DIGITAL LEARNING CONFERENCE


Digital Learning Conference is one of the leading research topics in the international research conference domain. Digital Learning is a conference track under the Education Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Education.

internationalconference.net provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of (Education).

Digital Learning is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

You are welcome to SUBMIT your research paper or manuscript to Digital Learning Conference Track will be held at “Education Conference in San Francisco, United States in November 2020” - “Education Conference in Istanbul, Turkey in November 2020” - “Education Conference in Singapore, Singapore in November 2020” - “Education Conference in Bangkok, Thailand in December 2020” - “Education Conference in Paris, France in December 2020” - “Education Conference in London, United Kingdom in February 2021” - “Education Conference in Barcelona, Spain in April 2021” - “Education Conference in Istanbul, Turkey in May 2021” - “Education Conference in San Francisco, United States in June 2021” - “Education Conference in Paris, France in July 2021” - “Education Conference in New York, United States in August 2021” - “Education Conference in Tokyo, Japan in September 2021” - “Education Conference in Zürich, Switzerland in September 2021” - “Education Conference in Barcelona, Spain in October 2021” - “Education Conference in San Francisco, United States in November 2021” - “Education Conference in Istanbul, Turkey in November 2021” - “Education Conference in Singapore, Singapore in November 2021” - “Education Conference in Bangkok, Thailand in December 2021” - “Education Conference in Paris, France in December 2021” .

Digital Learning is also a leading research topic on Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, BASE, WorldCAT, Sherpa/RoMEO, Elsevier, Scopus, Web of Science.

Final Call

XV. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 02 - 03, 2020
SAN FRANCISCO, UNITED STATES

Final Call

XVI. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 12 - 13, 2020
ISTANBUL, TURKEY

Final Call

XVII. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 19 - 20, 2020
SINGAPORE, SINGAPORE

XVIII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 15 - 16, 2020
BANGKOK, THAILAND

XIX. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 28 - 29, 2020
PARIS, FRANCE

XX. INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

XXI. INTERNATIONAL EDUCATION CONFERENCE

APRIL 15 - 16, 2021
BARCELONA, SPAIN

XXII. INTERNATIONAL EDUCATION CONFERENCE

MAY 11 - 12, 2021
ISTANBUL, TURKEY

XXIII. INTERNATIONAL EDUCATION CONFERENCE

JUNE 05 - 06, 2021
SAN FRANCISCO, UNITED STATES

XXIV. INTERNATIONAL EDUCATION CONFERENCE

JULY 20 - 21, 2021
PARIS, FRANCE

XXV. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 10 - 11, 2021
NEW YORK, UNITED STATES

XXVI. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 10 - 11, 2021
TOKYO, JAPAN

XXVII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 16 - 17, 2021
ZÜRICH, SWITZERLAND

XXVIII. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 21 - 22, 2021
BARCELONA, SPAIN

XXIX. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 02 - 03, 2021
SAN FRANCISCO, UNITED STATES

XXX. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 12 - 13, 2021
ISTANBUL, TURKEY

XXXI. INTERNATIONAL EDUCATION CONFERENCE

NOVEMBER 19 - 20, 2021
SINGAPORE, SINGAPORE

XXXII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 15 - 16, 2021
BANGKOK, THAILAND

XXXIII. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 28 - 29, 2021
PARIS, FRANCE

FINISHED

I. INTERNATIONAL EDUCATION CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

FINISHED

II. INTERNATIONAL EDUCATION CONFERENCE

JUNE 26 - 27, 2019
PARIS, FRANCE

FINISHED

III. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

FINISHED

IV. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 08 - 09, 2019
NEW YORK, UNITED STATES

FINISHED

V. INTERNATIONAL EDUCATION CONFERENCE

DECEMBER 12 - 13, 2019
ROME, ITALY

FINISHED

VI. INTERNATIONAL EDUCATION CONFERENCE

FEBRUARY 13 - 14, 2020
LONDON, UNITED KINGDOM

FINISHED

VII. INTERNATIONAL EDUCATION CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

FINISHED

VIII. INTERNATIONAL EDUCATION CONFERENCE

MAY 11 - 12, 2020
ISTANBUL, TURKEY

FINISHED

IX. INTERNATIONAL EDUCATION CONFERENCE

JUNE 05 - 06, 2020
SAN FRANCISCO, UNITED STATES

FINISHED

X. INTERNATIONAL EDUCATION CONFERENCE

JULY 20 - 21, 2020
PARIS, FRANCE

FINISHED

XI. INTERNATIONAL EDUCATION CONFERENCE

AUGUST 10 - 11, 2020
NEW YORK, UNITED STATES

FINISHED

XII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 10 - 11, 2020
TOKYO, JAPAN

FINISHED

XIII. INTERNATIONAL EDUCATION CONFERENCE

SEPTEMBER 16 - 17, 2020
ZÜRICH, SWITZERLAND

FINISHED

XIV. INTERNATIONAL EDUCATION CONFERENCE

OCTOBER 21 - 22, 2020
BARCELONA, SPAIN

Education Conference Call For Papers are listed below:

Previously Published Papers on "Digital Learning Conference"

  • A Constructivist Approach and Tool for Autonomous Agent Bottom-up Sequential Learning
    Authors: Jianyong Xue, Olivier L. Georgeon, Salima Hassas, Keywords: Cognitive development, constructivist learning, hierarchical sequential learning, self-adaptation. DOI:10.5281/zenodo. Abstract: During the initial phase of cognitive development, infants exhibit amazing abilities to generate novel behaviors in unfamiliar situations, and explore actively to learn the best while lacking extrinsic rewards from the environment. These abilities set them apart from even the most advanced autonomous robots. This work seeks to contribute to understand and replicate some of these abilities. We propose the Bottom-up hiErarchical sequential Learning algorithm with Constructivist pAradigm (BEL-CA) to design agents capable of learning autonomously and continuously through interactions. The algorithm implements no assumption about the semantics of input and output data. It does not rely upon a model of the world given a priori in the form of a set of states and transitions as well. Besides, we propose a toolkit to analyze the learning process at run time called GAIT (Generating and Analyzing Interaction Traces). We use GAIT to report and explain the detailed learning process and the structured behaviors that the agent has learned on each decision making. We report an experiment in which the agent learned to successfully interact with its environment and to avoid unfavorable interactions using regularities discovered through interaction.
  • Mapping the Digital Landscape: An Analysis of Party Differences between Conventional and Digital Policy Positions
    Authors: Daniel Schwarz, Jan Fivaz, Alessia Neuroni, Keywords: Comparison of political issue dimensions, digital awareness of candidates, digital policy space, party positions on digital issues. DOI:10.5281/zenodo. Abstract: Although digitization is a buzzword in almost every election campaign, the political parties leave voters largely in the dark about their specific positions on digital issues. In the run-up to the 2019 elections in Switzerland, the ‘Digitization Monitor’ project (DMP) was launched in order to change this situation. Within the framework of the DMP, all 4,736 candidates were surveyed about their digital policy positions and values. The DMP is designed as a digital policy supplement to the existing ‘smartvote’ voting advice application. This enabled a direct comparison of the digital policy attitudes according to the DMP with the topics of the ‘smartvote’ questionnaire which are comprehensive in content but mainly related to conventional policy areas. This paper’s main research goal is to analyze and visualize possible differences between conventional and digital policy areas in terms of response patterns between and within political parties. The analysis is based on dimensionality reduction methods (multidimensional scaling and principal component analysis) for the visualization of inter-party differences, and on standard deviation as a measure of variation for the evaluation of intra-party unity. The results reveal that digital issues show a lower degree of inter-party polarization compared to conventional policy areas. Thus, the parties have more common ground in issues on digitization than in conventional policy areas. In contrast, the study reveals a mixed picture regarding intra-party unity. Homogeneous parties show a lower degree of unity in digitization issues whereas parties with heterogeneous positions in conventional areas have more united positions in digital areas. All things considered, the findings are encouraging as less polarized conditions apply to the debate on digital development compared to conventional politics. For the future, it would be desirable if in further countries similar projects to the DMP could emerge to broaden the basis for conclusions.
  • Exploring the Potential of Chatbots in Higher Education: A Preliminary Study
    Authors: S. Studente, S. Ellis, S. F. Garivaldis, Keywords: Chatbot, e-learning, learning communities, student engagement. DOI:10.5281/zenodo. Abstract: We report upon a study introducing a chatbot to develop learning communities at a London University, with a largely international student base. The focus of the chatbot was twofold; to ease the transition for students into their first year of university study, and to increase study engagement. Four learning communities were created using the chatbot; level 3 foundation, level 4 undergraduate, level 6 undergraduate and level 7 post-graduate. Students and programme leaders were provided with access to the chat bot via mobile app prior to their study induction and throughout the autumn term of 2019. At the end of the term, data were collected via questionnaires and focus groups with students and teaching staff to allow for identification of benefits and challenges. Findings indicated a positive correlation between study engagement and engagement with peers. Students reported that the chatbot enabled them to obtain support and connect to their programme leader. Both staff and students also made recommendation on how engagement could be further enhanced using the bot in terms of; clearly specified purpose, integration with existing university systems, leading by example and connectivity. Extending upon these recommendations, a second pilot study is planned for September 2020, for which the focus will be upon improving attendance rates, student satisfaction and module pass rates.
  • Influence and Dissemination of Solecism among Moroccan High School and University Students
    Authors: Rachid Ed-Dali, Khalid Elasri, Keywords: Errors, mistakes, natural Approach, peripheral learning, solecism. DOI:10.5281/zenodo. Abstract: Mass media seem to provide a rich content for language acquisition. Exposure to television, the Internet, the mobile phone and other technological gadgets and devices helps enrich the student’s lexicon positively as well as negatively. The difficulties encountered by students while learning and acquiring second languages in addition to their eagerness to comprehend the content of a particular program prompt them to diversify their methods so as to achieve their targets. The present study highlights the significance of certain media channels and their involvement in language acquisition with the employment of the Natural Approach to further grasp whether students, especially secondary and high school students, learn and acquire errors through watching subtitled television programs. The chief objective is investigating the deductive and inductive relevance of certain programs beside the involvement of peripheral learning while acquiring mistakes.
  • Implementing Education 4.0 Trends in Language Learning
    Authors: Luz Janeth Ospina M., Keywords: Active learning, education 4.0, higher education, pedagogical stance. DOI:10.5281/zenodo. Abstract: The fourth industrial revolution is changing the role of education substantially and, therefore, the role of instructors and learners at all levels. Education 4.0 is an imminent response to the needs of a globalized world where humans and technology are being aligned to enable endless possibilities, among them the need for students, as digital natives, to communicate effectively in at least one language besides their mother tongue, and also the requirement of developing theirs. This is an exploratory study in which a control group (N = 21), all of the students of Spanish as a foreign language at the university level, after taking a Spanish class, responded to an online questionnaire about the engagement, atmosphere, and environment in which their course was delivered. These aspects considered in the survey were relative to the instructor’s teaching style, including: (a) active, hands-on learning; (b) flexibility for in-class activities, easily switching between small group work, individual work, and whole-class discussion; and (c) integrating technology into the classroom. Strongly believing in these principles, the instructor deliberately taught the course in a SCALE-UP room, as it could facilitate such a positive and encouraging learning environment. These aspects are trends related to Education 4.0 and have become integral to the instructor’s pedagogical stance that calls for a constructive-affective role, instead of a transmissive one. As expected, with a learning environment that (a) fosters student engagement and (b) improves student outcomes, the subjects were highly engaged, which was partially due to the learning environment. An overwhelming majority (all but one) of students agreed or strongly agreed that the atmosphere and the environment were ideal. Outcomes of this study are relevant and indicate that it is about time for teachers to build up a meaningful correlation between humans and technology. We should see the trends of Education 4.0 not as a threat but as practices that should be in the hands of critical and creative instructors whose pedagogical stance responds to the needs of the learners in the 21st century.
  • Employment Promotion and Its Role in Counteracting Unemployment during the Financial Crisis in the USA
    Authors: Beata Wentura-Dudek, Keywords: United States, financial crisis, unemployment, employment promotion, social media, job creation, training, labour market, employment agencies, lifelong learning, job search assistance, subsidized employment, companies, tax. DOI:10.5281/zenodo. Abstract: In the United States in 2007-2010 before the crisis, the US labour market policy focused mainly on providing residents with unemployment insurance, after the recession this policy changed. The aim of the article was to present quantitative research presenting the most effective labor market instruments contributing to reducing unemployment during the crisis in the USA. The article presents research based on the analysis of available documents and statistical data. The results of the conducted research show that the most effective forms of counteracting unemployment at that time were: direct job creation, job search assistance, subsidized employment, training and employment promotion using new technologies, including social media.
  • Assessment of the Administration and Services of Public Access Computers in Academic Libraries in Kaduna State, Nigeria
    Authors: Usman Ahmed Adam, Umar Ibrahim, Ezra S. Gbaje, Keywords: Academic libraries, computers in the library, digital libraries, public computers. DOI:10.5281/zenodo. Abstract: This study is posed to explore the practice of Public Access Computers (PACs) in academic libraries in Kaduna State, Nigeria. The study aimed to determine the computers and other tools available, their services and challenges of the practices. Three questions were framed to identify number of public computers and tools available, their services and problems faced during the practice. The study used qualitative research design along with semi-constructed interview and observation as tools for data collection. Descriptive analysis was employed to analyze the data. The sample size of the study comprises 52 librarian and IT staff from the seven academic institutions in Kaduna State. The findings revealed that, PACs were provided for access to the Internet, digital resources, library catalogue and training services. The study further explored that, despite the limit number of the computers, users were not allowed to enjoy many services. The study recommends that libraries in Kaduna state should provide more public computers to be able to cover the population of their users; libraries should allow users to use the computers without limitations and restrictions.
  • Etiquette Learning and Public Speaking: Early Etiquette Learning and Its Impact on Higher Education and Working Professionals
    Authors: Simran Ballani, Keywords: Etiquette learning, public speaking, preschoolers, overall child development, early childhood interventions, soft skills. DOI:10.5281/zenodo. Abstract: The purpose of this paper is to call education professionals to implement etiquette and public speaking skills for preschoolers, primary, middle and higher school students. In this paper the author aims to present importance of etiquette learning and public speaking curriculum for preschoolers, reflect on experiences from implementation of the curriculum and discuss the effect of the said implementation on higher education/global job market. Author’s aim to introduce this curriculum was to provide children with innovative learning and all around development. This training of soft skills at kindergarten level can have a long term effect on their social behaviors which in turn can contribute to professional success once they are ready for campus recruitment/global job markets. Additionally, if preschoolers learn polite, appropriate behavior at early age, it will enable them to become more socially attentive and display good manners as an adult. It is easier to nurture these skills in a child rather than changing bad manners at adulthood. Preschool/Kindergarten education can provide the platform for children to learn these crucial soft skills irrespective of the ethnicity, economic or social background they come from. These skills developed at such early years can go a long way to shape them into better and confident individuals. Unfortunately, accessibility of the etiquette learning and public speaking skill education is not standardized in pre-primary or primary level and most of the time embedding into the kindergarten curriculum is next to nil. All young children should be provided with equal opportunity to learn these soft skills which are essential for finding their place in job market.
  • Machine Learning Techniques in Bank Credit Analysis
    Authors: Fernanda M. Assef, Maria Teresinha A. Steiner, Keywords: Artificial Neural Networks, ANNs, classifier algorithms, credit risk assessment, logistic regression, machine learning, support vector machines. DOI:10.5281/zenodo. Abstract: The aim of this paper is to compare and discuss better classifier algorithm options for credit risk assessment by applying different Machine Learning techniques. Using records from a Brazilian financial institution, this study uses a database of 5,432 companies that are clients of the bank, where 2,600 clients are classified as non-defaulters, 1,551 are classified as defaulters and 1,281 are temporarily defaulters, meaning that the clients are overdue on their payments for up 180 days. For each case, a total of 15 attributes was considered for a one-against-all assessment using four different techniques: Artificial Neural Networks Multilayer Perceptron (ANN-MLP), Artificial Neural Networks Radial Basis Functions (ANN-RBF), Logistic Regression (LR) and finally Support Vector Machines (SVM). For each method, different parameters were analyzed in order to obtain different results when the best of each technique was compared. Initially the data were coded in thermometer code (numerical attributes) or dummy coding (for nominal attributes). The methods were then evaluated for each parameter and the best result of each technique was compared in terms of accuracy, false positives, false negatives, true positives and true negatives. This comparison showed that the best method, in terms of accuracy, was ANN-RBF (79.20% for non-defaulter classification, 97.74% for defaulters and 75.37% for the temporarily defaulter classification). However, the best accuracy does not always represent the best technique. For instance, on the classification of temporarily defaulters, this technique, in terms of false positives, was surpassed by SVM, which had the lowest rate (0.07%) of false positive classifications. All these intrinsic details are discussed considering the results found, and an overview of what was presented is shown in the conclusion of this study.
  • Intercultural Competence among Jewish and Arab Students Studying Together in an Academic Institution in Israel
    Authors: Orly Redlich, Keywords: Cross-cultural learning, "intercultural competence", Jewish and Arab students, multiculturalism. DOI:10.5281/zenodo. Abstract: Since the establishment of the state of Israel, and as a result of various events that led to it, Jewish citizens and Arab citizens of the state have been in constant conflict, which finds its expression in most levels of life. Therefore, the attitude of one group member to the other group members is mostly tense, loaded, and saturated with mutual suspicion. Within this reality, in many higher education institutions in Israel, Jews and Arabs meet with each other intensively and for several years. For some students, this is their first opportunity for a meaningful cross-cultural encounter. These intercultural encounters, which allow positive interactions between members of different cultural groups, may contribute to the formation of "intercultural competence" which means long-term change in knowledge, attitudes, and behavior towards 'the other culture'. The current study examined the concept of the ‘other’ among Jewish and Arab students studying together and their "intercultural competence". The study also examined whether there is a difference in the perception of the ‘other’ between students studying in different academic programs, and between students taking academic courses on multiculturalism. This quantitative study was conducted among 274 Arab and Jewish students studying together, for bachelors or master's degree, in various academic programs at the Israel Academic College of Ramat-Gan. The background data of the participants are varied, in terms of religion, origin, religiosity, employment status, living area, and marital status. The main hypothesis is that academic, social, and intercultural encounters between Jewish and Arab students, who attend college together, will be a significant factor in building "intercultural competence". Additionally, the existence of "intercultural competence" has been linked to demographic characteristics of the students, as well as the nature of intercultural encounters between Jews and Arabs in a higher education institution. The dependent variables were measured by a self-report questionnaire, using the components of '"intercultural competence"' among students, which are: 1. Cognitive knowledge of the ‘others’, 2. Feelings towards the ‘others’, 3. Change in attitudes towards the 'others', and 4. Change in behavior towards the ‘others’. The findings indicate a higher "intercultural competence" among Arab students than Jews; it was also found higher level of "intercultural competence" among Educational Counseling students than the other respondents. The importance of this research lies in finding the means to develop "intercultural competence" among Jewish and Arab students, which may reduce prejudice and stereotypes towards the other culture and may even prevent occurrences of alienation and violence in cross-cultural encounters in Israel.