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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Japanese students Australia Attitudes"

1

Nesdale, Drew, and Mikako Naito. "Individualism-Collectivism and the Attitudes to School Bullying of Japanese and Australian Students." Journal of Cross-Cultural Psychology 36, no. 5 (September 2005): 537–56. http://dx.doi.org/10.1177/0022022105278541.

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2

Feather, N. T., and I. R. McKee. "Global Self-Esteem and Attitudes Toward the High Achiever for Australian and Japanese Students." Social Psychology Quarterly 56, no. 1 (March 1993): 65. http://dx.doi.org/10.2307/2786646.

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3

Kawamura, M., Y. Iwamoto, and FA Wright. "A comparison of self-reported dental health attitudes and behavior between selected Japanese and Australian students." Journal of Dental Education 61, no. 4 (April 1997): 354–60. http://dx.doi.org/10.1002/j.0022-0337.1997.61.4.tb03125.x.

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4

Subekti, Adaninggar Septi, Anesti Budi Ermerawati, Ignatius Tri Endarto, Lemmuela Alvita Kurniawati, Mega Wati, Andreas Winardi, Arida Susyetina, and Fransisca Endang Lestariningsih. "INTRODUCING VARIETIES OF ENGLISHES TO HIGH SCHOOL STUDENTS AT SMA KRISTEN KALAM KUDUS SURAKARTA THROUGH ENGLISH CONVERSATION CLUB." Abdimas Galuh 4, no. 2 (October 2, 2022): 948. http://dx.doi.org/10.25157/ag.v4i2.7758.

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Анотація:

The article reports a community service programme in the form of the English Conversation Club (ECC) for students of Kalam Kudus Senior High School, Surakarta, Central Java. It was conducted in the form of eight 40-50-minute online sessions via Google Meet from January 2022 up to May 2022. 30 students participated in the programme. The programme was mainly designed to introduce the participants to varieties of English such as Tagalog, Korean, Japanese, Australian, and Singaporean Englishes and to describe various places in Indonesia or abroad. Introducing varieties of English, more specifically, was intended to nurture positive attitudes towards varieties of English around the world and local accents with speaking English, including Indonesian accents, which in turn could motivate them to speak English confidently regardless of their accents. The participants reported generally positive attitudes towards the programme even though some participants still saw little relevance as to why they should learn varieties of English other than British and American. This slightly negative attitude may be attributed to the participants' limited previous exposure to varieties of English. The combination of limited duration, a big number of participants, and the online mode of the programme may also lessen the effectiveness and how well the materials on varieties of Englishes were delivered. Based on the limitations, it is suggested that to be more effective, future programmes were designed considering more carefully the duration of each meeting, the number of participants, as well as the participants' level of proficiency and previous background knowledge.

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5

Moore, Harumi. "Word-attack skills in beginners’ Japanese reading comprehension." Australian Review of Applied Linguistics 19, no. 1 (January 1, 1996): 73–88. http://dx.doi.org/10.1075/aral.19.1.05moo.

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Анотація:

This paper advocates the promotion of teaching word-attack skills, among other reading skills, in a beginners’ Japanese program. The paper argues that even first-year students with limited knowledge of kanji (Chinese characters) can use such strategies successfully, and that formal training in such skills helps foster autonomous readers who approach reading tasks with a positive attitude. The feasibility of teaching word-attack skills to beginners is supported by the results obtained in an experiment conducted in the introductory Japanese course at the Australian National University (ANU). The paper takes a detailed look at various word-attack skills used by students in this experiment, in the light of universal reading strategies as well as strategies specific to reading in Japanese.

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6

Macer, Darryl, Masakazu Inaba, Fumi Maekawa, Maryann Chen Ng, and Hiroko Obata. "Japanese attitudes toward xenotransplantation." Public Understanding of Science 11, no. 4 (October 2002): 347–62. http://dx.doi.org/10.1088/0963-6625/11/4/303.

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Анотація:

The reasons given by the Japanese public, scientists, and school and university students toward xenotransplantation were assessed by questionnaire surveys and by respondents' written comments. Between 1997 and 2000, there was an increase in the number of people who said they had heard of xenotransplant research, from 43 percent to 67 percent. In 2000, three in ten among the public said that it should be encouraged, while half said that it should not. In contrast, just less than half of the scientists said they supported the technology. The major reasons given in all groups were to save human life, versus safety and ethical concerns. More of the general public and school students considered xenotransplants to be unnatural compared with the scientists and university students. The reasons given are discussed in light of Japanese culture and the situation regarding organ transplants. Some in all groups, including young people, expressed both benefits and risks of this technology, and sophisticated arguments were used, suggesting that a number of people are able to consider moral dilemmas, such as those posed by the use of genetically engineered animals for xenotransplants. Still there remain a number of even educated persons who argue on only one side of the debate over the use of xenotransplants.

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Mak, Anita S., Patricia M. Brown, and Danielle Wadey. "Contact and Attitudes Toward International Students in Australia." Journal of Cross-Cultural Psychology 45, no. 3 (November 6, 2013): 491–504. http://dx.doi.org/10.1177/0022022113509883.

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8

Kojima, Nanae. "Effects of Japanese identity on Japanese students’ attitudes of studying abroad." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 2AM—1–021–2AM—1–021. http://dx.doi.org/10.4992/pacjpa.78.0_2am-1-021.

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Kojima, Nanae. "Effects of non-Japanese identity on Japanese students’ attitudes of studying abroad." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): 3EV—024–3EV—024. http://dx.doi.org/10.4992/pacjpa.79.0_3ev-024.

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Yoshie, Mio, Miho Asai, and Daiki Kato. "Eating attitudes and anxiety in Japanese female university students." Social Behavior and Personality: an international journal 42, no. 1 (February 15, 2014): 97–98. http://dx.doi.org/10.2224/sbp.2014.42.1.97.

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Дисертації з теми "Japanese students Australia Attitudes"

1

Jackson, Janett Kajic. "Through drama to cross cultural understanding : ... the use of drama methodology in the development of positive attitudes towards Japanese culture by a select group of Australian Year Seven students studying aspects of Kabuki theatre /." Title page, contents and introduction only, 1993. http://web4.library.adelaide.edu.au/theses/09AR/09arj128.pdf.

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2

Wood, Beverley. "Attitudes toward the elderly : a case study of nursing students' attitudes." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8808.

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3

Galloway, Nicola. "An investigation of Japanese university students' attitudes towards English." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/345128/.

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Анотація:

As a global language, English has spread to the extent that non-native speakers now outnumber native speakers. In the last few decades, a body of research literature has emerged demonstrating the decreasing global relevance of native English speakers, and calling for a re-evaluation of English Language Teaching (ELT) practices, in order to better prepare students for using English as a global lingua franca. However, students’ needs and attitudes towards English and ELT must be fully investigated before curriculum changes can be suggested. Many attitude studies conclude that students favour native varieties of English. However, such research often uses single research methods and very few relate attitude studies to ELT. Further research is required regarding students’ attitudes towards English, the factors influencing these attitudes and how they relate to ELT. Moreover, few studies have investigated these proposals in any depth or explored the impact of course instruction in the global uses of English on students’ attitudes. This thesis is an investigation of Japanese university students’ attitudes towards English and English teachers in relation to the use of English as a lingua franca (ELF). In order to widen the scope of understanding, this research employed a mixture of quantitative and qualitative measures to obtain data about the participants and their attitudes. Thus, questionnaires, interviews and focus groups were used. Following the introduction, chapter two and three provide a literature review. Chapter four outlines the methodology, and the results are presented in chapters five, six and seven. Chapter eight presents a discussion of the results and the implications of this study for teaching English are discussed in chapter nine. The findings suggest that English is seen as a language belonging to native English speakers and those students want to learn native English. However, the results highlighted that a number of factors influence students’ attitudes. The findings also demonstrated that the study of Global Englishes influenced students in a number of ways, including their motivation for learning English, attitudes towards varieties of English and attitudes towards English teachers. It encouraged them to question notions of ‘standard English’, was helpful for future ELF communication and raised their confidence as English speakers. In sum, the findings of this study provide an empirical basis for a re-evaluation of ELT and suggest that Global Englishes Language Teaching is something that should be further investigated.

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4

Wilson, Mack. "Japanese schools in the Australian mirror : perceptions of schools among Japanese students in Australia /." Title page, contents and conclusion only, 2001. http://web4.library.adelaide.edu.au/theses/09AR/09arw751.pdf.

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5

Kimber, Larry David. "Japanese junior high school students' attitudes toward English partial immersion." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479291.

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6

Ishikawa, Tomokazu. "A study of Japanese university students' attitudes towards their English." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/394667/.

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Анотація:

English is currently used as a global lingua franca (ELF), involving people from diverse socio-linguacultural backgrounds (e.g., Jenkins, Cogo and Dewey 2011). However, as a former English teacher, I have observed that many Japanese students see no tangible connection between themselves and ELF. Indeed, they appeared overtly pejorative about their English. To investigate this issue, my research explores two questions: 1) How do Japanese university students orient to Japanese people’s English including their own? and 2) What factors are associated with the students’ orientations, and how do these factors work to form their orientations? People’s orientations to language are theorised as language attitudes; that is, the evaluative concepts directed to a linguistic phenomenon (e.g., Niedzielski and Preston 1999/2003; Preston 2010). To answer the research questions, 95 open-ended email questionnaires from Japanese university students were collected, and analysed through qualitative content analysis (e.g., Miles, Huberman and Saldaña 2014; Schreier 2012, 2014). Also, face-to-face conversational interview data with eighteen Japanese undergraduates was elicited and analysed through the combination of qualitative content analysis and Eggins and Slade’s (1997/2004) speech functions analysis framework. Two sets of negative attitudes became apparent in my participants. The first was the perceived prioritisation of, or a perceived obsession with, ‘correctness’ in ‘standard’ North American and possibly other English as a Native Language (ENL) at the expense of effective communication. The second was a deficit perspective on Japanese-influenced English use, generally without due regard to intelligibility. In addition, it was identified that the coupling of concentration on ENL norms and adherence to North American ENL may be the only way to experience English in Japanese society. Furthermore, based on the interview data, raising ELF awareness has a high potential to alleviate such negative attitudes as expressed by my participants. Implications, mainly in Japanese English education, are offered towards the end.

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7

Perche, Michelle. "Students' needs and attitudes: EFL education in Japanese high schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/747.

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Анотація:

Much of the literature on EFL education in Japan describes a system that is fraught with problems. Over the last decade the Japanese Education Ministry (Monbusho) has introduced a number of reforms and introduced some new EFL courses into Japanese schools. The stated aim of the new courses has been to focus on the development of students' communicative abilities in English. However, the effectiveness of these reforms has been questioned particularly at the senior high school level. According to a number of commentators, difficulties occur because of a back wash effect of the university entrance examinations. Others criticise the teachers for continuing to use traditional teaching methods that may no longer satisfy the needs of present generation students.

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8

Imafuku, Rintarō, and 今福輪太郎. "Cultural dimensions of Japanese students' participation in PBL tutorials." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50533812.

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Problem-based learning (PBL) is a learner-centred approach “that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem” (Savery, 2006, p. 12). Thus, the PBL classes differ pedagogically from traditional teacher-led classes. This learner-centred pedagogy, which was originally developed in medical education at a Canadian university in the late 1960s, was first incorporated into a tertiary-level curriculum in Japan in 1990. Since its initiation, 75 Japanese medical schools (94%) have adopted the PBL approach in their curriculum. Notwithstanding the great interest in using PBL in Japanese medical education, there is little qualitative research on the cultural dimensions of students’ participation in PBL tutorials. This study explored these issues by providing a close examination of classroom discourse and students’ introspection on their learning in PBL tutorials. In this qualitative case study, nine focal students and 36 of their group members, all of whom were first-year undergraduate students at a Japanese university, were selected as the main research participants. Data were collected over an entire academic year through classroom observations, video-recordings of PBL tutorials and interviews. Analysis of the classroom interactions involved the application of classroom discourse analysis (Eggins & Slade, 1997; Sinclair & Coulthard, 1975; Tsui, 1994). Moreover, interview data were analyzed by following a Grounded Theory approach (Strauss & Corbin, 1998) to provide further insights into their changing thoughts during their ongoing participation. Grounded in the notion of community of practice (Lave & Wenger, 1991; Wenger, 1998), this study examined the cultural dimensions of Japanese students’ participation in PBL tutorials. In particular, it focused on gaining a better understanding of what they actually do in the discussions, identifying factors mediating their participation and examining the relationships between their actual engagement and thoughts in the tutorials. In this study, there was considerable variation amongst the Japanese students in the ways they participated in and responded to PBL practices. Furthermore, this study demonstrated that their participation was mediated by their cultural assumptions, recognition of competence, negotiation of power relations and identity formation as a group member in the social context of PBL tutorials. Therefore, Japanese students cannot simply be categorized into quiet, passive and dependent learners. Rather, their ongoing participation in PBL tutorials is situated in the specific cultural context. The findings suggest that exploring the cultural dimensions of students’ participation and negotiation of identities, power relations and competence provides a broad view of their learning, including their ways of knowing, doing and being a member in a context of student-centered classroom. This study concluded that the inquiry into Japanese students’ participation contributed to our understanding of the processes of students’ learning and the social and cultural factors mediating their participation in a new classroom community. In particular, the mere adoption of a certain approach of learning will not bring about positive learning outcomes. It should be noted that students’ participation in a new classroom context involves complex, dynamic, social and cultural processes.
published_or_final_version
Education
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Doctor of Philosophy

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9

Townsend, Peter 1952. "The development of intercultural capability : a comparative analysis of the student international education experience." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5442.

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10

Kobayashi, Yoko. "Japanese social influences on academic high school students' attitudes toward long-term English learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ53707.pdf.

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Книги з теми "Japanese students Australia Attitudes"

1

Andressen, Curtis A. Escape from affluence: Japanese students in Australia. Queensland, Australia: Centre for the Study of Australia-Asia Relations, Faculty of Asian and International Studies, Griffith University, 1996.

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2

Kowner, Rotem. On ignorance, respect, and suspicion: Current Japanese attitudes towards Jews. Jerusalem: Hebrew University of Jerusalem, Vidal Sassoon International Center for the Study of Antisemitism, 1997.

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3

Graycar, Adam. Racism and the tertiary student experience in Australia: Policy discussion paper. Canberra, ACT: Academy of the Social Sciences in Australia, 2010.

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4

Teramoto, Fumiko. Some cross-cultural aspects of communication: Japanese communication styles, Japanese cultural norms, and attitudes of Japanese students in seminars in the UK. [s.l.]: typescript, 1996.

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5

Meaney, N. K. The Japanese connection: A survey of Australian leaders' attitudes towards Japan and the Australia-Japan relationship. Melbourne, Australia: Longman Cheshire, 1988.

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6

Inoue, Nobutaka. Japanese college students' attitudes towards religion: (an analysis of questiononnaire surveys from 1992 to 2001. Tokyo: 21st Century Center of Excellence Program, 2003.

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7

Hamilton, John Noel. An investigation of the socio-cultural attitudes of Japanese university students to the study of English. [s.l: The Author], 1990.

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8

Lee-Cunin, Marina. Student views in Japan: A study of Japanese students' perceptions of their first years at university. St. Joseph, Trinidad and Tobago: Fieldwork, 2004.

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9

1936-, Kido Kazuo, and Koshida Takashi 1937-, eds. Ajia to watakushitachi: Wakamono no Ajia ninshiki. Tōkyō: Sanʼichi Shobō, 1988.

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10

1936-, Kido Kazuo, and Koshida Takashi 1937-, eds. Ajia to watakushitachi: Wakamono no Ajia ninshiki. Tōkyō: Sanʾichi Shobō, 1988.

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Частини книг з теми "Japanese students Australia Attitudes"

1

Lum, Imran. "Muslim professionals and university students' interpretation of ribā and attitudes towards home loans,savings accounts and credit cards." In A Comparative Study of Islamic Finance in Australia and the UK, 91–132. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429294808-4.

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2

Olfos, Raimundo, and Masami Isoda. "Teaching the Multiplication Table and Its Properties for Learning How to Learn." In Teaching Multiplication with Lesson Study, 133–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_6.

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AbstractWhy do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. The first reason is that it is possible to teach. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The third reason is that memorizing the table itself has been recognized as a cultural practice. The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The second and the fourth reasons are discussed in Chap. 10.1007/978-3-030-28561-6_1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. In Chap. 10.1007/978-3-030-28561-6_1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.

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3

Konakahara, Mayu. "From “English as a Native Language” to English as a Lingua Franca: Instructional Effects on Japanese University Students’ Attitudes Towards English." In English as a Lingua Franca in Japan, 183–210. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33288-4_9.

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4

Isoda, Masami, and Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study, 65–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.

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Анотація:

AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).

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5

Hasegawa, Hiroshi, Julian Chen, and Teagan Collopy. "First-Year Japanese Learners' Perceptions of Computerised vs. Face-to-Face Oral Testing." In New Technological Applications for Foreign and Second Language Learning and Teaching, 203–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch010.

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This chapter explores the effectiveness of computerised oral testing on Japanese learners' test experiences and associated affective factors in a Japanese program at the Australian tertiary level. The study investigates (1) Japanese beginners' attitudes towards the feasibility of utilising a computer-generated program vs. a tutor-fronted oral interview to assess their oral proficiency, and (2) the challenges and implications of computerised oral testing vis-à-vis Japanese beginners. It presents the initial findings of the qualitatively analysed data collected from student responses to open-ended survey questions and follow-up semi-structured interviews. A thematic analysis approach was employed to examine student perceptions of the two different test settings and their effects on students' oral performance in relation to test anxiety. Despite the fact that computerised oral testing was overall perceived to be beneficial for streamlining the test process and reducing learners' test anxiety, the findings also identified its limitations.

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Kobayashi, Yoko. "Japanese female students’ positive attitudes toward language study." In The Evolution of English Language Learners in Japan, 45–60. Routledge, 2018. http://dx.doi.org/10.4324/9781315208749-4.

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Kato, Daiki, Mio Yoshie, and Mari Ishihara. "The Eating Attitudes and Mental Health in Japanese Female University Students." In Weight Loss. InTech, 2018. http://dx.doi.org/10.5772/intechopen.74627.

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Lee, Jin Sook, and Hae-Young Kim. "Heritage Language Learners’ Attitudes, Motivations, and Instructional Needs: The Case of Postsecondary Korean Language Learners." In Teaching Chinese, Japanese, and Korean Heritage Language Students, 159–85. Routledge, 2017. http://dx.doi.org/10.4324/9781315087443-7.

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9

Othman, Radiah, Roslan bin Othman, Siu Chan, Saiyidi Mat Roni, and Rashid Ameer. "Higher Education Students' Online Learning Attitudes and Academic Performance." In Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education, 213–36. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4446-7.ch011.

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This chapter examines higher education students studying in Australia, Malaysia, New Zealand, and Samoa on their attitudes toward online learning and its effects on academic performance after the first COVID-19 lockdown. A total of 165 usable responses from 260 online surveys distributed (63.5%) were analyzed. The results revealed that students across the four countries had a positive attitude toward online learning, which significantly improved their academic performance. Interestingly, information literacy had a negative association with academic performance and attitudes toward online learning. This indicates that students with higher information literacy do not necessarily favor online learning. Facilitating conditions and learning support from higher education institutions (HEIs) strengthened students' attitudes toward online learning performance. The findings highlight the importance of providing continuous support for students studying online.

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Selwood, Jaime, and Kateryna Nykytchenko. "To Zoom or not to Zoom: Japanese and Ukrainian students’ attitudes towards online language learning." In CALL and professionalisation: short papers from EUROCALL 2021, 255–60. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.54.1342.

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This paper reports on research that aimed to provide initial insight into how university students in two different countries, Japan and Ukraine, coped with greater use of videoconferencing software and whether this resulted in any issues surrounding their online privacy. To facilitate learning under the COVID-19 pandemic, instructors and learners had to speedily adapt to a ‘new normal’ of intense videoconferencing online learning. However, did this rapid implementation of online learning negatively impact students’ privacy? The findings presented in this reflective paper suggest that despite initial concerns, students who participated in the research exhibited low-level concerns regarding the impact of videoconferencing software on their online privacy. Although, students’ privacy concerns did grow when presented with long-term or permanent use of online learning as an integral part of a language learning structure.

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Тези доповідей конференцій з теми "Japanese students Australia Attitudes"

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OKAYAMA, TOMOKO, and KOHEI WATANABE. "HOW DO UPBRINGING AND EXPERIENCES AFFECT JAPANESE STUDENTS’ ATTITUDES ON FOOD WASTE?" In WASTE MANAGEMENT 2018. Southampton UK: WIT Press, 2018. http://dx.doi.org/10.2495/wm180291.

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Burgess, Stephen, Golam M Chowdhury, and Arthur Tatnall. "Student Attitudes to MIS Content in an MBA: A Comparison Across Countries." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2448.

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Export education forms a major part of the Australian economy. Australian universities are now not only accepting overseas students into Australian campuses; they are setting up overseas-based campuses. This is often through an arrangement with a local educational institution or organisation. Subjects in these institutions are delivered by a combination of Victoria University Australian-based staff and local faculty. One of the primary programs being delivered overseas by many Australian institutions is the Master of Business Administration (MBA). This paper examines the delivery of the core information technology units, Management Information Systems (MIS), by Victoria University in Australia and overseas (in Bangladesh). The structure of the MBA at Victoria University in Australia and overseas is examined and the MIS subject explained. Results of a survey of MBA students’ views of the content of MIS, conducted in Australia (1997-2000) and Bangladesh (2001) are reported. There is little difference in the attitudes of students of both countries in relation to the topics covered in the subject, nor on the breakdown of the subject between ‘hands-on’ applications and more formal instruction. There are some differences in relation to the level of Internet and e-mail usage, with Australian students tending to use these technologies on a greater basis as a proportion of their overall computer usage.

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Van Bossuyt, Douglas, Lucila Carvalho, Andy Dong, and Irem Y. Tumer. "On Measuring Engineering Risk Attitudes." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-47106.

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Theories of rational decision making hold that decision makers should select the best alternative from the available choices, but it is now well known that decision makers employ heuristics and are subject to a set of psychological biases. Risk aversion or risk seeking attitude has a framing effect and can bias the decision maker towards inaction or action. Understanding decision-makers’ attitudes to risk is thus integral to understanding how they make decisions and psychological biases that might be at play. This paper presents the Engineering-Domain-Specific Risk-Taking (E-DOSPERT) test to measure the risk aversion and risk seeking attitude that engineers have in four domains of engineering risk management: identification, analysis, evaluation and treatment. The creation of the instrument, an analysis of its reliability based on surveying undergraduate engineering students in Australia and the United States, and the validity of the four domains are discussed. The instrument is found to be statistically reliable to measure engineering risk aversion and risk seeking, and to measure engineering risk aversion and risk seeking to risk identification and risk treatment. However, factor analysis of the results suggest that four other domains may better describe the factors in engineers’ attitude to risk.

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Morrone, Michelle Henault, and Yumi Matsuyama. "A CALL FOR DIVERSITY TRAINING FOR CHILDREN IN JAPAN." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end054.

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"Growing diversity in Japan's population has not been matched by changes in attitudes regarding ""difference."" The old notion of racial and cultural homogeneity still holds sway in Japan, especially within the official education system. This has led to a disconnect between classroom realities and government policies which do little to address the changing needs of an increasingly diverse student body. For historical reasons, and as a result of more recent demographic trends, there are now large numbers of Koreans, Brazilians, South Asians and other foreign nationals in Japan. Many of these foreign residents have children attending Japanese public schools that were never intended to educate anyone but Japanese students. Moreover, marginalized groups such as members of the LGBTQ and special needs communities are gaining an increasing presence both in public awareness and within the public school system. Despite these changes, changes that are only accelerating, the official school system has done little to foster changes in attitude toward people who are different from the idealized norm. In addition, studies show that these sorts of attitudes can become fixed at a very early age, effectively at the preschool level. This has led us to produce a children’s book intended to serve as a form of diversity training for young children. In this way we hope to encourage more open and accepting attitudes among those who will grow up in an ever more diverse Japan."

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Byrne, Graeme, and Lorraine Staehr. "International Internet Based Video Conferencing in Distance Education: A Low-Cost Option." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2451.

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Higher education institutions in Australia are increasingly embracing the Internet as a tool to support academic programs offered in the Asian region. The purpose of this study is to describe a low cost internet-based international video conferencing system and to assess staff attitudes toward its use to deliver lectures and tutorials to Hong Kong. The students are enrolled in undergraduate business programs at a regional campus of an Australian university. The video conferencing system is used to deliver around 50% of the course content with the remainder delivered in “face-to-face” mode requiring the lecturer concerned to travel to Hong Kong. To evaluate the use of the videoconferencing system, semi-structured interviews were conducted with staff involved in the program. The results revealed an overall positive attitude toward the technology itself, but revealed some shortcomings in its effectiveness as a teaching tool.

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Obari, Hiroyuki. "Collaborative Learning with CCC Members in Learning 21st Century Skills and Worldviews During the COVID-19." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.004.

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Abstract This study examines the effects of dialogue with CCC (Campus Crusade for Christ) members (1 CCC vs. 3 students) on Japanese English learners' attitudes toward speaking English. The authors focus on how students feel about speaking English and explore the effects of presentations and frequent interactions with CCC members by analyzing their statements in questionnaires and pre-post Speaking Tests. To help prepare for the digitized society, the participants (n=17 Japanese university students) studied English and presentation skills from April 2021 to January 2022 on topics derived from epistemology and ontology. The pedagogical training focused on helping students find solutions to humanity's many crucial issues in the 21st century. Throughout the 30-week online program, training in higher-order thinking skills and integrating ICT and human dialogue with young overseas people was emphasized. The learning procedures were as follows: 1) Flipped and TBL lessons were conducted throughout 30 weeks, actively engaged in presentations with slides and discussions with MP4 videos uploaded on Facebook after the presentation. 2) All students (n=17) had their English lessons using real-time virtual interaction with Zoom. In addition, students interacted with the CCC members every three weeks during the first term and every other week during the second term. This interaction aimed to improve cross-cultural communication skills with some feedback about their presentations. Furthermore, in May 2021, the students took an Oral Proficiency Interview-computer speaking pre-test and post-test in January 2022. The students' mean score level improved from CEFR B1.1 to B1.2. Finally, pre-questionnaires and post- questionnaires are compared to examine their progress of oral proficiency and cross- cultural sensitiveness. By observing the lessons over two semesters, it was found that the activities impacted the students' perspectives on studying cross-cultural communication skills and different worldviews. In addition, they provided contextualization and socialization to the learning through the interactive and meaningful context of the training. Keywords: ontology, epistemology, worldviews, TBL, flipped learning, integration of human interaction, ICT/AI

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Звіти організацій з теми "Japanese students Australia Attitudes"

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.

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