Using a Cloud Based Collaboration Technology in a Systems Analysis and Design Course

In order to effectively prepare the next generation of IT professionals and systems analysts, it is important to incorporate cloud based online collaboration tools into the coursework for developing the students' cooperative skills as well as for storing and sharing content. For these pedagogical and practical reasons, Google Drive has been used at a medium-sized institution of higher education in New Zealand during the Systems Analysis and Design course. Ongoing and successful use of any learning technology requires gathering meaningful feedback from students, and acting as a mentor during their learning journey. This study has been developed and implemented to help students enjoy the collaborative technology and to help increase their satisfaction and commitment. In order to overcome the obstacles that may prevent students from using Google Drive optimally, an initial survey has been conducted to better understand the influential factors and issues. Furthermore, this study aims at promoting various types of collaboration and sharing: seeing and learning from other students' work, receiving direct suggestions from others, and allowing others to edit documents that belong to them. Following the results of the first quantitative survey, numerous teaching strategies were formulated and implemented. A final qualitative survey was done at the end of the course for students to evaluate their project work. The results of this study also provide original practical and theoretical implications that may be of interest to other researchers, course designers, and teachers

Teenage Mutual Understanding: BRIDGING THE CULTURAL GAP

The present project seeks to put into practice the instruments and programmes that the national system of education in Uruguay has been developing upon the three pillars of the global context of the XXI Century: • an increased access to Information Technology, • the emergence of New Pedagogies, • and the Democratization of Education

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Facilitating Authentic Learning Experiences in Distance Education: Embedding Research-Based Practices into an Online Peer Feedback Tool

Authentic learning in online education is feasible with intentional instructional strategies and appropriate educational technologies, yet as a learning approach, barriers to implementation still exist. We argue that authentic learning in online education can be successfully supported when the characteristics of authentic learning are (a) intentionally applied and (b) supported through research-based tools that facilitate the learning process seamlessly for students. To address this challenge, we developed a research-based online application that supports authentic learning. In this article, the theoretical foundations and empirical support for the tool are described, along with critical design decisions that support suggested characteristics of authentic activities. The authors overview formative research conducted during a four-year development process. Several case studies conducted at research-intensive universities are provided to describe how student motivation, metacognition, and strategic behaviors were facilitated through the tool and to encourage readers to apply similar research-based strategies in their own authentic learning contexts

The case studies: authentic learning

Moving from theory to practice in higher education is deeply challenging. While exploring pedagogical models in the literature may lead to tacit understanding of general principles, actually implementing these principles in practice can be an entirely different matter

From Physical Classrooms to E-Learning and Online Teaching: A Case Study of Light International School, Mombasa

The purpose of the study was to find out how Light International School, Mombasa shifted from physical classroom to online teaching and learning after the Kenyan government suspended on-school learning due to the spread of Covid-19. The study found out that the school swiftly responded by activating on line teaching and learning as from 18th March to 9th April, 2020. The study used content analysis to analyze 30 E-Learning samples from Google Classroom, Zoom and   WhatsApp home learning digital platforms. The study used Cohen’s Kappa to calculate inter-rater reliability which was k .85 that translates to almost perfect agreement between the two coders. The study concluded that the digital platform or systems used by Light International School, Mombasa were able to apply most of the propositions of Constructivism theory or learning pedagogy. The study recommended that the school can work towards implementing blended learning with a robust ICT infrastructure. Keywords: Light International School, Online teaching, E-Learning, Blended Learning DOI: 10.7176/JEP/11-13-07 Publication date:May 31st 202

Implementing a Mobile Social Media Framework for Designing Creative Pedagogies

The rise of mobile social media provides unique opportunities for new and creative pedagogies. Pedagogical change requires a catalyst, and we argue that mobile social media can be utilized as such a catalyst. However, the mobile learning literature is dominated by case studies that retrofit traditional pedagogical strategies and pre-existing course activities onto mobile devices and social media. From our experiences of designing and implementing a series of mobile social media projects, the authors have developed a mobile social media framework for creative pedagogies. We illustrate the implementation of our mobile social media framework within the development of a new media minor (an elective set of four courses) that explicitly integrates the unique technical and pedagogical affordances of mobile social media, with a focus upon student-generated content and student-determined learning (heutagogy). We argue that our mobile social media framework is potentially transferable to a range of educational contexts, providing a simple design framework for new pedagogies

Implementing blended learning to enhance the teaching of 3-dimensional trigonometry

This study investigates the impact of blended learning on the academic performance of grade 12 mathematics students with a focus on 3D trigonometry in comparison to traditional teaching methods. This research aims to understand the impact of technology on student outcomes influenced by the widespread use of technology in education. The study used an explanatory sequential mixed-method design to collect quantitative data from 381 grade 12 scripts and to obtain qualitative insights through interviews with 30 students and three mathematics teachers. This allowed for a more in-depth investigation of the effects of blended learning on student performance. According to statistical analysis, the results show a notable performance discrepancy with participants in blended learning outperforming their traditional teaching counterparts by an impressive mean difference of 19.2%.  These findings align with prior research emphasizing advantages such as heightened teacher availability, flexible learning schedules and improved problem-solving skills associated with blended learning. The study underscores the crucial role of technology integration in education, particularly in enhancing conceptual understanding and addressing errors in complex topics like 3D trigonometry. It highlights the effectiveness of blended learning in elevating academic achievement in mathematics and recommends its integration into conventional teaching methods. Additionally, the study recognizes the value of digital equity and promotes more access to technology in schools as a means of reducing the digital gap and improving student performance