Development of E-learning in higher education and future directions

The present paper is based on the work of the ‘Future of E-Learning Group’, a constituent of the EUNIS E-Learning task Force. The group has set up a number of tasks to fulfill its role, one of which, is seeking and disseminating information on the development of e-learning with a view to ensuring the right guide is provided for progress into the future. In our work to date, in this era of globalization, we question the ability of present university systems to respond adequately and appropriately to complex demands of an Information Economy. There’s increasing involvement of private sector in higher education. The effects on future learning on the use of varying tools as well as the design of competency-based performance in e-learning have been reported (Wolrery et al, 2000; Sluijsmans et al, 2006). Several multimedia learning systems are being developed for use as future interactive educational tools (Low et al, 2003). New thinking is required for the new relationships that are being developed between creative subjects and technology when we consider the nature of universities in their present state of existence as public sector institutions. The university of the future can be perceived as a setup, based on international trade in educational services, with universities fulfilling the functions of licensing, quality assurance and cultural custodianship. The pressent paper discusses some of these issues and reports on the future directions of e-learning as they relate to higher education

Journal of Education Innovation and Communication (JEICOM): Interdisciplinary studies in social sciences – unmasking truths whilst nurturing new possibilities

The “Journal of Education, Innovation, and Communication (JEICOM)” is a fully double blind-reviewed, open-access journal, without any costs related to publication charged to the author, the reader or the institutions/universities. Additionally, the intellectual property rights of a paper always remain with its author. JEICOM’s scope is to provide a free and open platform to academics, researchers, professionals, and postgraduate students to communicate and share knowledge in the form of quality empirical and theoretical research that is of high interest not only for academic readers but also for practitioners and professionals. JEICOM welcomes theoretical, conceptual and empirical original research papers, case studies, book reviews that demonstrate the innovative, international and dynamic spirit for the education and communication sciences, from researchers, scholars, educators, policy-makers, and practitioners in education, communication, and related fields. Articles that show scholarly depth, breadth or richness of different aspects of social pedagogy are particularly welcome. The numerous papers presented every year during the conferences organized by our Institute, the Communication Institute of Greece, enables us and our editorial board, to have access to a plethora of papers submitted. Nevertheless exceptional papers can be submitted by other scholars as well; who can follow the journals submission guidelines (see at https://coming.gr/journal-of-education-innovation-and-communication-jeicom/ ). Following a rigorous double peer-reviewed process, only a selection of the papers submitted, is published twice a year. At this point we would like to thank our Editorial Team for their availability and extremely constructive comments throughout the blind review process. Their valuable hard work assists and enables the authors to provide articles of quality for the rest of the academic community, among others. Additionally we would like to acknowledge the contribution of Dr Robert J. Bonk for his help in this issue. We would not omit to thank all the authors that submitted articles to JEICOM. Receiving a review that can improve an article, no matter whether the article is actually accepted or not, is a blessing for the author but also for the editors. The current issue, that is the sixth as a total and the first for 2021 (June 2021), is entitled Interdisciplinary studies in social sciences – unmasking truths whilst nurturing new possibilities

Interactive-engagement vs traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

The complete report from Richard Hake's long-term study of interactive engagement (IE) techniques and their effect on the understanding of physics by non-physics majors. The study analyzed diverse student populations in high schools, colleges, and universities and used pre- and post-instruction testing to determine the gains in each group. IE techniques were shown to improve student's understanding at a significantly higher rate than traditional instruction. Additionally, these IE techniques are applicable to teaching a wide range of topics. Educational levels: Graduate or professional

The development of a new chemistry curriculum in the Netherlands: Introducing concept-context based education

This paper describes the recent changes in chemistry education in secondary school in the Netherlands. The way these changes came about is described as well as the development of the current curriculum. An example of a module, demonstrating the current features of chemistry teaching in the upper level of secondary school is given. [AJCE 4(2), Special Issue, May 2014

Attitude of Saudi Female Math Teachers toward Integrating E-learning in Teaching Math at High Schools in Saudi Arabia

Leaders in government and education have launched an extensive program to reform general education in Saudi Arabia. This initiative was designed to achieve many goals with a major emphasis being the enhancement of the Saudi curriculum to take advantage of the use of technology to improve education. A goal of this project was for e-learning to be a part of public education in an attempt to improve student learning and to make education accessible to all citizens.;This study was designed to examine high school female math teachers\u27 attitudes toward the use of e-learning in teaching mathematics in selected high schools in Tabuk, Saudi Arabia. It also sought to determine the extent to which e-learning had been adopted in high schools. The study also examined the results to determine if there were any statistically significant differences in female math teachers\u27 attitudes toward e-learning based on the variables of academic degree, years of experience, computer course training, and computer lab availability.;A 5-point Likert scale questionnaire was used to collect data on teacher attitudes toward the use of e-learning in education. Descriptive statistics were used to analyze much of the data generated from the questionnaire. Means, standard deviations, ranges, frequencies, percentages, and diagrams were used to compile and analyze the data. A t-test was used to test for statistically significant differences in teachers\u27 attitudes for the variables of academic degree, years of experience, computer course training, and computer lab availability.;The analysis of the responses to the questionnaire revealed that the female high school math teachers\u27 attitudes toward the use of e-learning were highly positive. The mean responses to the questionnaire items revealed that the teachers believed that e-learning made teaching more effective, more interesting, and enhanced the quality of teaching. There was general agreement that e-learning helped them meet the individual needs of the learners. The results of the study revealed that there were no statistically significant differences in teachers\u27 attitudes toward e-learning when examined for the variables of academic degree, years of teaching experience, computer course training, and computer lab availability. Recommendations were made for professional development, in-service training, technology integration, and logistics and infrastructure improvement

Development of a Practical Kit and a Citizen Scientist Program for Learning Chemistry

Laboratory practical is an essential component for effective learning of science. Providing laboratory experience can be challenging for some rural schools with limited laboratory facilities. The situation was exacerbated when schools were closed due to the COVID-19 pandemic. This thesis reports a laboratory kit design based on the Standard Curriculum for Secondary Schools in Malaysia (Kurikulum Standard Sekolah Menengah, KSSM). The kit was evaluated by students and experienced teachers from town and rural schools. Pre- and post-test was conducted with the students before and after using the kit. A questionnaire was disseminated to appraise the students’ perceptions on practical learning. There was a significant improvement (p < 0.05) in the overall score of the post-test (90.32) compared to the pre-test (71.00). Both rural and town schools demonstrated a significant increase in the overall mean scores, from 68.67 and 73.34 in the pre-test to 91.34 and 89.33 in the post-test. There was also improvement in affection for chemistry among students after using the kit. The practical kit can be deployed in schools with laboratory constraints and to be used outside the school settings. It was designed to be affordable compared to traditional lab setting, safe and environmental-friendly due to minimal chemical used, and providing individualized hands-on exposure. Besides, this thesis also reports a citizen science program on household food waste for students to introduce the idea of citizen science to them and to evaluate their learning experience. The project focused on quantification of avoidable solid food wastes in the households using the food waste diary. The results were positive, that is more than 80% of the participants agreed that this program increased their interest in chemistry learning, raised awareness of food waste reduction and waste management, and improved scientific skills such as food waste measurement

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

Information and Communications Technology Integration in Bahamian Public High School Biology Classrooms

More research on information and communications technology (ICT) use for teaching and learning is needed, particularly since the almost global transition from traditional face-to-face to virtual classrooms forced by the COVID-19 pandemic. The problem addressed in this current qualitative project study was the reported challenges experienced by teachers integrating ICT into the delivery of the biology curriculum in Bahamian public high school classrooms. The purpose of the study was to explore the biology teachers’ ICT integration into their virtual classrooms during the COVID-19 pandemic. The study was grounded in the technological pedagogical and content knowledge conceptual framework. Three research questions focused on the teachers’ decisions to use ICT in their biology classrooms, their challenges with ICT integration and their mitigation of challenges, and their needs for improving ICT use. A purposeful sampling procedure yielded eight participants, and data were collected using semistructured virtual interviews on Zoom. Coding analysis of interview data revealed several emergent themes and four key findings: (a) ICT selection hinged on logistics and teachers’ technological and pedagogical knowledge; (b) teachers experienced infrastructural, technical, and pedagogical challenges but found solutions; (c) the ICT integration was valuable; and, (d) teachers wanted to improve their ICT use to enhance their teaching and students’ learning in remote classrooms. A position paper was developed to be a positive social change catalyst by informing local education policymakers and stakeholders about biology teachers’ suggestions for needed modifications to better support teachers in remote instructional delivery

Co-creation for Responsible Research and Innovation

This open access book summarizes research being pursued within the SISCODE (Society in Innovation and Science through CO-DEsign) project, funded by the EU under the H2020 programme, the goal of which is to set up an analytical, reflective and learning framework to explore the transformations in initiatives and policies emerging from the interaction between citizens and stakeholders. The book provides a critical analysis of the co-design processes activated in 10 co-creation labs addressing societal challenges across Europe. Each lab as a case study of real-life experimentation is described through its journey, starting from the purpose on the ground of the experimentation and the challenge addressed. Specific attention is then drawn on the role of policies and policy maker engagement. Finally, the experimentation is enquired in terms of its output, transformations triggered within the organization and the overall ecosystem, and its outcomes, opening the reasoning towards the lessons learnt and reflections that the entire co-creation journey brought