分組報告4
Parallel Sessions 4

4.1
Data Providing and Analysis System of Japanese Higher Education Institutions

Masaaki Ida
Professor, National Institution for Academic Degrees and Quality Enhancement of Higher Education (NIAD-QE)

Abstract

This paper describes the past, present and future of data providing and analysis system of higher education institutional data of Japanese universities: (1) We survey the past and current status of web application system developed in Japan concerning Japanese higher education institutional data including education data, research data and financial data and so on. Particularly, we focus on data providing system and business intelligence tools (BI tools) for data analysis. (2) We introduce current state of our research and development of web service system for data providing and analysis of Japanese national universities including sophisticated web data analysis application based on various data science methods with user-friendly human interface methods. Moreover, we state future prospects of university data providing and analysis services.

In our previous paper [1] (of this conference held in 2016), we introduced the Japanese College and University Portraits which is an information system consisting of database with web services for providing information concerning various activities undertaken by universities and junior colleges, covering national, prefectural, municipal and private higher education institutions. System operation started in March 2015. The system is managed by National Institution for Academic Degrees and Quality Enhancement of Higher Education Japan (NIAD-QE) associated with Promotion and Mutual Aid Corporation for Private Schools of Japan. The paper described the outline of the system and its possibility for the usage of its database in quality assurance context.

In this five years, the Japanese College and University Portraits have extended its functions. For example, list display tool was developed for selected universities and faculties. University News providing function based on RSS-ATOM Feed was equipped with the system. English version of  the Japanese College and University Portraits system was developed (https://jpcup.niad.ac.jp/), and Chinese version was also developed (https://jpcup.niad.ac.jp/cn/index.html). Various developments of the system have been progressed until now. Adding to the university portrait system, The informative website of National Information Center for Academic Recognition Japan (https://www.nicjp.niad.ac.jp/en/) was developed and is operated by the National Information Center for Academic Recognition Japan under NIAD-QE. After the merger of National Institution for Academic Degrees and University Evaluation and the Center for National University Finance and Management in 2016, university financial data have been published on the NIAD-QE website (https://www.niad.ac.jp/support/university_finance/). All these data provided by NIAD-QE have been utilized by many institutional researchers in Japan for various objectives of university reformation.

In our previous paper, we introduced BI tools, which is a promising candidate of effective data analysis tool. BI tool was equipped with the University Portrait system. BI tool makes it possible to utilize the database more conveniently with some useful BI functions for system registered users, such as filtering, formula, chart and drill-down functions. We can generate various kinds of easily understandable data tables and charts, and also generate data analysis report file in PDF format or spread sheet format. Adding to this, our research department developed more easily operational web tool, Indicator Finding Tool.

Next, we introduce research results conducted by research department of NIAD-QE. In recent years, BI tools have made tremendous progress and obtained commercial success, e.g., Power BI system or Tableau system and so on. Our research department of NIAD-QE is now developing more effective BI system mixed with Web API (Web Application Programming Interface) functions. The analysis function of the system is based on data science technology, for example, dimension reduction methods, data clustering method, and so on. The system is utilized with convenient user-interaction and visualization functions. As an example, we have analyzed the financial information of Japanese national universities from the point of information disclosure and university reformation support. In higher education financial field, it is expected that the number of data or indicators to be analyzed will increase mixed with new related indicators such as educational or research indicators to be considered. Generally, increase of the numbers of data and indicators are general problem in big data analysis. The university financial indicators we handle are past records of the entire Japanese national institutions. Dimension reduction method and correlation analysis method are performed on the data, and selection of financial indicators are examined to re-organize indicator set. Since it is natural to consider the characteristics in the specialized field of university finance and the conventional indicator classifications, specifying and selecting variables (indicators) are based on the following criteria: (1) Selection based on mathematical method (Principal Component Analysis (PCA) and Graphical Lasso method), Selection based on contribution to important axes in PCA. Selection based on proximity by the correlation between indicators, Selection considering independency of each axis. (2) Selection by expert, selection considering the balance of conventional indicator classification (by specialists of the field). Based on the method, we conducted some concrete analysis examples for financial indicators of higher education institutions with web-based data analysis method.
Finally we will consider future prospects of university web data providing and data analysis services.

Reference:
[1] M. Ida, M. Takeichi, Data Providing Service of Japanese College and University Portraits, Proceedings of the International Conference on The New Frontiers of Teaching and Learning Quality Assurance in Higher Education, Macao Inst. of Tech. and Asia Pacific Quality Network, 22-24 November 2016, pp.99-106, 2017.

Author Profile(s)
Masaaki Ida was received the B.E., M.E, and Ph.D. degrees, all in engineering, from Kyoto University, Kyoto, Japan. He is currently a professor of National institution for Academic Degrees and Quality Enhancement of Higher Education of Japan (NIAD-QE). His current research interests are in computer science, especially in advanced database and communication technology in higher education. He has engaged in the system design, development, and management of higher education web database system including the Japanese College and University Portraits System and university Web API system for over fifteen years.

4.2
Learning Motivation Changes in the Post COVID-19 Pandemic Era – Evidences of Accounting Programme in Macau

Chun Cheong Fong
Associate Professor, Macao Polytechnic Institute

Abstract

Since the COVID-19 pandemic, worldwide accounting academics have reported having to change the planned teaching strategies.  Online web based education through both synchronous and asynchronous communication platforms at computers and mobile devices has been commonly adopted in many countries. 

The use of suitable study approaches has been realized increasingly important in helping student studies. An appropriate learning approach dealt with highly multifaceted aspects of student behavior. Students learn from their experiences, while their passion to study was influenced by numerous factors.  Instructors were likely to launch proper learning environments that encouraged students to study the underlying meaning of materials, handling personal study interests and further study ambitions. The education environment comprised specific goals, respectable teaching, appropriate study load, suitable assessment and pressure on study independence. The impact of the education method and attitudes to learning achievements have been a chief research area in Accounting education.

Sangster et al., (2020) compiled personal reflections from 66 accounting academics on the impact of, and responses to, the pandemic on accounting education in 45 different countries.  The education settings included the creation of opportunities to realign education strategies and student learning motivation.  Biggs (1987) identifies three motives and three related approaches of learning motivation as:  deep motive, deep strategy, surface motive, surface strategy, achieving motive, and achieving strategy.

Accounting academics are interested to know the effects of online education setting under the pandemic on accounting student learning motivation.  This study examines the changes of learning motivation under the pandemic education settings.  A two-time-point survey to study the changes of learning motivation about a Macau Accounting Programme before and in the pandemic era was conducted in 2013 and 2021.  Online education settings were adopted in both study periods.  The differences mainly deal with the sophistication of education settings.  

For the 2013 questionnaire survey, 113 valid questionnaires were identified after verification.   For the 2021 survey, same as the 2013 survey, the same questionnaires were administered to the same accounting programme students of the same institute.  100 valid questionnaires were identified after verification. 

The survey results show that deep learning students display no changes under the pandemic.  For surface learning students, the learning motivation shows significantly different.  For achieving learning students, the results are controversial.   There is no significant difference in achieving motive, but there is significant difference in achieving strategy. 

The motivation and learning setting affect the success of an accounting module offered to ensure effective learning outcomes achieved. Accounting academics have to consider the effects of accounting student motivation. If student motivation is lacking, the effectiveness of learning outcomes designed will decrease.  It is also essential to make sure that current education setting and instructor guidance can motivate accounting students at both individual and team levels and let them have a clear vision of the learning materials being studied.

The questionnaire surveys have been conducted in one single tertiary institute, this restricts the generalizability of the results.  Hence it would be useful to confirm the external validity of the study’s findings by conducting a large-scale study in other tertiary institutes in the surrounding region if the conditions apply.

Author Profile(s)
Dr Fong Chun Cheong, Steve, is the Associate Professor and Accounting Program Coordinator at School of Business of Macao Polytechnic Institute in Macau.  He is PhD graduate of Curtin University in Australia and FCPA (Australia).  He has got over 25s years’ experience in teaching Accounting, Finance, and Management at tertiary levels, and brought up numerous graduates who now work in Accounting and Business fields in Macau, Hong Kong, China and overseas.  His major research interests include behavioural aspects of Management Accounting, Accounting Information Management, Accounting Education and Corporate Governance.  He published referred academic articles, professional articles, book chapters and accounting reference books.

4.3
Learner Perceptions on Semantic Mapping as a Pleasurable Way to Acquire Lexis During Reading Instruction

Sajeewani A. Fernando
Senior Lecturer, Department of English Language Teaching, Wayamba University of Sri Lanka

Abstract

Vocabulary are the building blocks of meaning, and limited lexis and lack of schematic knowledge hinder reading comprehension, a skill that is vital at academic performance at university context. The shallow sensory processing that operates under the traditional approaches such as drilling and memorization of word lists is less productive as it only leads to short term memory. A memory technique like semantic mapping can bring better outcomes as it relies on deeper processing by relating words to the previous knowledge, by using imagery and grouping them; thus, facilitating the long term retention of the terms. This study devoted to identify the learner perceptions over semantic mapping compared to the traditional glossaries or word lists. 143 first year undergraduates of the Faculty of Technology, Wayamba University of Sri Lanka actively involved in semantic mapping continuously for five months during which time they created five maps collaboratively in physical classrooms during the English intensive course and three maps individually during the first year first semester English course in virtual classrooms. During each reading lesson, they applied their prior knowledge to initiate the map in one color during the ‘before-reading’ phase, and after answering the reading comprehension questions, made additions to it with the new knowledge in another color during the ‘while reading’ phase and developed a summary of the text based on the map either in groups or individually during the ‘Post-reading stage’. Moreover, they engaged in a gap-filling activity that focused on the key terms of each passage one or two days later. Immediately after the intervention, a questionnaire which included both MCQ questions and open ended questions was administered to obtain their feedback over the strategy.  Six MCQ questions out of it which aligned with the four research objectives were analyzed by using the parametric one sample t-test to measure whether the learners perceived semantic mapping to be an interesting way to learn words, whether they had positive attitude towards mapping at the specific stages of reading lesson, whether they found it to be a better approach compared to word lists and whether they enjoyed collaborative mapping over individual mapping. The findings revealed that there was a statistically significant positive response towards the strategy and the learners preferred individual mapping over collaborative mapping. The responses over the open-ended question “What did you like about learning through word maps?” could be coded under the three themes of ‘interesting technique’, ‘Better than word lists’ and ‘Effective technique’ which provided evidence to prove that the participants enjoyed mapping more than word lists irrespective of the fact that it was cognitively more demanding. The feedback on the second open-ended question of ‘What did you dislike about word maps?” could be coded as: ‘Time consuming’, ‘Difficult task’, ‘Lack of skills’, Additional work’, and ‘No dislikes’, and none those were observed as criticisms than inevitable drawbacks of either the strategy or the participants. Overall, semantic mapping that mainly focuses on individual mapping can be recommended as an interesting and effective way to expand word knowledge.

Author Profile(s)
W. Sajeewani Apsara Fernando, the researcher, is a senior lecturer at the Department of English Language Teaching, Wayamba university of Sri Lanka whose research interests lie in identifying the best practices for teaching English for the adult second language learners in all different courses a university offers such as English for General Purposes(EGP), English for Academic Purposes(EAP) and English for Specific Purposes(ESP).

4.4
Analysis of Students’ Attitude Changes Towards E-learning

Gantsetseg Sanjmyatav1, Sumiya Tuvdennyam1, Oyun-Erdene Erdenebileg2
1 Associate Professor, Department of Foreign Languages, Mandakh University
2 Senior Lecturer, Department of Foreign Languages, Mandakh University

Abstract

Universities around the world have managed knowledge production from the physical classroom to virtual education due to the COVID-19 pandemic. The digital learning has affected learners’ academic motivation and learning styles. This study focuses on investigating students’ attitude changes through the online education. In this regard, research objectives were designed that 1) to study online learning and Education 4.0; 2) to determine the needs of digital learning, academic motivation and learning outcomes via e-learning; 3) to identify students’ attitude changes toward online education.  The research data were collected through the tools of questionnaire, observation, group discussion covering 121 university students as casual and 36 lecturers, specialists in curriculum development and quality assurance as key informants in the duration of the academic years between 2019-2020 and 2020-2021. With the analysis techniques, the collected data were categorized according to the objective two in terms of typology and analyzed by SPSS programs to explore research results. The results of the study indicated that the most students spent more than 6 hours in digital learning, the majority of surveyed students (60%) agreed that the E-learning platforms were useful, however, the participants reported that the learning outcomes were in medium in terms of quality. Finally students’ attitude in particular individual study skills and diligence were developed during online education. The findings of the research were supported by the diffusion of innovation and learning theories and presented by descriptive methods.

Author Profile(s)
Gantsetseg Sanjmyatav (Ph.D) associate professor, Mrs Gantsetseg graduated from University of Humanities as an English-Russian language teacher. She earned her Ph.D degree in Culture Study at Mahasaraham University in Thailand. Her scientific fields of research are Language-Culture Integration, Study of Tertiary Education.

4.5
Bangladeshi Private University Students’ Satisfaction With Online Teaching and Learning

Jude William R. Genilo1, Sarkar Barbaq Quarmal2, Mohammad Aminul Islam3
1 Director, Institutional Quality Assurance Cell, University of Liberal Arts Bangladesh
2 Assistant Professor, Media Studies and Journalism Department, University of Liberal Arts Bangladesh
3 Lecturer, Media Studies and Journalism Department, University of Liberal Arts Bangladesh

Abstract

After more than one and a half years of online schooling, Bangladesh’s Education Ministry has started the process of physical class re-opening.  The UGC, meanwhile, has floated the idea of “hybrid learning” along with in-person teaching.  In light of developments, the study aimed to look into private university student satisfaction regarding their online education experience.  Data gathering was from August to September 2021; 453 private university students completed the survey. From the results, it is apparent that private universities relied more on synchronous classes. However, some have developed their learning management systems, initiated interactive digital tools, and communicated with students via messaging apps.  Respondents gave an overall mean rating of 3.41 regarding their online education experience, which is within the satisfactory range.  The parameters with the highest ratings were Technology and Accessibility (3.63); and Teaching and Learning (3.44).  The parameters with the lowest ratings were Future Experience with Online Learning (3.23); and Student Learning Assessment (3.33).

Author Profile(s)
Jude William Genilo is the Head of the Media Studies and Journalism Department, University of Liberal Arts Bangladesh (ULAB). He is also the Director of ULAB's Institutional Quality Assurance Cell (IQAC). He earned his Doctor of Philosophy and Master’s Degree in Communication from the University of the Philippines-Diliman. He also has undergraduate degrees in Economics and Management from De La Salle University-Manila. Before joining ULAB, he headed the postgraduate program of a prestigious public relations school in Jakarta, Indonesia and served as a research fellow at the Kasetsart University Research and Development Institute (KURDI) in Bangkok, Thailand. He is author of the book, Community-Based Communication: A New Approach to Development Communication (Great Books Publishing: 2005), and co-editor (with Brian Shoesmith) of the anthology, Bangladesh’s Changing Mediascape: From State Control to Market Forces (Intellect UK: 2013). He co-edited a book with Muhammad Abdul Kader entitled "Revisiting Anwar Hossain's '71" (ULAB and Somoy Prokashoni: 2016).