649 research outputs found
HUIQING YEO, CHEONG-HUAT TAN, CHEE-SENG CHONG & SAI-GEK LAM-PHUA (2019) Identification key to the genera of adult female mosquitoes (Diptera: Culicidae) of Singapore. Zootaxa, 4624 (3): 407-423.
No full textYeo, Huiqing, Tan, Cheong-Huat, Chong, Chee-Seng, Lam-Phua, Sai-Gek (2019): HUIQING YEO, CHEONG-HUAT TAN, CHEE-SENG CHONG & SAI-GEK LAM-PHUA (2019) Identification key to the genera of adult female mosquitoes (Diptera: Culicidae) of Singapore. Zootaxa, 4624 (3): 407-423. Zootaxa 4674 (5): 600-600, DOI: 10.11646/zootaxa.4674.5.
Chinese literary works translated into Baba Malay: a bibliographical study
No full textAnalyses 68 unique titles of Baba translated works published between 1889 and 1950. The titles are held in the libraries of the University of Malaya (UM), Science University Malaysia (USM), National University of Malaysia (UKM), the Dewan Bahasa dan Pustaka (DBP), National University of Singapore (NUS), National Library of Singapore (NLS) and the British Library (BL). The results reveal three periods of active publication of Baba translated works. A total of 18 works were translated before World War I, followed by 10 just after the war, 39 titles were published before the break of the World War II and 1 was identified in 1950. There were 103 persons involved in the 68 translated works, some of whom are responsible for more than one title. The most prominent translators were Chan Kim Boon, Wan Boon Seng, Seow Chin San and Lee Seng Poh. Some of the translators were also be editors, illustrators or editors. There were 31 publishers and 21 printing presses involved, all were located in Singapore. The most active publishers were Wan Boon Seng, Kim Seck Chy Press and Nanyang Romanised Malay Book Co. The translated works mainly cover historical classical Chinese stories, chivalrous stories, romances, folklore and legends. The titles were priced between 10 cents to 2 dollars in Straits currency. The University of Malaya Library held the largest number of unique title (62) out of which 15 were unique titles
Related Data for: MENTOR – Intelligent mobile online peer tutoring application for face-to-face and remote peer tutoring
No full textE-learning platforms have been increasingly adopted by universities to extend and enhance learning. However, the literature review has shown that limited research has been conducted on the effects of electronic peer tutoring on student learning. Correspondingly, there is a lack of a suite of technological affordances to facilitate online peer tutoring sessions and appointments remotely. This paper describes the development of a novel smartphone app – Mobile Education Networked Tutoring On Request (MENTOR) – to facilitate face-to-face and remote peer tutoring. The MENTOR app aims to predict the tutoring needs of students using tutor-tutee matching, provides coordination of face-to-face tutoring sessions via the use of smartphones’ location data and online operation of remote tutoring sessions
Related Data for: Practices of science teachers: Evidence from teacher noticing
No full textTeacher noticing patterns offer insights into in-the-moment decisions and actions of teachers that have a direct impact on students’ learning. However, research on differences between novice and expert teachers’ vision in lessons remain limited. Using a mobile eye-tracker, we collected and analyzed data from two science teachers. Findings showed that the expert teacher focused her attention on relevant information across the classroom, while the novice teacher’s attention was restricted to specific problematic areas. As a work-in-progress, this paper provides valuable insights that we can build onto existential work for further studies
Related Data for: Holistic design of a mobile peer tutoring application based on learning and user needs analysis
No full textResearch has shown that peer tutoring at the university level could improve students’ performance and, enhance their motivation and learning, increase self-determination and learner autonomy, and reinforce conceptual knowledge by providing opportunities for reapplication of concepts. This paper describes the development of a mobile peer tutoring application – Mobile Education Networked Tutoring On Request (MENTOR). We start with a review of the literature to identify the relevant affordances that this mobile app should possess. In addition, questionnaires were administered with students studying in higher education to understand the needs of peer tutoring with tutors and tutees. The findings of the survey data showed that a majority of the students are receptive to peer tutoring and found it to be a user-friendly and intuitive method of mobile peer tutoring. One feature of MENTOR is the tutor-tutee matching – tutees are individually paired with tutors by using predictive modeling based on student data. Tutor-tutee matching can be efficiently accomplished via MENTOR mobile application by granting tutees the choice of tutors based on mutual tutor-tutee availabilities, students' background and tutor ratings. The other main features of the mobile peer tutoring application, such as online peer tutoring are presented in this study. The study contributes to the application of learning sciences and learning technologies to provide a holistic design for supporting student peer tutoring at the university level
Related Data for: Managing student behaviours and maintaining positive learning environment
No full textThis paper reports an empirical study on the use of a teacher noticing approach to investigate how two teachers managed students’ classroom behaviours. We examined the integration of data from an eye-tracking device and video cameras, focusing on what the teachers paid attention to in classrooms with their corresponding managing practices. Our findings show that the experienced teacher was able to advise her students calmly and smoothly resume the lesson to preserve the welcoming environment for the students. The novice teachers constantly scanned for misbehaved students and at times used strong words and a stern voice that betrayed her emotions. The awkward silence of the class ensued, suggesting a break in the flow of the instruction
A study of job satisfaction among Royal Malaysian Air Force air defence operators / Tan Chee Seng
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Related Data for: Designing and evaluating a mobile peer tutoring application: A cultural historical activity theory approach
No full textThis study focuses on university students’ experience of peer tutoring supported by a mobile application called MENTOR (Mobile Education Networked Tutoring On Request) that was developed by the research team. The development of the mobile application was underpinned by theories related to self-directed learning, self-regulated learning, students’ help-seeking behaviors, as well as Vygotsky’s social-cultural learning theory. Using cultural-historical activity theory (CHAT) as the framework, this study examines the affordances of the mobile application, the student’s perception of the application, the uptake of affordances, and the contradictions identified through CHAT. The participants identified tutor’s factors (e.g. tutoring skills) and technological factors (e.g. annotatable canvas) that facilitated the process, and appreciated the affordances of convenience, flexibility, physical safety, and psychological safety of the mobile peer tutoring, especially during the COVID 19 situation. A few contradictions were identified through CHAT, which served as the impetus for improvement. Among these are the novelty of mobile peer tutoring and the lack of cues about turn-taking. Some participants did not understand the requirement to indicate the level of cognitive processing. This study contributes to the design and implementation of mobile technology in supporting peer tutoring, an under-researched topic
Technologies for Adult and Lifelong Education
No full textSeng Chee suggests taking a learning-centric approach, rather than a techno-centric approach, for the integration of technology for adult education and lifelong learning. He argues that the anchor point for design consideration should be the goals and purposes of adult learning and the corresponding learning approaches, which will help to identify pertinent technological support. Learning design should be applied based on relevant theories so as to engage adult learners towards achieving their learning goals. He presents three approaches of technology-supported learning: knowledge as acquisition supported by technologies as a tutor, learning as participation supported by Computer-Supported Collaborative Learning tools and learning as knowledge creation supported by Web 2.0 tools.</p
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