A Tutoring Framework to Support Computer Science Programmes in Higher Education

Computing Support is the provision of academic supports such as individual tutoring and support classes to students studying computing at third level. Students can struggle with computing as it requires practice involving trial and error. This work proposes a research informed tutoring framework to support computer science students at third level. The tutoring framework combines three pillars; staff and training, pedagogies and activities. Support is put in place to help students develop technical and programming skills. Essential tutoring is provided for those who might otherwise drop out of college. The framework was applied to first and second-year undergraduate programmes and to the first semester in Higher Diploma conversion programmes. Results demonstrate that students\u27 attendance has increased by 14%. In addition, student feedback shows that the framework supports students in computer science. This framework is a useful resource for academic managers that wish to implement computing support at third level

Converting to inclusive online flipped classrooms in response to Covid-19 lockdown

The global Covid-19 pandemic caused havoc in higher education teaching routines and several residential institutions encouraged instructors to convert existing modules to flipped classrooms as part of an online, blended learning strategy. Even though this seems a reasonable request, instructors straightaway encountered challenges which include a vague concept of what an online flipped classroom entails within a higher education context, a lack of guidelines for converting an existing module, facilitating learner engagement as well as unique challenges for inclusion of all learners in a digitally divided developing country in Covid-19 lockdown. In order to respond, we embarked on a study to identify the distinguishing characteristics of flipped classrooms to understand the as-is and to-be scenarios using a systematic literature review. The characteristics were used to develop of design considerations to convert to an online flipped classroom for higher education taking our diverse learner profiles into account. We subsequently converted a short module in an information systems department and shortly report on our experience

The Effectiveness of the Problem Based Flipped Classroom Model with E-Modules in Improving Critical Thinking Skills of Pre-Service Physics Teachers

Critical thinking skills are one of four skills that students must have in the 21st century. However, several research results show that students' critical thinking skills in Indonesia are still very low. This research aims to test the effectiveness of the Problem-Based Flipped Classroom (PBFC) model assisted by e-Modules in improving the critical thinking skills of prospective physics teachers. This type of research is quasi-experimental with a non-equivalent control group design. The research was conducted at the Physics Education Study Program at the University of Mataram. The research subjects consisted of 52 prospective physics teachers who were studying Basic Physics I. Data was collected using a critical thinking skills test given before and after treatment. The results of data analysis show that the average score of critical thinking skills of prospective physics teachers in the experimental class and control class both increased to the moderate category with N-Gain scores of 0.63 and 0.48 respectively. Based on the results of the t-test at the 95% confidence level with the degree of freedom dk= 52 it shows that there is a significant difference in the increase in Critical Thinking Skills between the experimental class and the control class with a value of tcount= 2.21 with a value of ttable = 2.01 . Apart from that, based on the results of the effect size calculation, it shows that the effectiveness of the E-Module assisted PBFC model in improving students' critical thinking skills relative to the conventional model is different in the large category. In other words, the PBFC model assisted by e-modules can be used as an alternative learning in the classroom to improve the critical thinking skills of prospective physics teachers or students in general

Investigating the Learning Impact of Game-based Learning when Teaching Science to Children with Special Learning Needs

International audienceIn an attempt to find solutions to the current challenges faced by children with special needs, new teaching and learning methodologies that make us of various technologies such as 3D computer based games, Augmented Reality, Virtual Reality enhanced learning have been proposed to be used in the classroom. The technology can enhance the lives of children with learning disabilities and gives then options of intervening in their various educational and cognitive problems. The paper presents a research study on learner experience when a new interactive educational 3D video game called Final Frontier, was used in a secondary school from Romania by children with hearing impairment. Pre-and Post-tests results analysis has shown that the game helped the children to acquire knowledge on the Solar system. It was also noticed that an interactive game-based learning approach is more suitable for children with disabilities than an interactive exploratory based digital library method

THE EFFECTIVENESS OF LEARNING MATHEMATICS AT ISLAMIC BOARDING SCHOOLS IN SIAK HULU DISTRICT DURING THE COVID-19 PANDEMIC

This study aims to describe quantitatively the learning of mathematics that was carried out online and offline at Islamic Boarding Schools in the Kampar Regency. This research is quantitative research with an ex-post fact approach. The population of this research was all students in Islamic boarding schools in Kampar Regency. The sample was students at al-Ikhsan boarding schools in the Siak Hulu sub-district, Kampar district. The data collection technique used is the documentation of student learning outcomes from offline and online mathematics learning. Data analysis used quantitative descriptive and T-test. The results of the analysis show that of the 27 students who take online or online learning, 78% of students pass minimum passing criteria with a score above 75. Of 27 students who take online learning, 61.71% pass the minimum passing criteria with a score of 75. The results of the t-test analysis show that there are differences in learning that were carried out online and offline where offline learning is more effective at al-Ikhsan Islamic Boarding School, Siak Hulu District.Penelitian ini bertujuan untuk mendeskripsikan secara kuantitatif pembelajaran matematika yang dilaksanakan secara online dan offline di Pondok Pesantren di Kabupaten Kampar. Penelitian ini merupakan penelitian kuantitatif dengan pendekatan ex-post fact. Populasi dalam penelitian ini adalah seluruh santri pondok pesantren di Kabupaten Kambar. Sampel adalah santri pondok pesantren al-Ikhsan kecamatan Siak Hulu kabupaten Kampar. Teknik pengumpulan data yang digunakan adalah dokumentasi hasil belajar siswa dari pembelajaran matematika offline dan online. Analisis data menggunakan deskriptif kuantitatif dan uji-T. Hasil analisis menunjukkan bahwa dari 27 siswa yang mengikuti pembelajaran online atau online, 78% siswa lulus kriteria ketuntasan minimal dengan nilai di atas 75. Dari 27 siswa yang mengikuti pembelajaran online, 61,71% lulus kriteria ketuntasan minimal dengan nilai dari 75. Hasil analisis uji-t menunjukkan bahwa terdapat perbedaan pembelajaran yang dilakukan secara online dan offline dimana pembelajaran offline lebih efektif di Pesantren al-Ikhsan Kabupaten Siak Hulu

Pre-Design for Primary School Active Learning Module: A Triadic Reciprocal Needs Analysis Framework

This paper presents a framework to analyse students’ learning needs in Malaysia primary school active learning based on the conceptualisation of theorists’ ideas. The needs analysis framework is a good reference for module designing and active learning implementation by clarifying learners’ needs through a triadic reciprocal approach, using theories that draw on the perspective of personal development (constructivism), self-regulation, and environment (ecology). These three perspectives build up a holistic needs analysis framework to discover the needs, potential, and constraint of the active learning route (learning process) in Malaysian primary schools. The needs analysis “route” in the framework contains the criterion available (external feature – ecology / the condition of active learning situation), the existing feature within the pupils’ mind (internal feature – personal development/knowledge, skills, and strategies), and the pupils’ motivation for engaging (bridging of external and internal features – self-regulation). It explains how needs analysis can highlight the potential of full-scale active learning investigation of learners’ needs from the interrelation of internal and external features. The discussion can be generalised to invite future research by providing a firm active learning theoretical foundation, a conceptual lens for active learning needs analysis, and prospects of active learning instructional and pedagogical interventions

Effects of Real-World Experiences in Active Learning (R.E.A.L.) Applied in an Information Systems Data Communication and Networking Course

The purpose of this study was to determine if the use of Real-World Experiences in Active Learning (R.E.A.L.) impacted student learning outcomes in an undergraduate information systems (IS) data communication and networking course. A quasi-experimental, quantitative approach was used to investigate whether the R.E.A.L. treatments, used as active learning strategies, significantly impacted student performance, short-term retention, long-term retention, and student engagement. The data collection was completed in one semester. Participants were students enrolled in an IS data communication and networking course during the Fall 2019 semester. The students, enrolled in the two sections of the course, were taught using a crossover design where each student received eight treatments. The researcher of the study served as the instructor for both sections. The research question and four hypotheses were analyzed using repeated measures MANCOVA and multi-level modeling (MLM). After a statistical analysis of the direct effects of the R.E.A.L. treatments on student performance, short term retention, long term retention, and engagement, none of the four hypotheses were fully supported. The results indicated that the R.E.A.L. xiii treatments did not significantly impact the student learning outcomes from the course. Research findings partially supported hypothesis H1 indicating that age, ethnicity, and major have some influence on students’ performance and age may have some influence on short-term retention. Statistically significant results were obtained for the H1a Network treatment (F(1,28) = 6.033, p = 0.021, partial η2 = 0.177), meaning that the mean for the H1a Network treatment (M = 90.842) was significantly different than the lecture mean (M = 75.533). The H1b Handshake treatment (F(1,28) = 15.405, p = .001, partial η2 = 0.355) and the H1c Wireless treatment (F(1,28) = 11.385, p = .002, partial η2 = 0.289) produced results in the reverse direction of what was hypothesized, meaning that the mean for the H1b Handshake treatment (M = 49.800) and the H1c Wireless treatment (M = 86.842) were significantly lower than the lecture means for both hypothesis tests. Research findings partially supported hypothesis H2 indicating that age may have influence on short-term retention. Statistically significant results were obtained for the H2e Network speed treatment (F(1,28) = 5.709, p = 0.024, partial η2 = 0.164) and H2f Network management treatment (F(1,28) = 5.654, p = 0.024, partial η2 = 0.163). However, findings from the MLM post hoc tests of direct, interaction, and indirect effects did show some areas for future work in certain demographics, especially gender and ethnicity. Findings of the study were not shown to be significant however, the post hoc testing revealed areas where future work could be beneficial