Feasibility of a problem-based social constructivism learning model to improve higher-order thinking skills among primary school students

This research aims to demonstrate the results of an experiment on how the Problem-Based Social Constructivism Learning Model (PBSCL) can be developed to effectively promote Higher-Order Thinking Skills (HOTS) among primary school children. The methodology employed in this study was developmental research which involved thorough preliminary studies, meticulous product development and comprehensive product testing stages. Respondents for this study included model experts, language experts, content specialists and practitioners. Data collection instruments used were detailed questionnaires served during the feasibility test. In addition, product testing involved rigorously confirming the findings of product development through extensive expert validation, including learning model expert validation, content or material expert validation, language expert validation and practitioner validation. The results of the assessment on learning design expert validators for the PBSCL learning model indicated that they had high qualifications with the average score being 3.29. Consequently, learning design experts ensured that the criteria were meticulously met by the PBSCL learning model for HOTS improvement. Additionally, subject matter specialists confirmed the appropriateness and effectiveness of using the PBSCL learning model for HOTS improvement. The findings suggest that the PBSCL learning model has significant potential to substantially enhance HOTS among primary school students. However, further investigation is needed to fully validate its effectiveness and practical application in diverse educational settings

Role of social factors, self-efficacy and technological support on the use of virtual learning environment among teachers

Virtual learning environment (VLE) has been introduced in educational institutions such as schools, colleges, and universities to encourage a systematic online teaching and learning platform. This paper aims to examine the effect of social factors, self-efficacy, and technological support on the utilization of VLE in the educational process. A quantitative approach was employed and the data was collected through a set of questionnaires administered to selected respondents. A total of 356 accounting teachers from secondary schools in Peninsular Malaysia were chosen as the samples. A reflective measurement model in partial least square-structural equation modeling was utilized to measure the effect of the exogenous latent variable on the endogenous latent variable. Results indicated that social factors namely (colleagues, administrators, and school culture) significantly affect the use of VLE among teachers. Further, self-efficacy and technological support namely (facilities quality, internet access, and technical support) positively influence teachers to apply VLE during teaching. The quality of technological facilities in schools needs to be developed to promote effective educational processes and motivate teachers to use digital technology. Further, it is strongly suggested that teachers need to be given appropriate training and ongoing support to develop their skills in using digital technology

A Case Study of the Integration of 21st Century Technology within the Place-Based, Expeditionary Learning Outward Bound (ELOB) Approach to Education

This study focused on the integration of 21st Century technology as determined by the International Society for Technology in Education (ISTE) Standards•T within a place-based curriculum framework supplemented by the Expeditionary Learning Outward Bound approach to education as presented in a rural Colorado mountain community K-8 charter school. The case study involved an in-depth look regarding how 21st century technology integration affected the place-based, Expeditionary Learning Outward Bound approach to teaching and learning practices specific to the North Routt Community Charter School (NRCCS). The particular research aimed to inform or enhance the charter school’s current practices by questioning: How has the charter school integrated 21st Century technology in support of 21st Century skills as identified by the International Society for Technology in Education (ISTE) Standards•T ? How has 21st Century technology integration enhanced or challenged the charter school’s place-based, Expeditionary Learning Outward Bound curriculum? The case study and data analysis answered the two stated research questions. The charter school’s Expeditionary Learning Outward Bound curriculum presented a natural conduit for technology integration in support of the International Society for Technology in Education (ISTE) Standards•T through their utilization of 21st century tools such as iPads, applications, laptops, and web sites. The findings also revealed certain barriers or challenges as highlighted in question two. The lack of time, knowledge, technology-centered college preparation courses, and professional development opportunities comprised the main obstacles, with ease of use and limited devices referred to secondary, yet, paralleling the shortcomings, the findings demonstrated the participants’ persistence and real-life skill with integrating the available technology in best practices to support the Expeditionary Learning curriculum

Educational change and ICT: an exploration of priorities 2 and 3 of the DfES e-strategy in schools and colleges: the current landscape and implementation issues

Landscape review of integrated online support for learners and collaborative approaches to personalised learning activities

The Extent to Which Mobile Learning is Employed in the Educational Process in Jordanian Government Schools from the Teachers' Perspective

The study aimed to identify the extent of mobile learning employment in the educational process in Jordanian government schools from the teachers' perspective. To achieve the aim of the study, the descriptive approach was utilized where a questionnaire consisting of three domains (cognition, skill, and evaluation) was developed with (20) paragraphs. The paragraphs validity and reliability were established, then the questionnaire was distributed to the study sample that consisted of (360) teachers in Jordanian government schools.The results of the study showed that the extent of mobile learning employment in the educational process from the perspective of Jordanian government school teachers appeared with a low degree, with an arithmetic mean of (1.79). The results further showed a statistically significant difference in the evaluations of the study sample individuals for the authenticity of employing mobile learning in the educational process according to the perspective of Jordanian government school teachers according to the gender and attributed to the males, and on all dimensions, in addition to the presence of statistically significant differences according to the educational qualification and attributed to higher studies, at the macro level of the tool and on the cognition and skill domains.In light of the study results, the researcher recommended that the Ministry of Education should offer more specialized training courses and workshops in the field of teaching technology and mobile learning and recommend teachers to apply them in the educational process. Furthermore, it is required to spread awareness among teachers and students about the advantages of utilizing mobile learning and modern technology in learning. Keywords: mobile learning, educational process. DOI: 10.7176/RHSS/10-12-07 Publication date:June 30th 202

International Student Projects and Sustainable Development Goals: A Perfect Match

Engineering Education is currently going through a transformation, driven by the need for educating better engineers and more engineers, and largely build on elements such as problem orientation, interdisciplinarity, internationalization, digitalization and sustainability. In 2020, the Erasmus+ Strategic Partnership EPIC (Improving Employability Through Internationalization and Collaboration) has combined all these elements, and demonstrated how international and interdisciplinary student projects, focusing on solving real-world problems related to sustainability, can be carried out in a setting where students mainly work together online. A total of 56 students from 7 EU and 2 international universities, with backgrounds ranging from Electrical Engineering and Mechanical Engineering to Textile Technologies and Business Informatics were working on 9 different projects throughout the spring of 2020. The paper presents the experiences from the setup and discusses some general recommendations for setting up this type of projects. The paper goes through the stages of defining and carrying out the projects: Defining the overall framework, identifying problems/project proposals in collaboration with relevant stakeholders, identifying the students and assigning students to projects, preparing students and supervisors, organising the physical kick-off seminar, and supporting the online collaboration. We also discuss evaluation and hand-over of the solutions, to ensure the projects have a lasting impact. We conclude that the sustainable development goals provide a highly motivating framework for interdisciplinary, international student projects based on problem-based learning. We also note that a careful design and execution of the all the preparatory stages are crucial in order for the projects to succeed, and discuss specific recommendations for these.</p

PBL Student Projects and Sustainable Development Goals: A Case Study

Working with the Sustainable Development Goals can be a highly motivating factor in Problem Based Learning, especially if the solutions produced can be used afterwards and have an actual impact on people and communities. This paper describes how three engineering students from Aalborg University, Denmark, collaborated with the South African Organisation Green Shoots on bringing IT-supported Math education out to some of the most disadvantaged learners from townships and rural areas of the Western Cape. The project provided the Danish students with a unique learning experience and have a lasting impact on the communities involved. While the content of the project focused on bringing IT-supported Math education to learners in previously disadvantaged areas around the Western Cape, the project also provided valuable insight into how such students’ projects, where the outcomes benefit people and communities suffering from socio-economic challenges e.g. poverty, can be carried out. In addition to demonstrate that such projects are actually possible, we studied three critical aspects: How to ensure a good fit between learning objectives and project outcome, how to ensure that the project creates value for the partner organisation and communities, and how to ensure that the projects can be conducted without overloading the university supervisors. We believe that student projects focusing on SDGs have a big potential in terms of providing highly motivating student projects yet at the same time contribute to a better world through solutions that are being used even afterwards. However, our study was just a single case with one group of three students. We hope it will serve as inspiration for larger studies, where more quantitative data could be gathered in terms of how to establish a good framework around such projects, and in order to demonstrate the value for students and societies

The Relationship Between Emotional Intelligence and Reading Comprehension in High School Students with Learning Disabilities

Problem. Research indicates that students who receive an exclusively academic education that does not include emotional intelligence skills may not be prepared for future challenges of the 21st century because traditional intelligence contributes to only 20% of the factors that determine life success. Students with learning disabilities have average or above average cognitive intelligence. However, many do not demonstrate academic and social behaviors that normally would be compatible with average intelligence. Even though their cognitive intelligence has been tested, their emotional intelligence has not been tested. The purpose of this study was to investigate the relationship between emotional intelligence and reading comprehension in high-school students with learning disabilities. Method. A total of 47 males and females with learning disabilities, ages 15 to 18, in Grades 10, 11, and 12 were studied. The Bar-On Emotional Quotient Inventory Youth Version was utilized to measure emotional intelligence. The Wide Range Expanded Group Assessment was administered to assess reading comprehension. To determine the relationship between emotional intelligence and reading comprehension, the Pearson Product-Moment Correlation Coefficient was utilized. t tests were used to determine the influence of reading comprehension and emotional intelligence on gender, and one-way ANOVA was performed to determine the influence of emotional intelligence on grade level. Results. Results of the study indicated a strong relationship between emotional intelligence and reading comprehension in high-school students with learning disabilities. Gender and grade level did not seem to be related to either emotional intelligence or reading comprehension. Conclusion. Since a relationship does exist between emotional intelligence and reading comprehension, teaching emotional intelligence skills to students with learning disabilities may be beneficial to them both academically and socially