14 research outputs found
Assessment of Training College Studentsâ Acceptability of the Use of Technology to Learn Science
Technology is rapidly changing the way education is being delivered to students. Schools are encouraged to adopt technology that will enable teachers and students to interact effectively, especially the use of online learning platforms. For these reasons, this study examined college studentsâ acceptance and use of technology to learn science. A quantitative approach, descriptive design and a structural equation modelling approach were used to guide the data collection and analysis process. The study used a questionnaire to collect data on a sample of 346 students from the Bagabaga Training College, Tamale Training College and Gbewaa College of Education, with a total population of 3200 students using Krejcie and Morgan (1970). The results showed that the students were willing to use online technology to learn science. Their behaviour was the most significant factor in determining their use of technology. Also, facilitating conditions and habit significantly improved the studentâs behaviour towards the use of science
Change in the Learning Habits of Higher Education Students in Oman with Increasing Ubiquity of Technologies such as Wireless Networking and Mobile Devices
This research study investigates a student-centred constructivist model to limit the role of a physical teacher and help students to learn online. The study was conducted to ascertain how Omani students and teaching staff have adapted and related over a period of two years to technologically-driven pedagogical changes to leverage maximisation of the benefits of online learning, facilitated by the inclusion of technological systems for teachers and students alike. This study is designed to facilitate pedagogical change via the input of technology within the learning environment as a means to provide a more efficient and flexible way to deliver learning to Omani students. Essentially, this study looks at whether it is possible to move away from a teacher-centred philosophy to a mindset that embraces a joint teacher/student-centred initiative. The quantitative and qualitative forms of data were processed via a two-pronged qualitative thematic analysis to evaluate and understand participantsâ responses. Additionally, quantitative statistical analysis using a 5-point Likert scale of 63 structured questionnaire responses was used to inform the study outcomes. The data analysis used the repeated measures analysis of variances (ANOVA) and post-hoc evaluations to ascertain the difference between teachersâ and studentsâ perceptions over two periods to ensure that an assumption of sphericity was addressed within the distribution of data for the repeated measures ANOVA tests. The findings indicate that the views of interviewed stakeholders showed progressive adaptation to pedagogical changes by both students and staff and offer a contribution to existing studies through valid solutions to address both teacher and student areas of concern in Oman. The findings of this study can be used to benefit the Omani education system and future researchers. Finally, the findings are made available to all members of the Omani society for beneficial action and to further improve the outlook for both teachers and students in Oman
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What shapes e-learning effectiveness among tourism education students? An empirical assessment during COVID19
Current study is undertaken to examine the role of Information & Communication Technology (ICT), motivational variables, and virtual competence towards students' e-learning effectiveness. Structural Equation Modelling (SEM) with Partial Least Squares (PLS) was used for data analysis. Findings revealed that different components of ICT, except perception, have a positive impact on e-learning effectiveness. Also, perceived usefulness, perceived enjoyment, virtual self-efficacy, and virtual social skills positively contribute towards e-learning effectiveness of students which contribute to their knowledge acquisition and satisfaction. Findings of the study have unique implications for universities, faculty and students to create/use e-platforms for effective learning experiences
New Updates in E-Learning
This book presents state-of-the-art educational technologies and teaching methodologies and discusses future educational philosophies in support of the global academic society. New Updates in E-Learning is a collection of chapters addressing important issues related to effective utilization of the Internet and Cloud Computing, virtual robotics, and real-life application of hybrid educational environments to enhance student learning regardless of geographical location or other constraints. Over ten chapters, the book discusses the current and future evolution of educational technologies and methodologies and the best academic practices in support of providing high-quality education at all academic levels
LMS DESIGN INTERVENTIONS FORENHANCING THE INTENTION TO CONTINUE USE
Learners, according to the literature, believe that the use of a Learning Management System increases self-regulated behaviour, but even so, a significant number of them have no positive intention to use one. The goal of this thesis is to investigate this mismatch and to propose and test the use of Perceived Learning Self-regulation and Perceived Cognitive Absorption as predictors of the intention to use an LMS and to design and test interventions that improve the Continued Intention to Use an LMS that enhances Perceived Learning Self-Regulation and Perceived Cognitive Absorption.
Three intervention tools were designed on a theoretical basis and then implemented: herd behaviour was the basis for Tracking Technology, goal setting was the basis for Visualised Competency, and social learning theory was the basis for Social Media. The intervention designs were based on data from interviews, focus group discussions and online collaboration with 10 teachers. They were implemented on a computer science module with 400 registered students. Two questionnaires were circulated to examine the effects of these interventions on the PLSR, PCA and CIU (151 students) and assess their opinions (149 students).
All three interventions increased students' perceived cognitive absorption and perceived learning self-regulation and increased their continued intention to use a learning management system. Moreover, perceived cognitive absorption was found to be a critical antecedent to perceived learning self-regulation, which plays a mediating role between perceived cognitive absorption and their continued intention to use a learning management system. The survey analysis reported a positive perception overall among the students of the proposed interventions and the LMS with the given technology. Interaction analysis showed the continuous and consistent use of the intervention by the learners.
The main contribution to knowledge here is a new framework for interventions that can improve students perceived cognitive absorption and thereby their continued intention to use an LMS. This research integrated the theories of experience flow, self-regulation, herd behaviour and goal setting to explain the potential effects of tracking technology, visualised competency, and social media on the perceived learning self-regulation and perceived cognitive absorption, which improved the continued intention to use a learning management system.
According to the Information System Success Model, positive attitudes and the perception of benefits can be significant predictors of the intention to use a certain technology. Thus, Perceived Learning Self-Regulation and Perceived Cognitive Absorption were used to propose predictors of studentsâ continued intention to use a learning management system, instead of their perception of and attitude to possible benefits. For this reason, the present research aimed to develop a framework that introduced, evaluated, and examined the impact of interventions on improving learners perceived cognitive absorption and perceived learning self-regulation as well as affecting learnersâ continued intention to use in LMS. To fulfil this aim, the main research question was, âHow to improve studentsâ Continued Intention to Use (CIU) an LMS by improving their perceived learning self-regulation and perceived cognitive absorption?â
The results suggest that all interventions had a significant effect on the perceived cognitive absorption, perceived learning self-regulation and continue intention to use the LMS. perceived cognitive absorption was found to be a critical antecedent to the perceived learning self-regulation, which plays the mediating role between perceived cognitive absorption and continue intention to use LMS. The survey analysis also reported overall positive perceptions among students of the use of these interventions and the LMS with the technology. By using interaction analysis, the intervention showed continuous and consistent use among learners.
The main contribution to knowledge, as noted above, is a new framework to propose interventions that can improve the perceived cognitive absorption, and in turn, the continue intention to use can be improved. This research integrated experience flow, self-regulation, herd behaviour and goal-setting theories to explain the potential effects of the tracking tool, visualised competency, and social media on the perceived learning self-regulation and perceived cognitive absorption, which improved the learners continue intention to use learning management system
Assessment and evaluation in higher education
This book compiles relevant research on studentsâ learning processes in Higher Education.
It presents different dimensions and forms of learning, crucial to understand and tackle diversity
and integration regarding more sustainable and inclusive goals.
Major challenges have taken place recently considering assessment within higher
education and its known impact on studentsâ learning processes. The application of different
assessment methods, considering a general public desire to focus on more skills development
and assessment has brought higher education challenges regarding students learning processes
and its assessment that are bringing severe changes towards academia. Higher education
institutions should act as knowledge and research drivers, and the consideration about the
learning processes and assessment methods are key.
Special attention is given to assessment methods and purposes, assessment rubrics and the
assessment of learning outcomes (knowledge and skills). Research on the challenges, strengths,
and opportunities of online and virtual assessment, as well as best practices and
recommendations for assessment and evaluation in higher education, are also explored and
discussed in this book. This book, which consists of 15 articles written by research experts in their
topic of interest, reports the most recent research concerning assessment and evaluation in higher
education. The book includes changes in education and higher education that can lead to a
systematic modification of higher education.
Topic oneâPedagogical innovation
Jung Hee Park, Woo Sok Han, Jinkyung Kim and Hyunjung LeeâStrategies for Flipped
Learning in the Health Professions Education in South Korea and Their Effects: A
Systematic Review; https://doi.org/10.3390/educsci11010009.
William Swart and Ken MacLeodâEvaluating Learning Space Designs for Flipped and
Collaborative Learning: A Transactional Distance Approach; https://doi.org/10.3390/
educsci11060292.
JiĆĂ BeÄica and Roman VavrekâA Qualitative Assessment of the Pedagogical Process at
Czech Public Universities; https://doi.org/10.3390/educsci11080389.
Salleh Amat, Harizah Izyan Samsudin, Abu Yazid Abu Bakar, Mohd Izwan Mahmud and
Mohd Hasrul KamarulzamanâNeeds Analysis of Psychosocial Module Development
Based on Psychoeducation Approach for Public University Students in Malaysia;
https://doi.org/10.3390/educsci11100604.
Humberto Arruda and Ădison Renato SilvaâAssessment and Evaluation in Active
Learning Implementations: Introducing the Engineering Education Active Learning
Maturity Model; https://doi.org/10.3390/educsci11110690.
We begin the book by introducing the reader to a very interesting work in which Park et al.
develops a student-centred approach considering the real advantages in developing students
learning abilities. The effect and strategies of flipped learning in the health professions education
xii
were assessed through a Participantâintervention-comparator-outcome (PICO). Findings
suggests that implementing flipped learning design based on class characteristics and
appropriate post-class activities can enhance studentsâ learning abilities.
The topic continues with the work from Swart et al. where they evaluate Learning Space
Designs for Flipped and Collaborative Learning. A highly revealing study considering the
relevance of the classroomÂŽs design as a relevant mainframe for collaborative work. They
developed a very interesting study where they present that from a student perspective the
investment in high-tech classrooms is not necessarily directly associated with more student
engagement.
Amat and colleagues presents a research which showed a highly positive response from
the students toward the development of a psychosocial module in order to strengthen the
assertiveness, social skills, and psychological well-being.
Assessment and Evaluation in Active Learning Implementations has been widely worked
on engineering Education. Arruda and colleagues present a paper where they propose a
framework that assesses the maturity of Active Learning implementation in a program or a
course. A valuable tool to be implemented and replicated, on diagnosis and practical
improvements in real settings.
Topic TwoâAssessment
Fidel Salas Vicente, Ăngel Vicente Escuder, Miguel Ăngel PĂ©rez Puig and Francisco Segovia
LĂłpezâEffect on Procrastination and Learning of Mistakes in the Design of the Formative
and Summative Assessments: A Case Study; https://doi.org/10.3390/educsci11080428.
Eddy Sutadji, Herawati Susilo, Aji Prasetya Wibawa, Nidal A.M. Jabari and Syaiful Nur
RohmadâAuthentic Assessment Implementation in Natural and Social Science;
https://doi.org/10.3390/educsci11090534
Jurgita LenkauskaitÄ, Remigijus Bubnys, Erika MasiliauskienÄ and Daiva MalinauskienÄâ
Participation in the Assessment Processes in Problem-Based Learning: Experiences of the
Students of Social Sciences in Lithuania; https://doi.org/10.3390/educsci11110678.
Tatiana Baranova, Dmitriy Mokhorov, Aleksandra Kobicheva and Elena Tokarevaâ
Assessment of the Application of Content and Language Integrated Learning in a
Multilingual Classroom; https://doi.org/10.3390/educsci11120808.
Another interesting research is the one presented by Vicent et al. where we are guided
through studentsâ procrastination processes, the formative assessments and the summative
evaluation. This case study presents the unexpected and undesirable effects of both on the
behavior of students and on both grading and learning.
Authentic assessment is another pedagogical approach based on real world impact. Sutadji
and colleagues presented a research paper where they debate epistemological and scientific
constructions to social and natural sciences.
LenkauskaitÄ and colleagues explored the idea of change in the higher educational process
using a problem-based learning strategy. The need we have in education institutions to empower
students is reflected in this study that shows empowerment and enhancement of critical thinking
from students when they assess and are involved in the assessment strategy.
xi
To end this topic Baranova and colleagues present a research based on the introduction of
content and language into classes with a multilingual approach, which will allow students to use
several foreign languages in the process of professional communication. The purpose of the paper
is to evaluate the efficiency of a newly introduced integrated learning model from the perspective
of students and to understand its impact on students.
Topic threeâDigitalization- and peer-support-technology-based
Rana Saeed Al-Maroof, Khadija Alhumaid and Said SalloumâThe Continuous Intention
to Use E-Learning, from Two Different Perspectives; https://doi.org/10.3390/educsci
11010006.
Isabel LĂłpez-TocĂłnâMoodle Quizzes as a Continuous Assessment in Higher Education:
An Exploratory Approach in Physical Chemistry; https://doi.org/10.3390/educsci11090500.
Mehdi Berriri, Sofiane Djema, GaĂ«tan Rey and Christel Dartigues-PallezâMulti-Class
Assessment Based on Random Forests.; https://doi.org/10.3390/educsci11030092.
In Topic 3, the book presents relevant pos pandemic strategies like e-learning methods. The
paper by Al-Maroof et al. show that teachersâ and studentsâ perceived technology self-efficacy,
ease of use and usefulness are the main factors directly affecting the continuous intention to use
technology.
Their relevant findings also bring about intrinsic and extrinsic motivation associated and
developed throughout the process of learning. Considered the key factors that support the use of
technology continuously.
The chapter continues with LĂłpez-TocĂłn and colleagues work on Moodle Quizzes as a
Continuous Assessment. Moodle quizzes were explored in this study, and they acted as a reliable
practice for teaching and learning.
This topic regards crucial aspects that intend to enhance the need for higher education
institutions to support additional student-centred dynamics not based on the teacher and its role
as the main actor in the classroom or even as main facilitator of knowledge. In this chapter it is
explored by the work of Berriri, a novel study that tried to provide relevant information regarding
counseling processes. Additionally, it is explored how teaching staff can propose training courses
adapted to students by anticipating their possible difficulties using new technologies, a machine
learning algorithm called Random Forest, allowing for the classification of the students
depending on their results.
Topic fourâOrganizations and governance
Cristina Checa-Morales, Carmen De-Pablos-Heredero, Angela Lorena Carreño, Sajid
Haider and AntĂłn GarcĂaâOrganizational Differences among Universities in Three
Socioeconomic Contexts: Finland, Spain and Ecuador. Relational Coordination Approach;
https://doi.org/10.3390/educsci11080445.
Hue Thi Truong, Hung Manh Le, Duc Anh Do, Duc Anh Le, Huyen Thi Nguyen and Thanh
Kim NguyenâImpact of Governance Factors over Lecturersâ Scientific Research Output:
An Empirical Evidence; https://doi.org/10.3390/educsci11090553.
xii
CecĂlia Guerra and Nilza CostaâCan Pedagogical Innovations Be Sustainable? One
Evaluation Outlook for Research Developed in Portuguese Higher Education;
https://doi.org/10.3390/educsci11110725.
The book also presents institutional research, conducted in a macro level approach that can
be very helpful to the reader that is interested in more information regarding the assessment of
pedagogical innovation at an institutional level. BeÄica and colleagues present a relevant
qualitative Assessment of the Pedagogical Process at Czech Public Universities. This work
increments the debate towards more quality-based measures considering that the monitoring and
quantification of quality in education is a very demanding and controverse topic.
Checa-Morales and colleagues presented an institutional study that focus on
organizational differences Universities in Three Socioeconomic Contexts: Finland, Spain and
Ecuador. Results show that shared goals with among faculty members and problem-solving
communication among students were key. Organizational practices show relevant differences
among the three universities.
Truong and colleagues analysed governance factors that influence the scientific research
output of lecturers. The results reveal that resources for scientific research have the most impact
on lecturersâ scientific research output, followed by policies for lecturers, support for scientific
research activities, scientific research objectives of HEIs, and finally, leadership.
Pedagogical innovation is key in order to develop society. Guerra and colleagues introduce
a very interesting and critical approach to the topic, conducting research that focused on the
extent to which funded national research-based education projects, developed in public
Portuguese higher education institutions (universities and polytechnic institutes), have
considered the sustainability of research results (e.g., pedagogical innovations), after funding
ends.
We believe there is a need for this book to provide clear and relevant scientific research
which takes into consideration pedagogical innovation, assessment processes and institutional
models. The aim of this book is to provide the reader with key and updated research on the
information necessary to understand students learning and teaching, innovation at assessment,
the need to assess involving the students and also to understand global macro level research,
national level and institutional level. Therefore, we hope to reach policy makers, educators,
researchers, teachers, students and a global community of people that are interested and
concerned with the research agenda, acting in studentâs empowerment, knowledge and updated
skills.info:eu-repo/semantics/publishedVersio