Therefore, in this study we employ Digital Archives as an approach to increase student's self-efficacy of making jaw harps, and to investigate the effect of the above approach. For this purpose a Web-based Traditional Instruments Workshops (WTIW) was designed for and implemented in a practicum course of making Taiwan indigenous Truku people's jaw's harp. The majority of participants possessed positive attitude and gave assurance to the teaching environment of WTIW. Therefore, digital archive appears to be an appropriate method to promote students' motivation to learn musical instruments making;thus, it contributes positively of preserving and inheriting indigenous jaw's harp culture. © 2012 IEEE.

关键词： Musical instruments

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Guiding undergraduate students to collaborate in the design and development of concept cartoon with the support of TINS

Guiding undergraduate students to collaborate in the design ...

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2011 IEEE 3rd International Conference on Communication Software and Networks, ICCSN 2011

作者： Lin, Min-Jin Lin, Ching-Dar Department of Curriculum Design and Human Potentials Development National Dong-Hwa University Hualien Taiwan Graduate Institute of Education Tzu-Chi University Hualien Taiwan

ISBN: (纸本)9781612844855

TINS (Theme-based Inquiry Network Studio) is a web-based learning environment that was designed and developed by the research team lead by the first author and financially supported by the National Science Council in Taiwan. In this study, the authors guided two undergraduate male students to design and develop concept cartoons of combustion. TINS played important roles as a platform to support the communication among the researchers and the participated undergraduate students. TINS also provided software tools to store research information such as photos, files, and provided the possibilities of editing the design of concept cartoon in the power point format among the authors and the participating undergraduate students. We took literature review and a collaborative action research method to design and develop ten concept cartoons regarding to combustion. The characteristics of the concept cartoon developed by this research are two folds. One, we used photos taken by camera instead of hand-drawing pictures. Second, we added a guiding question for students to discuss about the science concepts embedded in the context of the concept cartoons. All participants gained professional development after this research. © 2011 IEEE.

关键词： Computer aided instruction

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Can we transform the e-teacher community to be a learning organization to promote school teachers' professional development

Can we transform the e-teacher community to be a learning or...

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2011 IEEE 3rd International Conference on Communication Software and Networks, ICCSN 2011

作者： Lin, Ching-Dar Lin, Min-Jin Zhang, Xin-Sheng Graduate Institute of Education Tzu-Chi University Hualien Taiwan Department of Curriculum Design and Human Potentials Development National Dong-Hwa University Hualien Taiwan Educational Bureau of Hualien County Hualien Taiwan

ISBN: (纸本)9781612844855

E-teacher community competition (abbreviated as ETCC) had been held by the Educational Bureau of Hualien County (abbreviated as EBHC) consecutively for three years since 2008. EBHC, located in the eastern part of Taiwan, plays important roles in promoting school teachers' professional development. ETCC ran for 13 weeks from February to May. EBHC invited five experts to set up and revise rules, regulations, and grading criteria to guide the e-teacher teams to design, develop and implement a theme-based course. Each e-teacher team saved and presented the processes and their final products over a unique web-site assigned. The e-teacher team kept all final products in a website that can be accessed by all school teachers in Hualien. In 2010, EBHC held a post-ETCC workshop and invited the winning teams of ETCC to share their experiences and made suggestions for future improvement. This paper analyzed how the EBHC helped to initiate the e-teacher community to be a primitive learning organization. We suggested some strategies to see if the e-teacher community can be further transformed to be an authentic learning organization. © 2011 IEEE.

关键词： Websites

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