106 research outputs found
Changes in Cost Incurred by Indonesian Teachers for Online Training during Covid-19 Pandemic
Due to Covid-19 transmission, the educational facilities in Indonesia were closed and teachers had to work from home (WFH). It caused face-to-face learning turn into online learning and online training. This study aimed to identify costs incurred by Indonesian teachers for online training during the Covid-19 pandemic. Data collection was carried out by distributing online questionnaires in Google forms to all teachers participating in the online training. Incoming responses were analyzed using SPSS version 26. The results explained that by having self- isolation at home, teachers used their free time to attend online learning. However, they had to pay extra to buy good internet services to properly attend the training. Before the Covid-19 transmission period, the highest internet cost per month was IDR 0-100,000. While during the Covid-19 pandemic, the highest internet expense per month was IDR 100,000-200,000. It was described by the number of respondents who reached 306 respondents (33.85%)
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The More You Give the More You Get Back: Moderating Effect of Leadership on Knowledge Sharing in Online Programming Communities
Although there is a significant growth of emerging online programming communities, little succeeded in encouraging members to contribute and share their knowledge. The role of leadership to address the under contribution problem is gaining attention among researchers. This study grounded on path-goal theory to Investigates specifically the role of supportive leadership and achievement oriented leadership behaviour toward knowledge sharing in online programming community (OPC). This introduced model is tested empirically using data collected from 20 online programming communities. The findings from the analysis suggests that self-efficacy and outcome expectancy influences knowledge sharing behaviour of members in online programming community. The finding implied that although online communities are informal in nature, the appropriate type of leadership can boost the membersâ efficacy and outcome expectancy toward sharing their knowledge, with the suitable level of autonomy and recognition of members contributions can motivate members to continuously contribute to online programming communities and promoting the sustainability in this platform
Twelve tips for implementing a community of practice for faculty development
Teaching and learning practices often fail to incorporate new concepts in the ever-evolving field of medical education. Although medical education research provides new insights into curricular development, learners' engagement, assessment methods, professional development, interprofessional education, and so forth, faculty members often struggle to modernize their teaching practices. Communities of practice (CoP) for faculty development offer an effective and sustainable approach for knowledge management and implementation of best practices. A successful CoP creates and shares knowledge in the context of a specific practice toward the development of expertise. CoPs' collaborative nature, based on the co-creation of practical solutions to daily problems, aligns well with the goals of applying best practices in health professions education and training new faculty members. In our article, we share 12 tips for implementing a community of practice for faculty development. The tips were based on a comprehensive literature review and the authors' experiences
Teachersâ Use and Acceptance of Gamification and Social Networking Features of an Open Repository
Abstract
The affordance of social interaction has been a part of open online repositories of teaching and learning resources for nearly two decades. Repositories are built not only to collect and disseminate materials, but enable users to collaborate and review, comment on and rate the content they access. However, research indicates that (a) most users do not participate in this type of generative use, and (b) the possibility of social interaction does not necessarily signal active participation in social interaction. In recent years the positive effects of gamification and social networking elements on user engagement have come to the fore in educational settings. From this stance, a quantitative study was conducted to assess usersâ acceptance of the existing game mechanics of a large national repository of educational resources, their attitudes towards the inclusion of extra features, and teachersâ motivation to share openly. Our results indicate that teachers do not see open repositories as social networks, but as libraries of resources, and are likely to share if rewarded by intrinsic rather than extrinsic factors.
Abstract in Spanish
La posibilidad de interacciÃģn social viene formando parte de los repositorios abiertos de recursos para la enseÃąanza y el aprendizaje durante casi dos dÃĐcadas. Los repositorios existen no sÃģlo para recoger y diseminar materiales educativos, sino que tambiÃĐn permiten a los usuarios colaborar, comentar y evaluar el contenido al que acceden. Sin embargo, estudios de investigaciÃģn seÃąalan que (a) la mayorÃa de usuarios no participan en este tipo de comportamiento generativo, y (b) la oportunidad de interacciÃģn social no conlleva necesariamente la activa participaciÃģn en la interacciÃģn social. En los Últimos aÃąos el impacto positivo de la ludificaciÃģn y otros elementos caracterÃsticos de las redes sociales sobre el compromiso del usuario han pasado a un primer plano en contextos educativos. Es por eso que se realiza este estudio cuantitativo para determinar cÃģmo los usuarios de un repositorio nacional de recursos didÃĄcticos valoran las estrategias de juego del sistema, su actitud ante la inclusiÃģn de nuevas estrategias, y quÃĐ les motiva a compartir abiertamente. Los resultados indican que los profesores no consideran los repositorios abiertos como redes sociales sino como bibliotecas de recursos, y es mÃĄs probable que compartan si se les premia con factores intrÃnsecos y no extrÃnsecos.
Abstract in Dutch
Sociale interactie heeft de voorbije twee decennia opportuniteiten geboden binnen open online repositories voor leermiddelen voor het onderwijs. Repositories zijn niet alleen gebouwd om materialen te verzamelen en te verspreiden, maar ook om gebruikers in staat te stellen om samen te werken aan inhouden en deze te becommentariÃŦren en te beoordelen. Echter, uit onderzoek blijkt dat (a) de meeste gebruikers dergelijk generatief gedrag niet stellen, en (b) de mogelijkheid tot sociale interactie niet noodzakelijk leidt tot deelname aan sociale interactie. In de afgelopen jaren kwamen de positieve effecten van gamification en social networking elementen op betrokkenheid van gebruikers naar voren in educatieve contexten. Vanuit dit standpunt, werd een kwantitatief onderzoek uitgevoerd om aanvaarding te evalueren van bestaande âgame mechanicsâ bij gebruikers van een grote repository van educatieve leermiddelen, hun houding ten opzichte van het opnemen van extra mogelijkheden, en leraren hun motivatie om te delen. Onze resultaten geven aan dat leraren open repositories niet als sociale netwerken zien, maar als bibliotheken van middelen, en ze meer geneigd zijn te delen door intrinsieke in plaats dan extrinsieke factoren.
Abstract in French
LâaccessibilitÃĐ Ã lâinteraction sociale est une composante clÃĐ des archives ouvertes en ligne de ressources dâenseignement et dâapprentissage depuis prÃĻs de deux dÃĐcennies. Ces archives sont conçues non seulement pour rassembler et diffuser du matÃĐriel, mais aussi afin de permettre aux utilisateurs de collaborer, rÃĐviser, commenter et ÃĐvaluer le contenu auquel ils ont accÃĻs. Cependant, la recherche indique que (a) la plupart des utilisateurs ne participent pas à ce type de gÃĐnÃĐration de contenu, et (b) la possibilitÃĐ dâune interaction sociale ne signifie pas forcÃĐment une participation active à cette interaction sociale. Au cours des derniÃĻres annÃĐes, les effets positifs de la ludification et du rÃĐseautage social sur la participation des utilisateurs ont ÃĐtÃĐ mis en ÃĐvidence dans les milieux ÃĐducatifs. Par consÃĐquent, une ÃĐtude quantitative a ÃĐtÃĐ menÃĐe afin dâÃĐvaluer lâacceptation par les utilisateurs de la mÃĐcanique de jeu en ÃĐvidence dans une archive nationale consÃĐquente de ressources pÃĐdagogiques, leurs attitudes à lâÃĐgard de lâinclusion de fonctionnalitÃĐs supplÃĐmentaires, et la motivation des enseignants à partager ouvertement. Nos rÃĐsultats indiquent que les enseignants ne considÃĻrent pas les archives ouvertes en tant que rÃĐseaux sociaux, mais comme des bibliothÃĻques de ressources, et sont susceptibles de partager si la rÃĐcompense est plutÃīt de nature intrinsÃĻque quâextrinsÃĻque
How new technology is addressed by researchers in educational studies: approaches from high-performing universities in China and the UK
There is a crisis of expectation in relation to educational technology. This is sometimes interpreted as a failure of academic researchers to disseminate their work to educational practitioners. However, another interpretation dwells on the lack of vision characterising such research. Because teachers often encounter research most intensely during their own pre-service and in-service education, we review academic research here through a snapshot of output from 10 leading university Education departments sampled in the UK and China. Empirical papers with a central interest in new technology were scarce, representing around 10% of the sample. Research was strongly situated in 'classroom' contexts although, as critics have suggested, with limited attention to the wider ecology of those places and with teachers being the focal interest as much as students. An 'outcomes' research orientation was less common than an interest in process. Although this was approached with different methodologies in China and the UK. Discussion addresses the challenge of effective and authoritative dissemination and constraints arising from the political economy of research itself
Online or offline â Does it matter?: A study of in-service teachers' perceptions of learning outcomes in Norway
publishedVersio
Improving the pronunciation of English learners through new learning process
In Thailand, the achievement of English learners has been disappointing, despite the constant efforts to develop English education, and there is an urgent need for Thai learners to focus on the pronunciation of English. The research identified Thai English learnersâ specific English pronunciation problems. It also designed and facilitated a new self-directed learning process for learners to improve their English pronunciation, which is based on a combination of a community of practice (CoP) and self-directed learning. There were 15 participants selected purposively involved in this study. This study demonstrated how to use new learning process to identify specific problems and shares how to solve problems by practicing among participants so that the objectives can be reached. The new learning process was useful in helping users to improve their English pronunciation to communicate effectively in real life. The new learning process also can be used for other language learners
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