The use of Audience Response Systems in the Faculty of Economics and Business: an case of study

We have investigated the effectiveness of clickers as a support tool of the learning process of economics in higher education, specifically on the subject of Principle of Economics. We assessed whether support teaching with the use of Audience Response Systems (ARSs) increase the probability that the student passes the examination in both its theoretical and practical. We propose a mixed methodology, a bivariate probit model framed by statistical causal inference, which provides robust results. We have found strong statistical evidence, that the ARSs offer outstanding support to teaching, although with constraints. First focuses on the aforementioned theoretical and secondly, the help offered by the students ARSs is clearly a function of the frequency of use thereof cited by students

ENHANCING ENGLISH VOCABULARY USING CLT METHOD TOWARD SLB D STUDENTS VIA ZOOM APPLICATION AS INTERACTIVE LEARNING MEDIA

The research aims to know-how is the implementation of the CLT method towards English vocabulary. The research objects are special needs students of English Club SLB-D YPAC Semarang. Researchers apply the Communicative Language Teaching method to the students via zoom application. The research objects are six students, applying six materials on seven meetings. The research method used in the research is a descriptive qualitative method. There are four stages of techniques that are used, those are the observation, planning, action, and reflection stages. The results of the study are the students can practice English actively, and gaining new vocabularies during the learning process

Gamification in Hybrid Teacher Professional Development

The paper investigates the concept of hybrid teacher professional development for in-service teachers in the light of the emerging concept of gamification. This study makes a case for future researchers to explore the effect of gamification on teacher engagement in teacher professional development programs. The existing literature indicates that gamification leads to better employee engagement. Therefore, the paper argues that it will also lead to better teacher engagement in training programs. A gamified hybrid training program for in-service teachers has been developed. Various game elements like points, badges, and profile customization have been proposed to induce game dynamics in gamification implementations. The paper analyses how gamification leads to better engagement by exploring the linkages with various psychological theories

A Delphi study on Technology Enhanced Learning (TEL) applied on Computer Science (CS) skills

Technology Enhanced Learning (TEL) is a new pedagogical domain aiming to study the usage of information and communication technologies to support teaching and learning. The following study investigated how this domain is used to increase technical skills in Computer Science (CS). A Delphi method was applied, using three-rounds of online survey questions, given to 17 TEL experts from different European countries. The results showed that these experts consider TEL an effective and interesting support to acquire CS skills. Furthermore, the findings revealed the five best tools in TEL to acquire necessary CS knowledge. Future research can provide a guideline to implement effective TEL tools in CS studies. This manuscript investigates Technology Enhanced Learning (TEL) tools and its applications to learn specific skills in CS. As general content the results of a Delphi study that identifies the benefits of TEL while teaching are highlighted.Postprint (published version

Progettare e condurre l\u27apprendimento in rete: un corso blended per futuri insegnanti

What are the main issues connected with the design and development of distance learning courses? How to plan effective courses taking into account the context requirements, the contents to be delivered, the learning needs, the resources available? This paper analyses the instructional design decisions and the delivery strategies of a blended course in Educational Technology, run by ITD-CNR for the local Postgraduate School for Secondary Teaching. The course designers developed criteria for harmonising and integrating the face-to-face and the online course components, with the aim to take advantage of their specific features. These criteria derive from a model that comprises four dimensions: the cognitive dimension, focused on the course themes and contents; the teaching dimension, focused on the teaching and learning strategies; the social dimension, focused on the interaction among participants, and the meta-cognitive dimension, focused on the reflection on the learning path and the teaching profession.Quali sono le problematiche che emergono nella progettazione e nella conduzione di iniziative di formazione in rete? Come riuscire a tener conto delle caratteristiche del contesto di formazione e della popolazione obiettivo, dei contenuti e degli obiettivi didattici per proporre interventi efficaci? In questo contributo si mettono a fuoco i principali criteri che sono stati seguiti nella progettazione e conduzione di un corso blended erogato dall\u27ITD-CNR nell\u27ambito della Scuola di Specializzazione per l\u27Insegnamento Secondario dell\u27Universit? degli Studi di Genova. Particolare attenzione ? dedicata agli aspetti che hanno contribuito a creare o rinsaldare i legami tra le attivit? svolte in presenza e quelle effettuate online. La presentazione ? organizzata intorno a quattro aspetti: a livello cognitivo, sui temi e i contenuti oggetto del corso; a livello didattico, sulle strategie di insegnamento che sono state messe in atto al fine di facilitare i processi di apprendimento; a livello sociale, sulle interazioni tra i partecipanti e sulla costituzione della comunit? di apprendimento; e, infine, a livello metacognitivo, sulla riflessione inerente il percorso di apprendimento e la professione dell\u27insegnante

Let’s Take it to the Clouds: The Potential of Educational Innovations, Including Blended Learning, for Capacity Building in Developing Countries

In modern decentralised health systems, district and local managers are increasingly responsible for financing, managing, and delivering healthcare. However, their lack of adequate skills and competencies are a critical barrier to improved performance of health systems. Given the financial and human resource, constraints of relying on traditional face-to-face training to upskill a large and dispersed number of health managers, governments, and donors must look to exploit advances in the education sector. In recent years, education providers around the world have been experimenting with blended learning; that is, amalgamating traditional face-to-face education with web-based learning to reduce costs and enrol larger numbers of students. Access to improved information and communication technology (ICT) has been the major catalyst for such pedagogical innovations. We argue that with many developing countries already improving their ICT systems, the question is not whether but how to employ technology to facilitate the continuous professional development of district and local health managers in decentralised settings

Efficiency of e-learning in an information literacy course for medical students at the Masaryk University

Purpose: The main goal of this paper is to argue E-learning can be a viable alternative teaching method for Information Literacy according to a comparation of librarian’s time spent face-to-face teaching with tutoring the E-learning course, average time spent a week on learning by the students, time flexibility of E-learning, students’ satisfaction with E-learning and students’ ability to gain practical skills and theoretical knowledge through E-learning. Design/methodology/approach: Satisfaction of medical students with E-learning and their average weekly time spent learning was assessed through surveys designed in Google Documents. Weekly time spent by students learning in class and the number of librarian teaching hours were set by the university schedule and time spent on tutoring E-learning was measured. Details of accesses to study materials and submission of tasks as well as exam results were collected from Masaryk University Learning Management System. Findings: In 2011 50% less time was expended on tutoring E-learning than time spent with the same number of students in the previous three years in the classroom. One third of the students learned for more hours a week with E-learning than students in class. No significant difference in gained theoretical knowledge between these students was found. On average 90% of tasks submitted to E-learning were correct the first time. E-learning was appreciated by the students for its time (93%) and space (83 %) flexibility, the online materials (62%) and self-managing learning time (55%). Details of access to the study materials confirmed time flexibility. Originality/value: Due to time saved and considering the lack of any significant difference in the knowledge gained by students, E-learning can be a viable alternative teaching method for Information Literacy

A Case Study of Applying Blended Learning in an Accelerated Post-Baccalaureate Teacher Education Program

Blended learning has potential to improve teacher education in terms of accessibility and quality. This paper reports findings from a case study with mixed methods data collection analysis to examine the application of blended learning in accelerated post-baccalaureate teacher education at the program level. One hundred and sixty-seven recent graduates from a chosen teacher education program participated in the study by completing an online survey. Eight of the survey participants and six faculty members were interviewed. Findings from this study support the viability and benefits of applying blended learning in teacher education at the program level. On the other hand, teacher candidates and faculty members reported challenges in such blended learning teacher education programs. Suggestions for applying blended learning in teacher education at the program level are discussed in this paper

An Evaluation of Local Mentor Support in AE E-Teacher Educational Technology Integration Online Teacher Training Course

This study addressed a different approach to online language teacher training programs. The researchers investigated the pros and cons of having local mentor support for an online course titled Using Technology in the English Language Classroom provided by the AE E-Teacher Program. The course was offered to preservice teachers from 24 different universities across Turkey. The study collected data through a pre- and post-online survey and individual semistructured interviews. The results revealed that while local mentoring as a supplement to the main course content contributed to teacher candidates’ emotional and professional attachment to their profession by helping them relate theory to contextualized educational settings, it can still be improved by the integration of more interactive tasks that would help the attendees refer to specific practical implementation of the educational technology tools introduced in the program