Covid-19 Outbreak and New Normal Teaching in Higher Education: Empirical Resolve from Islamic Universities in Indonesia

Mid of March 2020, the coronavirus 19 pandemic outbreaks caused many offices, markets, schools, and universities closed to maintain its dead spreading. It makes all the offline activities should be changed into online interaction including at higher education. Lawrence & Tar (2018) reflected a study about factors that influence teachers’ adoption and integration of ICT in teaching/learning process. This study is about the activity of new normal in conducting online education relating to the use of six strategies applied which are applied by teachers in the Islamic University of Antasari Banjarmasin Indonesia. Within the new normal period, this study reveals the six strategies on conducting online education namely; a) the strategy of contextualization, b) the strategy of proper delivery, c) the strategy of high adaptation on using technology, d) the strategy of adequate support, e) the strategy of quality participation, f) the strategy of sustainable processes

Congreso online: nueva herramienta para fomentar el aprendizaje

Los congresos científicos son una herramienta valiosa en el aprendizaje para estudiantes de tercer ciclo. Sin embargo, no son aprovechados al máximo con esta finalidad, puesto que las intervenciones por parte de los estudiantes, en cuanto a plantear cuestiones se refiere, son prácticamente nulas. Con el objetivo de fomentar la participación de los estudiantes de tercer ciclo en los congresos científicos, se presenta una propuesta de congreso online para estudiantes de doctorado en el programa interuniversitario `Electroquímica. Ciencia y Tecnología`, empleando la herramienta Moodle. Este congreso consiste en dar a conocer, de forma visible y con formato de pósters, comunicaciones científicas de los estudiantes, quienes deben hacer preguntas acerca de las mismas y responder a las realizadas sobre su contribución. Además, y siempre con la finalidad de fomentar la participación en forma de preguntas y discusiones científicas, se otorgarán premios tales como al estudiante más participativo y al mejor póster, para lo que se evaluará la defensa del póster por parte del estudiante

Model amalan pentaksiran formatif dalam kalangan guru-guru kemahiran hidup bersepadu

Formative assessment is an assessment adopted in the School-Based Assessment (SBA) to assess student learning in the classroom. However, since SBA was first introduced in 2011, the issue of teachers' practices in the formative assessments often received attention from various quarters whether teachers or researchers. This is because previous studies show that teachers still fail to meet the standards set by policymakers. Therefore, this research is focused on formative assessment in SBA to test the model of assessment practices among Integrated Living Skill (ILS) teachers in Peninsular Malaysia. This study employed a quantitative study design by surveying through a questionnaire distributed to 300 secondary schools in 12 states from Peninsular Malaysia. A total of 537 ILS teachers were involved in this study, while the data collected were analyzed using descriptive and inferential analysis. The findings showed that the level of practice, knowledge, and skill were at a high level, while attitude, subjective norm, perceived behavioral control, and intention were positively indicating of teachers' readiness to implement formative assessment. The proposed model of the study meets Partial Least Square-Structural Equation Modeling (PLS-SEM) requirements and accepts seven out of eight alternative hypotheses constructed. Teachers also claimed that time constraints are a major challenge in implementing formative assessment practices and they suggested that intensive courses should be held from time to time. The implication of this study is to enable assists the Ministry of Education (MOE) in identifying factors that influence the practice of formative assessment among teachers and the design of the system of the existing will be upgraded

The Relationship Between Secondary Teachers’ Technological Pedagogical Content Knowledge and Technology Integration Factors

Research in educational technology has led to the discovery of factors for successful technology integration into the classroom—technology access and support, professional development, attitudes toward technology, technology use by students, and technology use by teachers. Additionally, using the Technological Pedagogical Content Knowledge (TPACK) theoretical framework, a teacher’s understanding of the knowledge required to effectively implement technology can be measured. This study attempted to examine the relationship between teachers’ TPACK score and the key indicators of technology integration using the TPACK survey and the Survey of Technology Integration and Related Factors (STIR). Using a nonexperimental, correlational design, participants were selected from a population of secondary teachers at two school systems in East Tennessee who use the learning management system (LMS) Blackboard. The total sample size was 129 participants. Data were analyzed using a canonical correlation to examine relationships. Results of the survey indicated that a statistically significant relationship exists between a teacher’s TPACK score and the five factors of technology integration, with general technology usage by the teacher, teacher attitudes toward technology, and professional development having the largest effects. Further research should be conducted on differing populations, populations that do not use Blackboard LMS, and other integration variables. Furthermore, studies that include teaching experience as a covariate or longitudinal studies regarding TPACK and technology integration factors should be researched

Teacher Attitudes Toward Technology Integration in a One-to-One Mobile Device Middle-School Classroom

As the classroom climate transforms into a more technology-enhanced environment with increased device availability, there is a growing need to understand how attitudes among teachers may be influenced by the use of these devices in the classroom. Because of current technology trends, device integration is essential to meet education goals (Keengwe, Schnellert, & Mills, 2012). Research suggests that the use of mobile devices in the classroom along with the expectations for teachers to integrate these devices into their curriculum can have significant effects on attitudes and behaviors among teachers and therefore, should be studied (Sahin et al., 2017; Moore, 2016; Beeland, 2002; Christensen, 2002). This study attempted to examine the difference in teacher attitudes toward technology integration based on their use of either Chromebooks or iPads as mobile devices in a one-to-one integrated middle-school classroom. Using a quantitative, causal comparative design, participants were selected from a population of middle-school teachers at two Southeastern United States school districts. The sample size of participants was 115, of which 73 used Chromebooks and 42 used iPads. Data were analyzed using an independent-samples t-test to examine the relationship between attitude and mobile device used. Results of the survey showed that no significant difference existed in the attitude scores of teachers’ and the mobile device they used. Although the study did not find significance in the attitude scores, the data indicated that attitudes were mostly positive. Further research should be conducted to include a broader population, other grade levels, and other mobile devices. Studies that look at variables such as self-efficacy, training, and confidence, along with attitude should be researched

Online Versus Face-To-Face Nutrition Courses at a Community College: A Comparative Study of Learning Outcomes

Students have been gravitating towards the Online Learning Environment (OLE). The preference for online learning models (OLM) among students has grown more rapidly than for traditional face-to-face models in community colleges in the United States of America. Research about OLMs has focused on teaching efficiency and effectiveness to support the growth of online education. Administrators and teachers have continually sought to gain more knowledge about this issue, especially with concerns regarding engagement of students in an online learning environment. Increased student dissatisfaction with online learning models, a high withdrawal rate, and inadequate student-learning outcomes are some of the factors that have contributed to this comparative analysis of online versus face-to-face learning models. Of the 541 student records collected for this post hoc study, initial analysis indicated that learning outcomes of students enrolled in an online nutrition class showed a statistically significant difference from the learning outcomes of the face-to-face section of the same class, although the difference was small

The Disparity of Racial Diversity in Counselor Education and Supervision

In general, doctoral programs in counselor education and supervision (CES) have low minority enrollments. Faculty members in clinical mental health counseling (CMHC) master\u27s degree in science (MS) programs primarily come from CES doctoral programs; therefore, faculty members do not generally reflect the diversity of the MS student population. Using the theory of planned behavior and the bioecological model, the purpose of this research was to determine the extent to which age, gender, faculty support, income, level of parents\u27 or primary caregivers\u27 education, and the Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation status predict White and racial minority MS students\u27 decisions to pursue CES doctoral studies and to see if there were differences between the factors for White and minority students. A demographic questionnaire and the Perceived Faculty Support Scale were used to measure the variables through multiple regression, Spearman rho, t tests, chi square, and the Mann Whitney U analyses. No variables were significantly predictive for either student groups. Because there were no significant differences between White and minority MS students choosing CES programs, an approach to increase the number of minority faculty members in CMCHC MS programs as a way of promoting positive social change might be for program administrators and faculty to recruit more minority students into MS programs in order to expand the pool of potential CES students. An additional recommendation is for current CES faculty to encourage more minority students who do choose CES doctoral programs to pursue faculty positions after graduation

Student Motivation and Intent to Take Online Courses

The Motivation Orientation Scale – Student Version (MO-SV) and Unified Theory of User Acceptance of Technology (UTAUT) were used to predict to what extent motivation orientation impacts student intent to take online courses, to examine the intrinsic and extrinsic motivators of students that drive them to take online courses, to examine the relationship between motivation to take online courses and motivation to take face-to-face courses, and to determine if demographic variables influence behavioral intent to take online courses. A sample of 394 full-time and part-time students at a large, public, research university with an integrated health center in the Southeast United States responded to the online survey. Results demonstrated that more students than not reported behavioral intent to take online courses. Multiple regression analysis indicated that performance expectancy, social influence, facilitating conditions, total motivation orientation to take online courses, total motivation orientation to take face-to-face courses, and current number of online courses taken statistically and significantly predicted behavioral intent to take online courses

First-Generation Doctoral Male Students\u27 Experiences of Doctoral-level Online Courses

Recent research suggests a lack of information about the experiences of first-generation doctoral men who have moved from ground-based education to online education, which can negatively impact program completion for this group. This collective case study investigated the experiences of a group of first-generation doctoral male students attempting doctoral-level online education for the first time, in particular, to identify and develop a deep understanding of their experiences in interacting, participating, communicating, and relating with colleagues and instructors. The conceptual frameworks of the study were connectivism, experiential learning, symbolic interactionism, and constructionism. Data were collected through participant questionnaires, Skype interviews, and blogs, and analyzed using Microsoft Excel, Quicktime software, and NVivo to develop themes and codes that were intuitively constructed by the researcher. The study results provided evidence of limited interaction, participation, communication, group work or collaboration, and personal relationships with colleagues and instructors in online education at the university. Study findings suggest needed areas of improvement for universities, especially as they relate to students feeling more connected to their colleagues and instructors. The study findings can inform the design of practice that impacts retention and degree completion of first-generation doctoral male students who have transitioned from ground-based education to online education