Research Article
Ricardo-Adán Salas-Rueda, Jesús Ramírez-Ortega, Ana-Libia Eslava-Cervantes
CONTEMP EDUC TECHNOL, Volume 13, Issue 1, Article No: ep286
ABSTRACT
This mixed research analyzes the use of the Collaborative Wall to improve the teaching-learning conditions in the Bachelor of Visual Arts considering data science and machine learning (linear regression). The sample is made up of 46 students who took the Geometric Representation Systems course at the National Autonomous University of Mexico (UNAM) during the 2019 school year. The Collaborative Wall is a web application that facilitates the organization and dissemination of ideas through the use of images and text. In the classroom, the students formed teams and used mobile devices to access this web application. The results of machine learning indicate that the organization of ideas in the Collaborative Wall positively influences the participation of students, motivation and learning process. Data science identifies 3 predictive models about the use of this web application in the educational field. Also, the Collaborative Wall facilitates the learning process in the classroom through the comparison and discussion of information. Finally, technological advances allow organizing creative activities that favor the active role of students.
Keywords: collaborative wall, bachelor, technology, learning, data science, teaching
Research Article
Ehab Malkawi, Ali Khaled Bawaneh, M S Bawa'aneh
CONTEMP EDUC TECHNOL, Volume 13, Issue 1, Article No: ep283
ABSTRACT
The study aims at investigating the satisfaction level and attitudes of undergraduate students at United Arab Emirates University towards eLearning and virtual classes in exceptional circumstances of COVID-19 Crisis, in view of five demographic independent variables: students’ gender, educational level, residential location, college, and GPA. The researchers adopted and implemented a questionnaire where its validity and reliability for collecting data have been verified. Mean, standard deviations, and one-way ANOVA tests were conducted. The results indicate that the students’ satisfaction level and attitudes towards eLearning and virtual classes are strong in general with varying degrees between items. The results did not show a significant difference at the level (α = 0.05) for the independent variables: students’ gender, residential location, college, and GPA. However, the results imply that there is a statistically significant difference in students’ satisfaction level and attitudes towards eLearning and virtual classes for the independent variable of educational level. The study concluded with few recommendations; supporting the current efforts of the university to provide all the requirements of education via eLearning and virtual classes such as suitable infrastructure and technical support. Besides, there is a need for a continuous update of the teaching and learning platforms in line with continuous development and training for instructors and students.
Keywords: undergraduate students’ satisfaction, students’ attitudes, eLearning and virtual classes, UAEU, COVID-19
Research Article
Nailya R. Salikhova, Martin F. Lynch, Albina B. Salikhova
CONTEMP EDUC TECHNOL, Volume 12, Issue 2, Article No: ep280
ABSTRACT
The purpose of this article was to compile a general map of existing research on digital education from the Self-determination theory (SDT) perspective, in order to understand SDT’s contribution to the emerging field of research on digital technologies in education, the methods used to advance this research, the gaps in existing research, and the development of the theory itself in this context. Methods include searching in databases or search engines and chaining from known research papers. Papers were classed as relevant if their primary focus was to explore the Self-determination theory perspective for digital education. Articles published over the past twelve years in leading scientific journals were analyzed and synthesized. Results show that this theory is actively used both in studies on digital education and in the development of training programs. It makes a significant contribution to solving the problem of continuing digital learning and its motivation, to predicting the academic success of students, to increasing teachers’ motivation to use digital resources. The ideas of SDT have become an important reference point in various formats of digital education: MOOC, hybrid virtual classes, mobile applications, etc. The study found that digital education technologies provide many opportunities to satisfy the need for autonomy whereas they pose the greatest challenge to the need for relatedness. Research in the context of digital education provides new perspectives for the development of SDT, clarifying the relationships of basic needs among themselves. The materials presented in the article are useful for planning further research from the point of view of SDT, as well as for use in the development of digital educational resources. The scientific novelty of this study is to collate, highlight and generalize the directions of application of Self-determination theory in the rapidly developing field of digital education. As an original result, a new general map of the main areas of such research has been created. The review categorizes the literature into five different areas: predicting motivation and intentions to continue digital learning, predicting student academic success, combining SDT ideas with other theories in digital education research, application of SDT for creating online courses, and teachers’ readiness to use digital education.
Keywords: self-determination theory, internal motivation, online learning, digital education
Research Article
Sri Gunawan, Chich-Jen Shieh
CONTEMP EDUC TECHNOL, Volume 12, Issue 2, Article No: ep279
ABSTRACT
Learning area integrated teaching, teaching unit topics and the contents of various subjects with team teaching and cooperative learning to have students learn better integrated concepts, is emphasized domestically. Nevertheless, it is discovered that subject-specific teaching is still used in living technology teaching area. The integration and application of knowledge content learned in classes could enhance the problem solving opportunity.
To effectively achieve research objectives and test research hypotheses, nonequivalent test experimental design is applied to the experimental research in this study. Aiming at 312 business school students of Parahyangan Catholic University (UNPAR), Indonesia, as the experimental objects, the research results are summarized as below. 1. STEM curriculum integration model presents significant effects on learning effect. 2. STEM curriculum integration model shows remarkable effects on learning gain. 3. Living technology teaching reveals notable effects on learning effect. 4. Living technology teaching appears significant effects on learning gain. 5. STEM curriculum integration model integrated living technology teaching presents remarkable effects on learning effect. 6. STEM curriculum integration model integrated living technology teaching shows notable effects on the promotion of learning gain. According to the results to propose suggestions, it is expected to have students analyze problems from more aspects and develop diverse solving strategies to effectively enhance living technology learning effectiveness.
Keywords: STEM curriculum, living technology teaching, business school, learning effectiveness
Research Article
Albina R. Drozdikova-Zaripova, Elvira G. Sabirova
CONTEMP EDUC TECHNOL, Volume 12, Issue 2, Article No: ep278
ABSTRACT
Modern educational process has to take into account the tendencies in science and tech advancement and also demands of society to quality of education services. As one of the most effective ways, there is reasonably considered purposeful usage of digital educational resources. In this study, there has been considered modern educational technology of “Blended learning” by model of the “Flipped classroom”, that is based on the concept of unifying the technology of “class-lesson system” and technology of digital teaching on the grounds of new didactic possibilities given by ICT (informational and communicational technologies) and modern teaching means. Theoretical methods among which there are analyzing, comparing and summarizing the research subject on the base of psychological and pedagogical literature; query-diagnostic method that help to evaluate effectiveness of digital educational resources usage in teaching students with application of “Flipped classroom” technology. In the carried study, there are shown different variants and technological means in realization of “Flipped classroom” when making digital educational resources on subjects of “Methodology and methods in organizing scientific research” and “Method of teaching mathematics”. According to survey results it can be stated that students sufficiently highly evaluate the level in organization of teaching, the content of digital educational resources and also qualification and responsiveness of teachers. Study results can be used at development of teaching courses, digital educational resources that are introduced within scope of higher education, when making comparative studies for working out design methodology for digital educational resources. Pilot project on introduction of new educational technology on within realization scope of digital education resources at various levels of higher professional education, was held on the base of Kazan (Volga region) federal university institute and proved its trustworthiness.
Keywords: flipped classroom technology, blended learning, digital educational resource, informational and educational environment of higher education institution
Research Article
Cheng-Jui Tseng, Tzu-Chia Chen
CONTEMP EDUC TECHNOL, Volume 12, Issue 2, Article No: ep277
ABSTRACT
In response to the impact of the COVID-19 pandemic in 2020, companies around the world have suspended on-site jobs and adopted remote operations. Education and training in some companies are also being carried out through web-based teaching. In addition to bringing new challenges to traditional education and training, web-based teaching platforms also provide a wealth of information sources and application channels for corporate education and training. This study targeted service staff in the service industry as subjects, and incorporated three types of teaching methods into the research design, namely video tutorial, computer-aided teaching and web-based teaching. ANOVA and stepwise regression are then used to analyze the learning motivation, learning attitude and learning performance in an integrated comparison. The results showed that in the service industry, using web-based teaching to conduct employee training for service staff had a substantial impact on improving their learning performance.
Keywords: video tutorial, computer-aided teaching, web-based teaching, learning motivation, learning attitude, learning performance
Research Article
Victoria V. Iskru, John Schulz
CONTEMP EDUC TECHNOL, Volume 12, Issue 2, Article No: ep276
ABSTRACT
Purpose of the study: The object of this paper is to explore the literature in order to discover on what conditions a video-mediated form of instruction can be a learning instrument, the one that enhances teaching, increases the potential of improving learners’ performance and leads to a change in students’ knowledge and behaviours. Methodology: This exploration is literature based and involves a critical discussion of articles on video-based instruction and video pedagogies. Main findings: Video-based forms of teaching and learning are steadily gaining popularity in the classroom and beyond and are supported by a growing body of academic and professional literature. However, while the pedagogical use of video within a lesson has been explored, what is missing is a focus on the pedagogy within the video – the pedagogical style or design of the video that leads to learning – the transformation of information. Applications of this study: Research involving university students suggests that students conceive of video as an important element of their learning process and they will often choose to use videos for support and clarification rather than any other form of digital instruction. The conducted analysis of the research subject will eliminate concerns of instructional designers over the video design and help employ video more consciously and efficiently. Novelty/Originality of this study: In the last decade, the majority of the literature focusing on creating video for learning purposes adopt a transmission of knowledge approach. Thus, the authors focus on a list of characteristics that will facilitate the transmission of content. Few of the articles focus on learning per se. This paper discusses the results of our review of the literature that support the transmission styles of learning, the “hygiene” principles and then it explores the literature to identify the elements that enable a more transformative learning pedagogy for video.
Keywords: video-based instruction, instructional methodology, learning videos, pedagogy, formal learning, digital elements, streaming technology
Research Article
Brandford Bervell, Paul Nyagorme, Valentina Arkorful
CONTEMP EDUC TECHNOL, Volume 12, Issue 2, Article No: ep273
ABSTRACT
Distance education delivery has shifted from the mere meaning of distance due to the use of abridged technologies. Current distance education utilizes technologies that have made the term distance a metaphor. The affordances of technology have promoted student-student interaction; teacher-student interaction as well as student-student interaction across boundaries. This has been possible due to blended leaning that combines both the online component in addition to the face-to-face sessions. One of the technologies that have made blended learning possible in distance education is the Learning Management System (LMS). However, intentions towards the use of LMS have been a crucial element in contemporary literature especially in Africa. Consequently, one of the key determinants of LMS use intentions is attitude towards the technology. Hence, this study is focused on unraveling the key determinants of attitude based on a Technology-Related Stimulus-Response Theoretical Framework (TR-SR-TF) while addressing empirically, the mediating role of attitude on these determinants. In view of this, the study employed a survey design with the questionnaire as an instrument for data collection from a sample of 267 course tutors in distance education. The results from a Partial Least Squares Structural Equation Modelling (PLS-SEM) approach revealed performance expectancy, effort expectancy and facilitating conditions as key antecedents of attitude towards LMS for blended learning. Again, attitude had a significant mediating effect on all three antecedents in determining behavioural intention towards LMS use for blended learning in distance education. The results of the study suggests that factors such as performance expectancy, effort expectancy and facilitating conditions should be critically addressed while implementing LMS-enabled blended learning because the former factors have a direct effect on attitude towards use intentions of blended learning for distance education delivery.
Keywords: distance education, LMS, blended learning, use intention, attitude, determinants
Research Article
Duygu Umutlu, Yavuz Akpinar
CONTEMP EDUC TECHNOL, Volume 12, Issue 2, Article No: ep270
ABSTRACT
This study investigated different modalities of videos in a flipped classroom for English writing classes in an intensive English program at a state university in Turkey. This quasi-experimental study was conducted with six experimental groups (n= 109) and one control group (n = 18). The dataset included the participants’ scores of an essay pretest and two posttests, namely, recall and essay posttests. The data analysis showed that the experimental group viewing the video lecture which includes simultaneous presentation of animation and on-screen text followed by a narration in a user-paced environment outperformed the control group on the recall posttest. The groups studying the video lecture including animation with simultaneous narration and sequential on-screen text in a whole presentation and in a part-by-part presentation outperformed the control group on the essay writing posttest. In the whole presentation, participants studied all the parts of a video in a system-paced design and answered the related questions whereas participants studied each part of a video and answered the related questions in a part-by-part presentation. The paper provides a discussion and a set of recommendations on how to design flipped classrooms.
Keywords: flipped learning, flipped classroom, multimedia learning, video modalities, English as a foreign language, academic essay writing
Research Article
Eddie M. Mulenga, José M. Marbán
CONTEMP EDUC TECHNOL, Volume 12, Issue 2, Article No: ep269
ABSTRACT
Digital learning has reshaped education in many ways. The purpose of this study is to respond to the question of whether COVID-19 is the gateway for digital-learning in mathematics education. To this end, this study explores some uptakes of social media platforms by prospective secondary school teachers. Data was collected from 102 prospective mathematics teachers from the Copperbelt University (CBU). Cluster analysis approach was used. Results revealed that participants’ scores for digital learning in mathematics in cluster 2 were higher than those in both cluster 1 and 3. This is a clear indication that prospective teachers in clusters with low scores are more likely to exhibit low skill levels in the use of mobile technology and the adoption of social media in relation to mathematics pedagogy during the COVID-19 crisis. Results show different patterns. However, overall results show that digital learning could be a positive response to COVID-19 closure period.
Keywords: COVID-19, digital learning, social media, students, mathematics education, Zambia
Research Article
Merve Kadioglu, Zeynep Tacgin, Nevin Sahin
CONTEMP EDUC TECHNOL, Volume 12, Issue 1, Article No: ep265
ABSTRACT
The purpose of this study is to demonstrate the most delicate parts of eLearning material development process and tools from the Instructional Design (ID) perspective. In this context, the birth lesson eLearning material modules have been progressed in accordance with the design - based research approach. The selected two modules have been completed by the project team - 3 instructional designer, 1 subject expert, 1 education technologist and 2 subject matter consultants- in 8 months. The ID process has been started with the education need analysis in order to determine the learners’ needs, learning outcomes and other expectations. The explanatory storyboard has to be offered to the educational technologists and the learning theories has to be determined by the designer. After the several revised, the themes and modules have been developed via several eLearning material development tools. The ID process consists several work packages for the team. Correspondingly, eLearning development is of toilsome process that has been included in planning, storyboard, communication between instructional designers and subject experts, and time. Also, it has to be designed with an expert team, learning theories and other scientific methods.
Keywords: e-learning, material development, instructional design, nursing education
Research Article
June Patrick Bigirwa, Stephen Ndawula, Esther Frances Naluwemba
CONTEMP EDUC TECHNOL, Volume 12, Issue 1, Article No: ep264
ABSTRACT
Despite the high level of investment on e-learning programs in Uganda, there is a low adoption of this new pedagogy in midwifery schools. This trend is likely to frustrate government’s efforts to improve the skill mix, competencies and numbers of midwives. This research sought to establish whether school financing role was essential to e-learning adoption, and the salient traits of school financing role to be focused on by midwifery schools. An explanatory sequential mixed methods design was employed, ten midwifery schools were sampled with 167 respondents. A moderate positive relationship between school financing role and e-learning adoption (r = 0.402, p = 0.000, n = 167), was ascertained and school financing role accounted for 15.7% of the variance in e-learning adoption. The salient traits were; diversified sources of funds, deliberate efforts to expand sources of funds, coordination mechanisms for the sources of funds, affordable school fees structure, and a convenient fees payment system. Midwifery schools ought to implement these traits if they are to improve e-learning adoption.
Keywords: school financing role, e-learning adoption, midwifery schools, Uganda, developing country
Research Article
Rosemary Ogechi Ohadugha, Emeka Joshua Chukwuemeka, Abdullateef Eyitayo Babatunde
CONTEMP EDUC TECHNOL, Volume 12, Issue 1, Article No: ep263
ABSTRACT
The study examined the Impact of Peer-Mediated Learning on achievement and motivation in computer science among senior secondary school students in Minna metropolis, Niger state. The study adopted a randomized pre-test, post-test control group design. Two hypotheses were formulated to guide the study. Purposive sampling technique was used to select four (4) Private Secondary Schools from Minna, Metropolis. Eighty (80) Students were drawn from the four Secondary Schools as sample size through stratified random sampling technique. Validated Test Instrument; Basic Computer Skills Acquisition Test (BCSAT) and Questionnaire: Motivated Strategy for Learning Questionnaire (MSLQ) vetted by experts from Computer Science and Educational Technology Departments were used for data collection. The BCSAT was made up of 20 items multiple-choice objective test questions to test students’ cognitive knowledge and 5 practical questions, each comprising steps that tested students’ computer practical skills while MSLQ, a Likert scale with 31 items was used to determine the motivational beliefs of students taught computer skills. ANOVA and Kruskal Wallis H test was used for data analysis and was tested at 0.05 level of significance. The study revealed that there was a statistically significant difference in the mean scores of students taught using Peer-Mediated Learning (PML) than those taught using conventional method. The study further revealed that students’ motivation towards PML were significantly positive when compared to the students taught using conventional method. Based on these findings, the researchers recommended that Secondary Schools should adopt PML for effective teaching and learning of computer skills related concepts in Computer Science.
Keywords: peer-mediated learning, motivation, computer skills
Research Article
Hamza Polat
CONTEMP EDUC TECHNOL, Volume 12, Issue 1, Article No: ep262
ABSTRACT
Videos have become an indispensable part of both online and blended learning environments. However, the design of such videos requires careful consideration of multimedia learning principles to reduce the cognitive load during the instruction. In this regard, the purpose of this study is to investigate the effect of text-positions presented at two videos on eye-fixation duration and remembering. An experimental research with one-shot case study design was employed to meet this purpose. Two videos about financial issues were selected from a public TV channel archive: one of them included on-screen texts located at the bottom, and the other included informative texts located on the right side of the screen. A total of 61 students first watched these videos by interacting with an eye-tracking device in a human-computer interaction lab and then completed a retention test. The results indicated a significant positive correlation between total eye fixation duration and retention test scores. Additionally, the fixation duration of the participants was higher when the texts were presented on the right side of the videos than that when texts were presented at the bottom. The total fixation durations for longer text were higher than those for shorter text.
Keywords: text position, multimedia learning, eye-movements, retention, eye-fixation duration
Research Article
Tufan Adiguzel, Tayfun Kamit, Bulent Ertas
CONTEMP EDUC TECHNOL, Volume 11, Issue 2, pp. 143-158
ABSTRACT
This study focuses on understanding the implementation of three interactive digital products in the first-year foundational courses (General Chemistry, Physics I & II, Calculus I & II) at the Faculty of Engineering, and the perceptions of teaching and learning experiences with those products. The data were gathered from the instructors, students and Distance Education Unit Coordinator through in-depth interview of purposeful sample of the academics, student online survey and product platform usage data. The study reveals the nuances of the institutional change prompted by the initiatives for advancing teaching and learning through the integration of technology. The study findings are discussed through themes that address the benefits of integrating digital products as well as challenges experienced by the instructors, students, and by the institution during this period of transition to digital technologies. The findings assisted in identifying the related set of recommended actions for improving the implementation of digital products and strengthening their integration into academic programs.
Keywords: blended learning, e-books, engineering education, math, science
Research Article
Marwan Abualrob, Safa Nazzal
CONTEMP EDUC TECHNOL, Volume 11, Issue 1, pp. 55-76
ABSTRACT
The aim of the study is to assess the extent to which WhatsApp Instant Messaging is used to teach chemistry and biology to the tenth-grade students. A mixed approach was used, whereby the authors drew on the content analysis model to analyze quantitative data. The sample consisted of 28 Palestinian tenth-grade students and their teachers, who used WhatsApp Instant Messaging for four months (the Spring semester of 2019). The collected data was divided into four categories: the nature of the message (instructional, organizational, or social); the form of the message (texts, pictures/graphs, voice recordings, videos, or link-sharing); the direction of communication flow (from a teacher to a student, from a student to a teacher, from a student to a student, or from a teacher to a teacher); and knowledge exchange. Our findings suggest that WhatsApp is used more for non-instructional purposes– particularly socialization– yet the portion of instruction-related messages was somehow enough to predict more effective future use of the application for teaching/learning purposes.
Keywords: WhatsApp, instant messaging, tenth grade, teaching/learning chemistry and biology
Research Article
Regina Kaplan Rakowski
CONTEMP EDUC TECHNOL, Volume 10, Issue 4, pp. 324-337
ABSTRACT
Vocabulary is crucial for language learning. Therefore, searching for the most effective methods to master vocabulary is an important quest. This study investigated the effect of stereoscopic three-dimensional (S3D) images on recall and retention of foreign language vocabulary. S3D images, frequently used in virtual reality visualizations, are highly realistic and differ from non-stereoscopic three-dimensional (NS3D) images in that they provide an impression of depth. In this within-subject study, American subjects (N = 82) were exposed to 16 Polish words accompanied by corresponding images. Half of these images were in NS3D format, and half were in S3D format. The vocabulary was counterbalanced throughout four randomly distributed versions of the experiment. Quantitative data were drawn from immediately administered and one-week-delayed productive and receptive vocabulary tests. Qualitative data were gathered through background questionnaires and follow-up surveys, which included a mixture of open-ended and Likert scale questions. Two-tailed, paired t-tests showed no significant difference on vocabulary recall and retention of test scores for words represented with NS3D and S3D images. Post hoc tests revealed that lower performance on S3D images occurred only for those subgroups of subjects who exhibited discomfort or lack of experience with S3D technology, or both.
Keywords: Vocabulary learning, Stereoscopic 3D images, Multimedia, Virtual reality, Immersive environments
Research Article
Talip Gonulal
CONTEMP EDUC TECHNOL, Volume 10, Issue 3, pp. 309-323
ABSTRACT
The present study sought to explore how English language learners (ELLs) used Instagram, a popular social networking site, for language learning purposes and to reveal their attitudes towards and experiences in using it as a mobile-assisted language learning (MALL) tool. Special interest was also placed on whether there were any distinct ELL profiles in using Instagram for independent and informal language learning. In this mixed-methods study, both quantitative and qualitative data were concurrently collected through an online comprehensive survey consisting of three sections. Ninety-seven Instagram using ELLs took part in this study. Basic descriptive statistics and a cluster analysis were conducted on the quantitative data, and a thematic analysis on the qualitative data. The results showed that Instagram has the potential to help ELLs to improve overall language skills in general, and vocabulary and communication skills in particular. Further, ELLs’ experiences in using Instagram as a MALL tool for informal language learning were largely positive. Additionally, two different language learner profiles (i.e., novice and experienced) emerged based on Instagram use habits and orientations. Overall, this study indicated that social networking platforms and MALL applications can be used as an effective mobile language learning tool.
Keywords: Social networking sites, Mobil assisted language learning, Instagram, English language learning
Research Article
Sayed Masood Haidari, Tugba Yanpar Yelken, Cenk Akay
CONTEMP EDUC TECHNOL, Volume 10, Issue 3, pp. 229-245
ABSTRACT
English as a Foreign Language (EFL) education not only requires students to receive in-class instruction but also necessitates them to engage in extra practices outside the classroom by using technological or non-technological resources. Hence, this study aimed to investigate the self-directed language learning behaviors of the EFL student teachers and their use of technology in the process by employing a mixed-methods study within an explanatory sequential research design. The quantitative data were collected from 110 EFL student teachers by using two distinct research instruments, whereas the qualitative data were collected through an open-ended questionnaire form, responded by 47 of these students. The results of the study indicated that technology utilization is a significant predictor of self-directed language learning. However, the findings show that the off-campus self-directed language learning abilities of the students, with or without the use of technology, do not significantly differ according to gender, age, and grade levels. The differences were only found in terms of unaided off-campus learning abilities of the students and their technology utilization frequency in language learning. The qualitative findings also show that students engage in a variety of self-directed language learning activities outside the classroom mostly by using technology.
Keywords: Technology enhanced learning, Self directed learning, EFL student teachers, Language learning
Research Article
Kelly McKenna, Beth Pouska, Marcia C. Moraes, James E. Folkestad
CONTEMP EDUC TECHNOL, Volume 10, Issue 3, pp. 214-228
ABSTRACT
Accessible learning analytics available from the data within learning management systems, can assist with teaching and learning practices, but often this data is difficult to interpret. Learning analytics, specifically those presented in visual-form, can provide information that supports learners’ reflection and guides them to the necessary changes that lead to successful self-regulated learning. This research study utilized photo-elicitation methods to prompt learners’ reflections of their self-regulated retrieval practice activities, quiz-based learning opportunities, which were qualitatively analyzed. A tool, U-Behavior, was created which was designed to extract students attempt data on the retrieval practice activities which were presented to students as opportunities to study the course content rather than as evaluations of understanding. Upon completion of the retrieval practice activities, learners were presented with their personalized learning analytics in visual-form and prompted to reflect on their learning. Visual-form learning analytics create opportunities for feedback and critical reflection for both instructors and learners and improve student learning. Analysis of the visual-form learning analytics and corresponding reflections highlighted learners’ understanding of high-impact learning practices, the realization of intended study behaviors versus engrained behaviors, high score orientation, and a focus on comparisons.
Keywords: Learning analytics, Visualizations, Reflection
Research Article
Ahmet Coymak
CONTEMP EDUC TECHNOL, Volume 10, Issue 1, pp. 94-105
ABSTRACT
There is a growing interest in the use of computer-based learning environments to enhance learning in higher education, but the implications of this on the improvement of metacognition in higher education have yet to be adequately explored. In the current study, 175 students who enrolled in an introductory psychology course were randomly assigned to experimental and control groups (computer-assisted vs. self-managed). In the computer-assisted condition, besides the lecture delivered four hours per week and for three months in total, students took a set of assignments based on evidence-based teaching in a computer-based environment. The control group, however, took these assignments as in-and-out class activities without using a computer environment. An assessment based on Bloom’s taxonomy was utilized to obtain metacognitive and competency scores for both groups. The results of the study showed that the students who completed the structured learning assignments as computer-based, self-learning environment showed better metacognition performance than those in the self-managed group, who did not engage with the online platform, even though there was no significant difference between the groups regarding competence on the course’s learning objectives. The current experiment offers an empirical validation for why instructors should use technology as a self-regulatory tool that enhances students’ metacognitive performance and competence of learning outcomes.
Keywords: Metacognition, University teaching, Self-regulation in learning, Computer-based learning
Research Article
Kutay Uzun
CONTEMP EDUC TECHNOL, Volume 9, Issue 4, pp. 423-436
ABSTRACT
Managing crowded classes in terms of classroom assessment is a difficult task due to the amount of time which needs to be devoted to providing feedback to student products. In this respect, the present study aimed to develop an automated essay scoring environment as a potential means to overcome this problem. Secondarily, the study aimed to test if automatically-given scores would correlate with the scores given by a human rater. A quantitative research design employing a machine learning approach was preferred to meet the aims of the study. The data set to be used for machine learning consisted of 160 scored literary analysis essays written in an English Literature course, each essay analyzing a theme in a given literary work. To train the automated scoring model, LightSide software was used. First, textual features were extracted and filtered. Then, Logistic Regression, SMO, SVO, Logistic Tree and Naïve Bayes text classification algorithms were tested by using 10-Fold Cross-Validation to reach the most accurate model. To see if the scores given by the computer correlated with the scores given by the human rater, Spearman’s Rank Order Correlation Coefficient was calculated. The results showed that none of the algorithms were sufficiently accurate in terms of the scores of the essays within the data set. It was also seen that the scores given by the computer were not significantly correlated with the scores given by the human rater. The findings implied that the size of the data collected in an authentic classroom environment was too small for classification algorithms in terms of automated essay scoring for classroom assessment.
Keywords: Automated essay scoring, Literary analysis essay, Classification algorithms, Machine learning
Research Article
Ekaterina Pechenkina, Amanda Scardamaglia, Janet Gregory
CONTEMP EDUC TECHNOL, Volume 9, Issue 4, pp. 405-422
ABSTRACT
This mixed method study involved twenty students enrolled in three consecutive intakes of an Australian Bachelor of Laws program’s introductory unit. Pioneering a multi-element blended design, the unit featured three key elements: summary videos, self-test online quizzes and interactive discussion boards. These elements were chosen based on evidence-based research into digital tools found effective in enhancing students’ face-to-face learning experience in blended and fully online designs. The study’s main goal was to evaluate how students utilized these elements and in what ways their previous experiences with blended designs influenced their learning process in this unit. A focus-group and online surveys were used to collect data. Based on literature review, four areas of student experience with this blended designs formed a particular focus of this study: student expectations, support, resources, and collaboration. It was found that students extensively used videos and quizzes for catch-up, revision, and clarification, while discussion boards were not perceived as useful, with students preferring to have discussions face-to-face, in and out of classroom. Findings also indicated that students’ expectations of and previous experiences with blended learning can be leveraged to strengthen blended designs.
Keywords: Blended learning, Videos, Quizzes, Discussion boards, Law program, Student experiences
Research Article
Kevser Hava, Mehmet Fikret Gelibolu
CONTEMP EDUC TECHNOL, Volume 9, Issue 4, pp. 390-404
ABSTRACT
With the advent of portable technological devices such as mobile phones and tablets, online learning environments have become widespread at schools. This, in turn, has resulted in the emergence of a new learning environment: flipped classrooms. The flipped classroom could be defined as a modern learning environment where teaching content is presented to students through online sources outside the school. The present study examined the impact of digital citizenship instruction through the flipped classroom model on various variables such as learning performance, self-regulated learning, self-directed learning, and information literacy. The study employed a quasi-experimental research design in which pre-tests and post-tests were applied to both research and control groups. The participants were 59 teacher candidates who were freshman undergraduates at Bozok University. During a five-week implementation process, research group students performed certain activities related to digital citizenship while the control group learned digital citizenship via traditional methods. The results showed that the flipped classroom model had a significant effect on only learning performance. No difference were observed between research and control groups in terms of self-regulated learning, self-directed learning, and information literacy variables.
Keywords: Digital citizenship, Flippped classroom, Learning performance, Self-regulated learning, Self-directed learning, Information literacy
Research Article
Graham Howlett, Zainee Waemusa
CONTEMP EDUC TECHNOL, Volume 9, Issue 4, pp. 374-389
ABSTRACT
The purpose of this study was to examine how Thai EFL high-school teachers view and use mobile devices (such as smart phones) in educational settings, and if the age-based digital native/digital immigrant divide would highlight any differences in responses. The participants were 55 Thai EFL teachers in 8 schools of different sizes in Southern Thailand, who were split into digital-native and digital-immigrant subgroups during data analysis. Participants completed a 35-item Likert-type scale covering a range of topics related to mobile devices in the EFL setting including their ability, experience, school/personal policy, instructional utilization, and whether they supported mobile devices as a learning aid. The results showed that while digital native teachers consistently responded more positively towards the benefits/uses of mobile devices in EFL teaching/learning than the older digital immigrant teachers often at a significant level, all teachers -regardless of age- agreed on the benefits and promotion of mobile devices as EFL learning aids. Results of this study expand the knowledge base of EFL teachers’ mobile device experiences and practice while raising awareness of significant differences between digital natives and digital immigrants, and recommendations are made for policymakers, schools, and teachers.
Keywords: Mobile devices in EFL context, Mobile assisted language learning, Digital native, Digital immigrant, Bring your own device, Mobile learning
Research Article
Kevin Smith
CONTEMP EDUC TECHNOL, Volume 9, Issue 2, pp. 111-130
ABSTRACT
Adaptive learning programs are frequently used in the K-8 mathematics classroom. These programs provide instruction to students at the appropriate level of difficulty by presenting content, providing feedback, and allowing students to master skills before progressing. The purpose of the study was to seek to interpret how preservice teachers’ experiences influence their perceptions and plans to integrate adaptive learning programs in their future K-8 mathematics classroom. This was a qualitative study with 17 participants who were enrolled in an undergraduate teacher education program. Data was collected and analyzed from archived journals the participants completed as a part of their K-8 Math Methods course, a survey, and semi-structured interviews. The findings from this study indicate that the participating preservice teachers perceive adaptive learning programs to be beneficial for students, and they recognize they have many decisions to make regarding what adaptive learning programs are used and how they are integrated into the classroom. The study also found that the instruction the preservice teachers received in their K-8 Math Methods course played a critical role in making them aware of the features available and myriad of options available in adaptive learning programs.
Keywords: Preservice teacher education, Mathematics education, Adaptive learning systems, Perceptions for technology
Research Article
Mark Kennedy, Thomas J. Dunn
CONTEMP EDUC TECHNOL, Volume 9, Issue 1, pp. 76-89
ABSTRACT
In recent years, the use of Technology Enhanced Learning (TEL) has risen exponentially throughout higher education in the UK. Whilst TEL is an umbrella term for a range of technologies, evidence suggests that in the UK, TEL is usually delivered via the medium of Virtual Learning Environments (VLEs) for the provision of lecture materials and additional content. An emerging literature has established both the pedagogical potential and students’ perceived usefulness of TEL. However, researchers have yet to establish how the use of TEL via VLEs can be improved – a core requirement of establishing best practice. The current study sought to address this in a sample of 487 predominately undergraduate students. Content analysis revealed that views were overwhelmingly positive, but that students had clear views on what they wanted to see improved. Students expressed clear desires for the more consistent and more frequent use of TEL within lectures. Further, they felt that the potential of TEL to encourage and facilitate interactions, both within their University and with external stakeholders, has thus far gone unexploited. Implications for teaching practice and future research are discussed.
Keywords: Technology enhanced learning, Virtual learning environment, E-learning
Research Article
Tanju Deveci, David Dalton, Asli Hassan, Saeed Talep Amer, Samuel Cubero
CONTEMP EDUC TECHNOL, Volume 9, Issue 1, pp. 1-21
ABSTRACT
Today’s digital natives enthuse educators to consider the impact of technology on learning and plan proper instruction, involving the use of laptop along with other technologies. However, implementing laptop use in classrooms without adequate support from administration, IT and faculty can have limited benefits. This article presents the results of a project conducted to identify the perceptions of students and faculty about ways in which the laptop use affects the learning environment at the Petroleum Institute, Abu Dhabi for two courses: Strategies for Team Based Engineering Problem Solving and Communication. Sixty-four freshman students, six instructors and two IT members were involved in the project. Quantitative and qualitative data were collected from students and faculty using a student survey, weekly electronic faculty-feedback logs, and electronic student journals. Data revealed that the use of laptops in the classrooms enhanced the feedback process on team-assignments in particular. Instructors felt that integration of laptops facilitated syllabus delivery and classroom management. Results also indicated challenges related to technical issues such as battery-life and Wi-Fi interference. It was further found that initial student and faculty training is essential for the project to have greater success. Results are discussed and recommendations are made for effective integration of the laptop in active learning environments.
Keywords: Laptop, Active learning, Student engagement, Team learning
Research Article
Cigdem Ozbek, Irem Comoglu, Bahar Baran
CONTEMP EDUC TECHNOL, Volume 8, Issue 3, pp. 280-302
ABSTRACT
This study aims to design of the two activities “introducing an innovation” and “role playing” in Second Life (SL) and to evaluate qualitatively Turkish foreign language learner’s roles and outputs before, while, and after the implementation of the activities. The study used community of inquiry model consisting of cognitive presence and social presence as a theoretical frame to discuss the roles and outputs. The participants were twelve students and two English teachers from two different high schools. Teaching and learning in SL took six weeks. The first activity “introducing an innovation” let students develop an innovation and introduce it in English at a congress hall. The second activity “role playing” had four different scenarios in which students would be involved in; travel agency, get permission from family to go out, restaurant, and renting a car. It was found that the two activities in Second Life had various requirements in terms of the teacher, the student and the social environment and that they differed in pre-activity, while-activity and post-activity phases in terms of outputs. When the learning contexts created in this study are considered in terms of cognitive presence, the outcomes of the interaction effect between the teacher, the student, and the social environment were higher in the role-playing activity than in the second activity. Written preparations done before the activity in both teaching activities had positive effects on students’ performance during the activity. The fact that students responded to the questions spontaneously without following the scenario and that they found the correct answer through discussion affected their cognitive presence positively. For social presence, the role-play activity resulted in highersocial presence than introducing an innovation since the students studied individually in the introduction of an innovation.
Keywords: Language education, Technology in foreign language learning, Community of inquiry, Second Life, Role playing
Research Article
Michael Ayodele Fakomogbon, Hameed Olalekan Bolaji
CONTEMP EDUC TECHNOL, Volume 8, Issue 3, pp. 268-279
ABSTRACT
Collaborative learning is an approach employed by instructors to facilitate learning and improve learner’s performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes of this study are to: examine the difference in the performance of students in mobile learning platform; examine the difference in performance of students in the five collaborative learning styles; examine the significant difference in performance between collaborative and non-collaborative learning styles; and determine the effect of collaborative learning style on student’s performance in a mobile learning platform. Purposive sampling technique was used to choose 36 secondary school students as the sample. The study adopted a pretest-posttest experimental approach and subjects were randomly assigned into the five collaborative and one non-collaborative learning group. The groups were exposed to mobile learning on the mole concept (MLMC) in Chemistry. The results showed that there was significant gains regarding the difference between pretest and posttest scores of students in the mobile learning experience, and think-aloud-pair problem-solving technique is the most effective collaborative learning style. Also, all the collaborative learning styles are more effective for learning in a mobile learning environment compared to non-collaborative learning style.
Keywords: Collaborative learning, Mobile learning, Ubiquitous learning, Academice performance, Mole concept
Research Article
Eylem Yalcin Incik, Cenk Akay
CONTEMP EDUC TECHNOL, Volume 8, Issue 3, pp. 232-248
ABSTRACT
The main purpose of this research is to identify the competency and the perceptions of pre-service teachers on technopedagogical education. While study group of quantitative dimension is composed of 626 pre-service teachers; study group of qualitative extent is composed of 67 pre-service teachers. The sample represents 35% of the population of 1778 students. The quantitative data were collected through Technopedagogical Education Competency (Tpack-Deep) Scale and Technology Perception Scale and the qualitative data were collected with an open ended-question form. It was concluded that pre-service teachers generally regard themselves at a moderate level in the sense of technopedogogical education competency, have positive perception towards technology and there is a positive correlation between pre-service teachers’ technopedogogical educational competency and perception towards technology. According to results of qualitative analysis of the study, pre-service teachers think that educational technologies have contributions to preparing information-communication technologies based upon presentations, developing technology-based materials, preparing homework, doing research, raising awareness about the importance of educational technology use in the learning and teaching process, acquiring information about their department, developing skill of using technology based on information-communication technologies and having positive attitude
Keywords: Educational technology, Technopedagogical competency education, Information technology, Preservice teacher, Teaching and learning
Research Article
Corey Seemiller
CONTEMP EDUC TECHNOL, Volume 8, Issue 3, pp. 214-231
ABSTRACT
Whether banking, communicating, watching television, or shopping, people can now do nearly anything on their personal digital devices. This digital access even extends to the college classroom where students use their personal devices for a multitude of non-class related purposes. Findings from a survey of 193 college undergraduates found that during class, students access particular types of platforms more frequently than others, providing insight into what they are doing when they are on their devices. Overall, students more often engage in accessing class information, utilizing online communication, using online photo sharing, and information seeking than other platforms. Based on the findings of the study, recommendations for educators are offered.
Keywords: Technology, Clasroom, Digital distraction, Learning
Research Article
Donggil Song
CONTEMP EDUC TECHNOL, Volume 8, Issue 2, pp. 176-190
ABSTRACT
Learning-by-teaching has been identified as one of the more effective approaches to learning. Recently, educational researchers have investigated virtual environments in order to utilize the learning-by-teaching pedagogy. In a face-to-face learning-by-teaching situation, the role of the learners is to teach their peers or instructors. In virtual environments, learners take an active role by teaching a computer agent, which is referred to as Teachable Agent (TA). Although the current TA systems have shown their effectiveness on students’ learning, there are some challenges associated with learner-computer interaction methods. One of the most popular interaction methods between the learner and the system is a concept map approach. The learner teaches TA by creating information structures by drawing and editing their concept map. However, the learner can teach TA rather constrained topics, such as concept-related materials or causal effects. It is difficult for TA systems to be utilized in different types of learning along with concept-related areas. Therefore, new approaches or methods for communication between a human learner and TA systems are required. This project aims to suggest a virtual learning-by-teaching environment. A communication method (i.e., a symbol manipulation approach) was adopted in this system. The method facilitates the interaction between the learner and the computer agent, specifically for K-12 students’ mathematics learning. The design and development process is described, and future research areas are discussed.
Keywords: learning by teaching, teachable agent, pedagogical agent, intelligent system
Research Article
Mustafa Serkan Gunbatar, Tolga Guyer
CONTEMP EDUC TECHNOL, Volume 8, Issue 2, pp. 158-175
ABSTRACT
The purpose of this study, with reference to Community of Inquiry, is to evaluate the comparative effectiveness of Learning activities based on Online Inquiry differentiating as Open and Guided Inquiries. This study employs mixed research method and explanatory design. The data were collected with the Community of Inquiry Index and the Student Process Survey. According to the Community of Inquiry index results, scores of all guided inquiry students in terms of the scale were higher at a statistically significant level than those of open group. Similarly, regarding the subscales of community of inquiry index teaching presence and cognitive presence factor scores were higher in favor of the guided inquiry students. There is no significant difference between the social presence scores of the groups. Obtained qualitative data also support this result. According to these findings, we can arrive at the conclusion that, within the scope of Community of Inquiry, the students in the guided inquiry group had a more efficient working process than the students in the open inquiry group.
Keywords: online learning, inquiry-based learning, community of inquiry model, open inquiry, guided inquiry
Research Article
Sahin Gokcearslan
CONTEMP EDUC TECHNOL, Volume 8, Issue 1, pp. 40-55
ABSTRACT
Recent mobile learning technologies offer the opportunity for students to take charge of
the learning process both inside and outside the classroom. One of these tools is the tablet
PC (hereafter ‘tablet’). In parallel with increased access to e-content, the role of tablets in
learning has recently begun to be examined. This study aims to reveal the relationship
between the level of acceptance of tablets (TAM) and the level of selfdirected
learning with technology (SDLT) of students and to differentiate these in terms of
gender. A mixed method research design is used in this study. In addition, the qualitative
part of the study aims to determine the reasons students have for using or not using tablets
for supporting learning. The study group consisted of 414 high school students, involved in
the pilot application group of the FATIH project in Turkey. According to the study, a
significant positive relationship was determined between four of the variables of tablet
acceptance and the SDLT level. While the degree of acceptance of tablets was different
according to gender, the SDLT level was not.
Keywords: tablet computers, self-directed learning, secondary education, learning with technology, gender studies
Research Article
Ekaterina Pechenkina, Carol Aeschliman
CONTEMP EDUC TECHNOL, Volume 8, Issue 1, pp. 26-39
ABSTRACT
This article, with its focus on university students as intended recipients and users of
technological innovations in education, explores student preferences across three
dimensions of technology-enhanced learning: mode of instruction; communication; and
educational technology tools embedded in learning and teaching activities. The article
draws on results of an exploratory case study, where mixed (quantitative and qualitative)
data was collected from a randomized student sample generated through the institutional
learning management system. An online survey (N=66) gaged students’ engagement with
educational technologies, online and blended learning and social media as a learning tool.
The findings confirmed previous research arguing that students generally use educational
technology in a narrow way, rarely engaging with technological tools, unless it is presented
to them as integral to their learning or if they are already familiar with a particular tool
and/or perceive it as useful. Despite a well-cited characteristic by proponents of ‘digital
natives’ that students need constant entertainment, this study found no evidence that this
was the case.
Keywords: educational technology, student preferences, blendid learning, social media
Research Article
Sunagul Sani-Bozkurt, Sezgin Vuran, Yavuz Akbulut
CONTEMP EDUC TECHNOL, Volume 8, Issue 1, pp. 1-25
ABSTRACT
The current study aimed to design technology-supported interactive social stories to teach
social skills to children with autism spectrum disorder (ASD). A design-based research was
implemented with children with ASD along with the participation of their mothers, teachers,
peers and field experts. An iterative remediation process was followed through the
feedback of participants. The data collection process was further supported through
researcher notes, interviews, video-recorded observations and log files. Three cycles of
remediation were employed to improve the interactive materials, which lead them to be
perceived as pleasant, interesting, engaging and user-friendly. It was observed that children
gained useful non-target skills as well as the target behaviors. Interactive stories were
particularly helpful in raising satisfaction as they provided children with the opportunity to
make their own learning decisions.
Keywords: autism spectrum disorder, multimedia learning, interactive social stories, instructional design for special education, learners with special needs
Research Article
Isiaka Amosa Gambari, Mudasiru Olalere Yusuf
CONTEMP EDUC TECHNOL, Volume 7, Issue 4, pp. 352-367
ABSTRACT
This study investigated the effects of computer-assisted jigsaw II cooperative strategy on
physics achievement and retention. The study also determined how moderating variables
of achievement levels as it affects students' performance in physics when Jigsaw II
cooperative learning is used as an instructional strategy. Purposive sampling technique
was used to select two senior secondary school class II (SSSII) physics students from two
intact classes in Minna, Niger State, Nigeria. Eighty students from two intact classes were
assigned into Jigsaw II and Individualized Computer Instruction (ICI) groups. ComputerAssisted
Learning Package (CALP) on physics and Physics Achievement Test (PAT) were
used as treatment and test instruments. Analysis of Covariance and Scheffe’s test were
used for data analysis. Findings indicated that students taught physics using computerassisted
Jigsaw II performed better and retained the physics concepts longer than those
taught using individualized computer instruction. In addition, achievement levels had
significant influence on their performance. Based on the findings, it was recommended
among other that physics teachers should be encouraged use computer-assisted Jigsaw II
cooperative strategy to enhanced students’ performance.
Keywords: Jigsaw II, Computer assisted instruction, Cooperative learning, Achievement levels, Retention, Physics
Research Article
Jennifer A. Scott-Brown, Jill E. Stafeniak
CONTEMP EDUC TECHNOL, Volume 7, Issue 4, pp. 331-351
ABSTRACT
The majority of research that has been conducted on structuring mentorship programs has
been on career support in terms of transferring tacit and explicit knowledge from the
supervisor to the protégé. While the instructional design literature touts that cognitive
apprenticeships provide a great framework for constructivist and situated learning
environments, little research has been done examining how much time should be allocated to
the various phases of the apprenticeship framework. The purpose of this study was to explore
whether the use of a cognitive apprenticeship framework could be used to mentor new
librarians. Data was collected and analyzed in three phases. Phase 1 consisted of a needs
assessment to determine the skills necessary for programmers to deliver a curriculum based
storytime. Phase 2 data collected during the implementation of the cognitive apprenticeship
included observation and reflective journals. Data collected during Phase 3 consisted of
participant interviews immediately following the implementation of the cognitive
apprenticeship, and three months after the conclusion of the study. All data was coded and
analyzed using a phenemonological approach. The researchers found the need for flexibility
when utilizing a cognitive apprenticeship model, based on participant prior knowledge and
experience, the importance of the modeling and coaching stages of the model, participant
desire for working with other programmers being trained.
Keywords: situated learning, instructional sequencing, cognitive apprenticeship, programming, librarians
Research Article
Arwa Ahmad Abdo Qasem, Gandla Viswanathappa
CONTEMP EDUC TECHNOL, Volume 7, Issue 3, pp. 264-276
ABSTRACT
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
Keywords: Blended learning, Technological pedagogical content knowledge (TPACK), Professional development, ICT integration, In-service teachers
Research Article
Olga Pilli, Wilfried Admiraal
CONTEMP EDUC TECHNOL, Volume 7, Issue 3, pp. 223-240
ABSTRACT
Massive Open Online Courses (MOOCs) as a new approach to distance education, which originated from the open education resources (OER) movement, are becoming widespread throughout the world. Over time, early versions of cMOOCs have undergone changes in terms of use, name and structure. In their short life, MOOCs have been categorized into different taxonomies depending on, for example, their types, pedagogies, orientations, target participants, resources and content. This article proposes a new taxonomy to position MOOCs on two dimensions: massiveness and openness, which brings a fresh perspective for understanding varieties of MOOCs based on the two definitional elements. The dimensions of massiveness and openness are identified and discussed. Based on these, we conclude two dimensional matrix with four categories: (i) small scale and less open, (ii) small scale and more open, (iii) large scale and less open, (iv) large scale and more open. This classification provides a comprehensive description of different types of MOOCs which could be helpful to answer the necessities of MOOC providers, educators, students, and researchers.
Keywords: Massive open online courses, MOOCs, Open learning, Distance education, Online courses, Taxonomy of MOOCs
Research Article
Katja Fleischman, Ellen Ariel
CONTEMP EDUC TECHNOL, Volume 7, Issue 2, pp. 138-159
ABSTRACT
Understanding and trouble-shooting microscopic processes involved in laboratory tests are often challenging for students in science education because of the inability to visualize the different steps and the various errors that may influence test outcome. The effectiveness of gamification or the use of game design elements and game-mechanics were explored in a year-long research project which saw the development of a web based learning tool that visualized Enzyme Linked Immunosorbent Assays (ELISAs) in a digital laboratory. A cohort of 30 students from the Bachelor of Medical Laboratory Science trialed the first prototype and provided feedback in a survey on their learning experience and the extent to which the learning tool enhanced their learning. This article provides additional insights into likely future trends of substituting traditional learning modes such as lecture and practical laboratory classes with gamified content.
Keywords: Gamification, Game-based learning, Higher education, Science education
Research Article
Gurhan Durak, Murat Ataizi
CONTEMP EDUC TECHNOL, Volume 7, Issue 1, pp. 85-105
ABSTRACT
The purpose of the study was to investigate the views of learners experienced in the Distance Learning Platform (DLP), which was prepared according to an online course design model. The participants of the study were 19 learners who took the programming languages course (via the DLP for 14 weeks). Before the application, the preparation of the DLP took nearly 500 hours. A pilot study was performed with the learners during the summer school. The design of the DLP was improved through the views of those learners. The data were obtained through face-to-face interviews with the learners. The following themes emerged from analysis of the data: factors in preferring the DLP, general characteristics of the DLP, the effectiveness of the DLP, and expansion of the DLP. These themes are further analyzed on the basis of “Diffusion of Innovations” and “Uses and Gratifications” theories. As a result of the interviews conducted with the learners, it was found that the learners had positive opinions about the DLP as it (1) offers flexibility, (2) contains elements enhancing their motivation, (3) enables the learners to communicate easily with the instructor, (4) provides the learners with instant feedback, and (5) enables them to access to the course materials easily.
Keywords: Distance education, Online learning, Instructional design model, Programming language, Learner views, Course evaluation
Research Article
Partick D. Kihoza, Irina Zlotnikova, Joseph Kizito Bada, Khamisi Kalegele
CONTEMP EDUC TECHNOL, Volume 7, Issue 1, pp. 60-84
ABSTRACT
The purpose of this study was to describe instances of pedagogical practices of teachers using ICTs and the enhancements of practices using traditional methods, to more fundamental changes in their approach to teaching. Using a mixed method, the research examined the impact of increased education level on the ICT use competence perception and the influence of ICT knowledge level and skills on the adoption of blended learning contents. Four schools were used for this study; two picked out of 50 that are enhanced with ICT infrastructures while the other two were picked from schools without enough ICT infrastructures. Three research questions guided the study. Data collection included teachers, schools inspection officers, curriculum development experts, teacher trainees and policy makers’ interviews, questionnaires, classroom observations, and document reviews. Data analysis concentrated on the central questions of the study. The results suggested that teachers’ education level couldn’t determine their ICT knowledge level. Either, the ICT knowledge level has influences on the decision to use blended learning. Barriers to ICT use in education were revealed as: internal -more of personal attitudes and perceptions about a technology, and external -lack of availability and accessibility to the relevant resources (hardware and software), lack of framework that address integration of ICTs in teaching and learning and unreliable Internet connection. Resulting from the results, this study suggests a goal oriented teacher training framework which should address a complex integration of technology, content, pedagogy, school infrastructures, and the overall objectives of the education systems as trivial of ICT use determining factors.
Keywords: Blended learning, Teachers’ ICT knowledge, Teachers’ ICT use, Teachers’ ICT competence, ICT in education
Research Article
Ahmet Basal, Selahattin Yilmaz, Asli Tanriverdi, Lutfiye Sari
CONTEMP EDUC TECHNOL, Volume 7, Issue 1, pp. 47-59
ABSTRACT
Smartphones are increasingly becoming an ordinary part of our daily lives. With their remarkable capacity, applications used in these devices are extremely varied. In terms of language teaching, the use of these applications has opened new windows of opportunity, innovatively shaping the way instructors teach and students learn. This 4 week-long study aimed to investigate the effectiveness of a mobile application on teaching 40 figurative idioms from the Michigan Corpus of Academic Spoken English (MICASE) corpus compared to traditional activities. Quasi-experimental research design with pretest and posttest was employed to determine the differences between the scores of the control (n=25) and the experimental group (n=25) formed with convenience sampling. Results indicate that participants in the experimental group performed significantly better in the posttest, demonstrating the effectiveness of the mobile application used in this study on learning idioms. The study also provides recommendations towards the use of mobile applications in teaching vocabulary.
Keywords: English language teaching, Figurative idioms, Mobile learning, Mobile applications, Vocabulary teaching
Research Article
Hasan Karal, Mehmet Kokoc, Canan Colak, Yasin Yalcin
CONTEMP EDUC TECHNOL, Volume 6, Issue 4, pp. 319-337
ABSTRACT
The purpose of this study was to explore instructors’ perspectives on the effect of using pen-based technology in the online mathematics courses and understand instructors’ experiences in online mathematics teaching with pen-based technology. In this study, two instructors who taught online mathematics courses in fourteen weeks used digital pen as a pen-based technology. The data were obtained from semi-structured interviews and observation of online mathematics course records. The findings indicated that the use of digital pen in the online mathematics course was fairly beneficial in pedagogical and interaction aspects and it was necessary to use digital pen in online mathematics courses for displaying steps of problem solving process synchronously. It was concluded from the study that digital pen technology plays a positive role in the enhancement of interaction between the elements of an online learning environment by providing real-time feedback to students and permitting to digitize mathematical concepts. The observation findings also supported the statements of the instructors. The findings of the study have further provided some insight into how to use digital pen by an instructor in online mathematics course efficiently.
Keywords: Online mathematics course, Digital pen, Digital ink technology, Interaction in online learning, Teaching with digital ink
Research Article
Khitam Shraim, Helen Crompton
CONTEMP EDUC TECHNOL, Volume 6, Issue 4, pp. 301-318
ABSTRACT
Smart mobile devices (SMDs), especially smartphones and tablets, are becoming increasingly ubiquitous among educators and students in Palestine. While their use is on the rise, many academics are not effectively incorporating this technology into their teaching, which may be attributable to their negative perceptions of these devices. This study therefore examined academics’ perceptions of the value of integrating SMDs into their teaching activities. A questionnaire survey collected data from 56 academic staff of the Palestine Technical University - Kadoorie, eliciting perceptions of the physical attributes of SMDs, participants’ self-efficacy, the pedagogical affordance of mobile devices and challenges to their use in teaching. The findings show that participants were still at the stage of actively experimenting with smartphones and iPads, trialing their use at different levels and for different purposes. In general, although participants were unaware of the full potential of their functionalities, they viewed positively the various pedagogical affordances of integrating these devices into their teaching activities. The most important affordances were linking formal and informal learning spaces by providing anywhere-anytime learning opportunities, and developing interest in the subject matter, thus making learning experience more enjoyable, meaningful, and accessible. The results also identify various challenges including lack of experience and knowledge, finding the time to design and implement such integration, and selecting appropriate apps for the content being taught. Participants also expressed concerns with the limited connectivity and unreliability of Wi-Fi and 3G/4G networks in Palestine.
Keywords: Higher education, Smart mobile devices, Mobile learning, Faculty perceptions
Research Article
Omer Eren
CONTEMP EDUC TECHNOL, Volume 6, Issue 4, pp. 281-300
ABSTRACT
The present research examined the use of Web 2.0 tools to improve students’ vocabulary knowledge at the School of Foreign Languages, Gaziantep University. Current studies in literature mostly deal with descriptions of students’ attitudes towards the reasons for the use of web-based platforms. However, integrating usual classroom environment with Web 2.0 tools for specific sub-skills has not been examined much. It is aimed to contribute by investigating the feasibility of those tools as a supplement for vocabulary learning. This is an experimental research supported with semi-structured interviews and field notes. A pre-test and a post-test were administered to an experimental and a control group, and results were analyzed with the independent samples t-test. Following the post-test, semi-structured interviews were conducted with 18 students in the experimental group. The analyses of the test results demonstrated that both groups had gains but the mean of the experimental group was higher, and this difference was statistically significant. Findings suggest that almost all students have positive attitudes towards the educational use of Web 2.0 tools.
Keywords: Web 2.0, Social networking, Learner created content, Vocabulary learning, Computer-assisted language learning
Research Article
Sydney E. Brown, Sarah Thomas Karle, Brian Kelly
CONTEMP EDUC TECHNOL, Volume 6, Issue 4, pp. 260-280
ABSTRACT
DSGN110 was a multidisciplinary course teaching first year students enrolled in in a variety of majors about design thinking. The course is offered for the majors of architecture, landscape architecture, interior design, community and regional planning, along with computer science and business students. By blending face-to-face and online instructional strategies, desired practices and learning outcomes associated with the more intimate nature of studio-based learning and learning through action were scaled and achieved in the large enrollment course. The quantitative analysis of the pre and post survey revealed significant change across all constructs and the qualitative data analysis supported these findings, demonstrating that a blended course design utilizing collaborative technology platforms offered an innovative solution to teaching and learning in a manner reflective of a studio-based pedagogy.
Keywords: Blended learning, Studio-based learning, Design thinking, Mixed methods, Technology and learning, Educational technology
Research Article
Ismail Cakir
CONTEMP EDUC TECHNOL, Volume 6, Issue 3, pp. 239-255
ABSTRACT
The aim of this study is to explore the current use of mobile phones in a foreign language teaching context where Engish is used as the medium of instruction by prospective teachers. To this end, it presents the views of prospective English teachers on utilizing the mobile phone as an instructional tool for foreign language learning purposes in the educational and instructional setting of foreign language teaching classrooms. The study utilized a quantitative methodology. In this context, a questionnaire was developed and administered to a sample of 193 participants in an English Language Teaching (ELT) department. The data gathered through the questionnaire were processed and analyzed descriptively. Results indicate that most of the participants would prefer to use mobile phones as instructional tools in foreign language learning. The results also provided some insights as to how foreign language teachers could employ suitable approaches to make learning and teaching English meaningful and communicative. The results suggested that the participants would like to make use of mobile phones for educational purposes when they become teachers of English. It is recommended that some of technology-based language teaching activities can be implemented using mobile phones and they can be integrated into foreign language teaching curriculum.
Keywords: Foreign language learning, Learner autonomy, m-learning, Mobile assisted learning, Prospective teachers
Research Article
Chokri Barhoumi
CONTEMP EDUC TECHNOL, Volume 6, Issue 3, pp. 221-238
ABSTRACT
This research paper explores the effectiveness of using mobile technologies to support a blended learning course titled Scientific Research Methods in Information Science. Specifically, it discusses the effects of WhatsApp mobile learning activities guided by activity theory on students' knowledge Management (KM). During the 2014 academic year, the researcher adopted an experimental approach-based comparison between an experimental group (34 students) and a control group (34 students). The learning process of the experimental group was based on continuity between 2 hours of in-class learning and 1 hour of learning activities that were mediated by WhatsApp instant messaging each week. The control group’s experience was 100% in-class with no app mediation. The researcher used the t-test to compare the means of the control and experimental groups in the test and the students’ attitudes at 0.05 alpha levels. This research paper is useful for exploring the effectiveness of mobile technologies in supporting blended learning courses.
Keywords: WhatsApp, Mobile teaching, Mobile learning, Mobile tools, Activity theory
Research Article
Joanne Blannin
CONTEMP EDUC TECHNOL, Volume 6, Issue 3, pp. 188-205
ABSTRACT
Information and communication technologies (ICTs) have become ubiquitous in our society. In particular, 10-12 year old (primary school aged) children report that they increasingly rely upon ICTs for social interaction and for learning (ACMA, 2013). In spite of the large number of students reporting high ICT use, research indicates that many primary school teachers are not making effective use of online resources in the classroom. Influencing this lower level use is a lack of specifically focused research that considers the vital role of the primary school teacher in the integration of ICTs into the classroom program. To identify where research is most needed and might be most useful to support teachers to increase the use of ICTs in the classroom, this paper draws on research conducted in primary, secondary and tertiary education. It defines three core areas in which research is needed. These areas are teachers’ internal (personal) and external (socio-cultural) barriers as well as the students’ role in, and expectations of, pedagogical changes to classroom learning.
Keywords: Online learning, Self-efficacy, Teacher professional learning, Primary schooling, ICT integration, Increasing ICT use
Research Article
Serkan Sendag, Osman Erol, Sezan Sezgin, Nihal Dulkadir
CONTEMP EDUC TECHNOL, Volume 6, Issue 3, pp. 172-187
ABSTRACT
The aim of this study was to investigate the associations between preservice teachers’ Web 2.0 competencies and their critical thinking disposition (CTD). The study employed an associational research design using California Critical Thinking Disposition-Inventory (CCTD –I) and a Web 2.0 competency questionnaire including items related to Web 2.0 awareness, Web 2.0 use, and educational use of Web 2.0 tools. Five different Web 2.0 tools included in the study: (a) blogs, (b) wikis, (c) social networking websites, (d) YouTube, (e) podcasts. A total of 1335 preservice teachers completed the survey. Findings indicated that participants had a medium level internet use, Web 2.0 awareness, Web 2.0 use and Web 2.0 skills while their educational Web 2.0 use level was low. In terms of competencies on certain Web 2.0 tools, their blog, wiki and podcast competencies were at a very low level, whereas their social networking and YouTube competency levels were high. Findings also showed that there were significant relationships between preservice teachers' Web 2.0 competencies and their critical thinking disposition. The results highlighted that the use of different Web 2.0 tools can be complementary to each other during certain instructional activities to improve different dimensions of critical thinking disposition.
Keywords: Critical thinking, Higher order cognitive skills, Teaching-learning strategies, Web 2.0 awareness, Web 2.0 competencies, Preservice teacher education
Research Article
Aras Bozkurt, Murat Ataizi
CONTEMP EDUC TECHNOL, Volume 6, Issue 2, pp. 155-168
ABSTRACT
English is one of the most spoken languages in the world and widely accepted as a foreign language in many parts of the world. However, though there has been a high demand for English as a foreign language in the 21st century, it has still been taught or learned through traditional methods and conventional pedagogical approaches. In the digital age, learner characteristics, learning environments, and learner needs have significantly changed and new pedagogical approaches or learning systems have emerged as a natural result of the paradigm shift. In this article, these changes were explained and suggestions were made for foreign language learning and acquisition based on the networked learning and the connectivist approach to learning.
Keywords: English as a foreign language, EFL, Web 2.0, Connectivism, Network based learning, New pedagogy
Research Article
Heather M. Ross, Ryan Banow, Stan Yu
CONTEMP EDUC TECHNOL, Volume 6, Issue 2, pp. 126-139
ABSTRACT
The purpose of this two-year quantitative study was to determine the usefulness of the micro-blogging tool Twitter in large classes for improving the students’ sense of community and belonging. Three instructors of large classes were recruited to test the outcomes of using Twitter as a learning tool, one each from the Departments of Geography and Psychology, and the College of Nursing. Twitter was used as a learning tool to allow students to engage in discussion and ask questions in real time during class as well as outside of class. The method used by the authors included surveys that measured students’ perception of their sense of community and belonging, their engagement with the Twitter portion of the course, and their thoughts on the use of Twitter for academic purposes in a higher-education classroom setting. Data about students’ use of Twitter was further collected using the Twitter Archiving Google Spreadsheet tool. The authors conclude this study showed that Twitter, if integrated into the course and supported by instructor and/or assistants who are familiar with the use of Twitter, improved the sense of community reported by students.
Keywords: Microblogging, Twitter, Learning technologies, Community, Large classes, Higher education
Research Article
Nilgun Ozdamar-Keskin, Fatma Zeynep Ozata, Kerim Banar, Karl Royle
CONTEMP EDUC TECHNOL, Volume 6, Issue 1, pp. 74-90
ABSTRACT
The purpose of the study is to examine digital literacy competences and learning habits of learners enrolled in the open and distance education system of Anadolu University in Turkey. Data were gathered from 20.172 open and distance learners through a survey which included four parts: demographic information, abilities to use digital technologies, learning habits, preferences in using digital technologies for learning purposes. Principal Component Factor Analysis was applied in order to group and classify the attitudes and statements of the learners in their personal learning preferences, problem solving skills, project work skills, and abilities to use digital tools for learning purposes. Their personal learning preferences produced five factors: visual, auditory, dependent, collaborative, and reading-writing learning styles. According to the results of the study, learners believe that they have problem solving and project working skills to deal with educational difficulties. However, they seem to have only basic competences of digital literacy and the skills to use information and communication technologies at a basic level. They need training on how to use digital tools more efficiently for learning purposes. Further research is needed to explore how to increase the use of digital tools for the purpose of effective learning and also how to design learning environments to improve digital literacy of open and distance learners
Keywords: Open and distance learning, Digital literacy, Learning preferences, Learning styles, Problem solving, Project skills
Research Article
Richard Vickers, James Field, Cai Melakoski
CONTEMP EDUC TECHNOL, Volume 6, Issue 1, pp. 62-73
ABSTRACT
In 2013 five universities from across Europe undertook an innovative project ‘Media Culture 2020’, combining skills and forces to develop new practices that would face the challenge of the convergence of digital media, taking full advantage of social media and cloud-based technologies. The aim of the Media Culture 2020 project was to demonstrate what 21st century converged and interactive European Media Culture could be in comparison to the broadcasting based one-way 20th century model. The main objective of the project was to break down classroom and campus walls by creating open virtual learning environments where students from different countries and fields could explore and learn together. Media Culture 2020 developed innovative digital learning environments that consider new forms of production, transmission and representation of knowledge. The project utilized a range of online platforms, social media and cloud-based technologies including Facebook, Google+ Google Hangout, Google Docs and Blogger in the collaborative development, management and delivery of the project
Keywords: Media culture, Collaborative teaching, Blended learning, Social Media, Cloudbased technologies
Research Article
Harun Cigdem
CONTEMP EDUC TECHNOL, Volume 6, Issue 1, pp. 19-37
ABSTRACT
This study focuses on learners’ self-regulation which is one of the essential skills for student achievement in blended courses. Research on learners’ self-regulation skills in blended learning environments has gained popularity in recent years however only a few studies investigating the correlation between self-regulation skills and student achievement in blended learning environments exist. Self-regulation is related to self-efficacy, anxiety, interactivity, satisfaction with and usefulness of the system. Self-regulated learners are more likely to accomplish at online learning. In this study, a total of 267 military vocational college students were taught computer programming during a 15-week-long semester in a blended learning context, which involved using both face to face teaching and online learning through MOODLE over intranet. Participants were the graduates of vocational high schools and the students at the departments of Computer Technologies and Electronics & Communication Technologies and were all male. Liaw and Huang’s Self-Regulation Scale with six subscales was used to collect the data during the last two weeks of instruction. Regression analyses were conducted to analyze the data. The results revealed that self-regulation was affected by perceived anxiety, interactivity in the online learning environment, and perceived self-efficacy. Learners’ academic achievement has been affected only by perceived self-efficacy
Keywords: Blended learning, Computer programming course, Course achievement, Interactivity, Self-regulation, Perceived self-efficacy
Research Article
Rouhollah Khodabandelou, Habibah Ab Jalil, Wan Zah Wan Ali, Shaffe bin Mohd Daud
CONTEMP EDUC TECHNOL, Volume 5, Issue 3, pp. 257-271
ABSTRACT
It is conceivably important that demographic variables such as gender may have an impact on community of inquiry (CoI) and perceived learning. This study is in response with Garrison et al. (2010) who suggest that there is a need to determine moderation effects of gender on the relationship between CoI elements and perceived learning. A total of 348 undergraduate students were drawn from blended programs in three public universities in Malaysia to be the sample of the study. As research instrumentation, participation in online and face to face session, the community of inquiry questionnaire, and a perceived learning scale were distributed among the respondents. All the questionnaires were validated by a panel of experts, reliability of the instrument was tested in a pilot study and assumptions of Structural Equation Modeling (SEM) were checked before analyzing the data. The findings of the study have shown that although differences between the two groups of undergraduate students (male and female) were statistically significant, the amount of differences were not enough to moderate the relationship between CoI components and perceived learning in undergraduate blended learning environments. However, the findings indicate that differences between the two groups of undergraduate students (male and female) were statistically significant
Keywords: Community of Inquiry, Blended Learning Environment, Perceived Learning, Gender, Higher Education
Research Article
Osamah Ahmad Aldalalah, Al-Mothana M. Gasaymeh
CONTEMP EDUC TECHNOL, Volume 5, Issue 3, pp. 218-238
ABSTRACT
The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles. The independent variables were the locus of control (Internal, External) and anxiety level (Low, Moderate, High). The dependent variables were the students’ perceptions of their personal blended leaning competences (Knowledge & Technological) and students’ perceptions of the obstacles of blended leaning. The study sample consisted of 107 undergraduate educational technology students. Inferential statistics were conducted to analyze the data. Analysis of variance and pairwise post hoc tests were carried out to examine the main effects as well as the interaction effects of the independent variables on the dependent variables. The findings of this study showed that students with internal locus of control performed significantly better than external locus of control students in blended learning competencies (Knowledge &Technological) and blended learning obstacles. The findings of this study also showed that moderate anxiety students performed significantly better than low and high anxiety students in blended learning competencies (Knowledge &Technology) and blended learning obstacles. Finally, the study found that there was no significant difference between the low and high anxiety students in blended learning obstacles.
Keywords: Blended learning competencies, Blended learning obstacles, Locus of control, Anxiety level
Research Article
Isiaka Amosa Gambari, Victoria Ifeoma Ezenwa, Romanus Chogozie Anyanwu
CONTEMP EDUC TECHNOL, Volume 5, Issue 2, pp. 110-120
ABSTRACT
The study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest experimental design with 3 x 2 factorial design and a sample of 120 Senior Secondary class Two (SSII) students (60 male and 60 female). Computer-Assisted Instructional package of two modes; Animation with Text (AT), and Animation with Narration (AN) were employed as treatment instruments and a Solid Geometry Achievement Test (SGAT) was used as test instrument. A trial test was carried out and a reliability co-efficient of 0.78 was obtained using the KR-21. Analysis of Variance (ANOVA) and t-test was used in analysing data collected. The study revealed that, there were significant differences in the post-test mean scores of CAI(AT), CAI(AN) and the control group (F = 11.468, df = 119, p0.05) and CAI(AN) (t=1.455, df = 38, p>0.05). Based on these findings, it was therefore recommended that mathematics teachers should be encouraged to use CAI(AN) for meaningful and effective teaching and learning of mathematics.
Keywords: Computer-assisted instruction, Multimedia-based learning, Animation+Narration, Animation+On-screen text, Solid geometry, Secondary students
Research Article
Barton K. Pursel, Hui Xie
CONTEMP EDUC TECHNOL, Volume 5, Issue 2, pp. 96-109
ABSTRACT
As social and collaborative technologies emerge, educators and scholars continue to explore and experiment with how these tools might impact pedagogy. For over a decade, educators experimented with the use of blogs in academic settings, a tool that allows for students and instructors to enter into a rich dialogue. With most technology tools, users often leave ‘digital footprints’ throughout the environment. These footprints, in combination with other sources of data, allow researchers to explore relationships between the tool itself and the different types of end users. This study examines two years of institutional blog data, combined with demographic data to help describe the users of a blog platform. Different clusters of users are uncovered, and various use cases are explored, illustrating how different instructors choose to leverage blogs in the flow of a course. Using analysis of variance (ANOVA) to compare different blogging groups, results show a strong correlation between entry-dominant bloggers and growth in Grade Point Average (GPA) over time. With the rise in popularity of learning analytics, the results of this study might influence future learning analytics tools and systems
Keywords: Blogs, Weblogs, Learning analytics, Online pedagogy
Research Article
Betul C. Czerkawski
CONTEMP EDUC TECHNOL, Volume 4, Issue 4, pp. 309-321
ABSTRACT
Emerging technologies do not necessarily facilitate or advance learning processes; teaching strategies that are used in the learning process, integration and incorporation methods do. In online instruction, research shows that “effective distance education depends on the provision of pedagogical excellence” (Bernard et al., 2004, p.413). From this perspective, a case study was conducted as a means of preliminary evaluation in a graduate program so that the effectiveness of emerging technologies and their impact on student learning could be understood. The article starts with a description of a case where emerging technologies are integrated throughout the curriculum of an online educational technology master’s program. It then discusses concerns related to the integration practices and whether these practices are in line with the foundational pillars of educational technology as described by Spector (2012). Finally, a set of suggestions are proposed for those graduate programs incorporating emerging technologies in online learning on a regular basis. The analysis of this case study would benefit others in two major ways. First, faculty members can conceptualize emerging technology integration using a recent framework. Second, such a conceptualization would set the stage for deeper analysis of learning effectiveness and program evaluation.
Keywords: Technology integration, Emerging technologies, Online master’s programs, Program evaluation, Learning effectiveness.
Research Article
Chokri Barhoumi, Pier Giuseppe Rossi
CONTEMP EDUC TECHNOL, Volume 4, Issue 4, pp. 281-308
ABSTRACT
The use of hypertext systems for learning and teaching complex and ill-structured domain of knowledge has been attracting attention in design of instruction. In this context, an experimental research has been conducted to explore the effectiveness of instructional design oriented hypertext systems. Cognitive flexibility hypertext theory is compared to direct instruction course design without hypertext systems for teaching and learning Flash online course in e-learning environment. Researchers used an experimental approach conducted in the academic year 2010 with independent sample of students of an experimental group (73 students) compared to a control group (73 students) from a university class. The results show the effectiveness of the hypertext systems course design compared to direct online course design. Indeed, the results of cognitive performance have demonstrated that the average time to answer achievement tests is lower for flexible instruction compared to average time for direct instruction. The number of students’ accesses to learning resources in the e-learning platform is higher in case of flexible instruction compared to direct instruction. Results of the experimentation also demonstrate that there are significant differences between the experimental group and the control group, regarding the attitudes of students toward using flexible online course design based cognitive flexibility hypertext theory and direct online course design.
Keywords: E-learning, Online teaching, Flexible online course design, Direct online course design, Cognitive flexibility, Hypertext systems
Research Article
Lai Cheng Tung
CONTEMP EDUC TECHNOL, Volume 4, Issue 4, pp. 236-248
ABSTRACT
Given the rising popularity of both open and distance learning (ODL) and social networking tools, it seems logical to merge and harness these two popular technologies with the goal of improving student educational experience. The integration seems to hold tremendous promise for the open and distance learning mode. To reduce the gap in the literature, this study explores the educational benefits of social media tools on distance learners’ perspectives and experiences in an online course taught using elgg (open source social media tool) platforms. To achieve this, the study relied on collecting qualitative and quantitative data from students who were required to use elgg, in addition to LMS, for one semester as part of their coursework. The findings indicated that students enjoyed the social learning experience afforded by the elgg better when compared to LMS to support one another in their distance learning experiences. It was also noted that students, with little experience in social networking and the sharing features on elgg, in most cases, exhibited high involvement in course-related work and graded exercises. Additionally, it was observed that students shared information limited only at the level required by the instruction mode. The study concludes that most students perceived their learning experience was enhanced by their interaction with each other and with the instructors in the elgg. The article ends with a discussion of results and highlighting the areas for future research on the topic.
Keywords: ODL, Social networking technology, Student interaction, LMS, elgg, Social learning experience
Research Article
Leila Karimi, Tunku Badariah Tunku Ahmad
CONTEMP EDUC TECHNOL, Volume 4, Issue 3, pp. 197-211
ABSTRACT
Blended learning, as a new approach to education, is rapidly being adopted by educational institutions for the purpose of teacher education or teacher training. This study reports the results of a survey exploring the relationships between perceived learning and satisfaction in a blended teacher education program among three different groups of specialization at the Institute of Education, International Islamic University Malaysia (IIUM). This study was mainly exploratory in nature, employing specifically the quantitative research method, utilizing cross-sectional survey as the method of data collection. The respondents consisted of 170 teacher trainees who were randomly selected through quota sampling. The instrument used to collect data was a modified questionnaire that measured the respondents’ perception of learning and satisfaction in the blended teacher education program. The respondents reported high levels of perceived learning and satisfaction toward the blended teacher education program. The results showed positive and moderate correlation between perceived learning and satisfaction, while there was no statistically significant difference among all groups of teacher trainees’ perception of learning and satisfaction.
Keywords: Teacher education program, Blended learning, Perceived learning, Student satisfaction
Research Article
Nuri Kara, Nese Sevim
CONTEMP EDUC TECHNOL, Volume 4, Issue 2, pp. 108-120
ABSTRACT
Since 1950s, teaching machines have changed a lot. Today, we have different ideas about how people learn, what instructor should do to help students during their learning process. We have adaptive learning technologies that can create much more student oriented learning environments. The purpose of this article is to present these changes and its effects on learning environment. First, after explaining the concepts of teaching machines and adaptive learning systems including their main features as well as integral components, similarities and differences between these technologies are discussed briefly. Then, following the discussion on weaknesses and strengths of adaptive learning systems, what instructional designers should consider in developing and using them are mentioned.
Keywords: Adaptive learning, Adaptive learning systems, Teaching machines, Instructional design, Instructional technology
Research Article
Charlie C. Chen, Sandra Vannoy
CONTEMP EDUC TECHNOL, Volume 4, Issue 2, pp. 87-107
ABSTRACT
Voice over Internet Protocol- (VoIP) enabled online learning service providers struggling with high attrition rates and low customer loyalty issues despite VoIP’s high degree of system fit for online global learning applications. Effective solutions to this prevalent problem rely on the understanding of system quality, information quality, and individual beliefs about the usefulness of this technology. This research aims to provide insights into increasing the loyalty of users to VoIP-enabled global learning programs from the perspectives of information systems (IS) success and control belief. A theoretical model is proposed to integrate seven major constructs of IS success and planned behavior theory. We tested our model using the path analysis of data collected from an experiment where 66 undergraduate students from the USA and Taiwan worked in pairs using Skype to improve their English and intercultural communication skills. Data analysis results showed that information quality and perceived behavioral control are much more important than system quality in increasing satisfaction with the use of Skype. An increase in user satisfaction can lead to an improvement in intercultural communication competence and to increased user loyalty. Theoretical and practical implications are drawn from the findings to conclude this study.
Keywords: Information quality, VoIP, Global learning tool, Perceived behavioral control, User satisfaction, Individual performance
Research Article
Dursun Yener
CONTEMP EDUC TECHNOL, Volume 4, Issue 1, pp. 50-65
ABSTRACT
Distance learning (DL) has become an important part of university education. In the past DL was applied in different universities with different forms. With rapid technological developments, DL gained a new format through the Internet. Students can take courses online wherever they are geographically. Therefore, working people and adults can enroll higher education institutions without time and space barriers. Like many countries, Turkey adapted its education system to this new form. From 1980’s to recent years, this system has been applied through open education faculties in state universities. However as the number of foundation universities increase, DL became more common in various programs at different levels. Conventional universities use this system in some courses so students take both face-to-face and online courses together. Universities can use this system to use their scarce financial resources effectively with saving some costs and provides possibilities for sustainable advantage. In this paper, evaluation of students’, who are enrolled in a traditional university, about DL quality was analyzed using Grönross’ service quality model.
Keywords: Distance learning, Grönross, Perceived service quality, Dual-mode education
Research Article
Bradley E. Wiggins
CONTEMP EDUC TECHNOL, Volume 4, Issue 1, pp. 30-49
ABSTRACT
This article presents the results from a post-test only experiment conducted in 2011 with undergraduate and graduate students (N=67) from individualist and collectivist cultures. Demographic information was collected through questions appearing at the end of a post-test administered to subjects after completing the e-learning module. Each person was randomly assigned to one of three e-learning modules which all shared identical instructional content: time travel. However, the modules differed in design. Specifically, while the control module was designed according to the coherence principle, one experimental module was designed with non-essential background music and the other was designed with non-essential background images. The coherence principle of multimedia instruction stipulates that the addition of extraneous audio, images, or text impairs learning. Nevertheless, one normative standard of multimedia design does not apply to a group of culturally and linguistically diverse learners. Among the findings from this study, a flexible coherence principle is proposed and it suggests that the multimedia designer must consider one’s own cultural and linguistic composition as well as that of the intended audience. A concluding discussion suggests that cultural variation may be related to cognitive variation.
Keywords: E-learning, Linguistic relativism, Cognitive Load Theory, Coherence principle, Collectivist - Individualist, Multimedia design
Research Article
Mohsen Bagheri, Wan Zah Wan Ali, Maria Chong Binti Abdullah, Shaffe Mohd Daud
CONTEMP EDUC TECHNOL, Volume 4, Issue 1, pp. 15-29
ABSTRACT
Given the importance of globalization as well as the need to train skilled and knowledgeable employees for the 21st century workforce, higher education needs to take a more critical look at the educational practices and instructional methods which lead to improvements in students’ essential skills such as self-directed learning. This study sought to examine the effects of project-based learning (PoBL) strategy on students’ self-directed learning skills in a system-based education course offered in the educational technology department of Arak University in Iran. In order to achieve this end, a sample of 78 students in the field of educational technology who enrolled in the system-based education course was selected. Subjects were randomly assigned to one of the two groups: the experimental group (PoBL strategy) and control group (conventional teaching strategy). The self-directed learning readiness scale (SDLRS) was administrated three times (i.e. pretest, post-test one, and post-test two). The experimental group received the PoBL strategy and the control group was exposed to conventional teaching (CT) methods. The results of two-way repeated measure ANOVA tests revealed that students who were taught using PoBL strategy performed significantly better in terms of self-directed learning skills than did students who were taught using CT strategy.
Keywords: Project-based learning, Self-directed learning, Educational technology, Higher education
Research Article
Tor Soderstrom, Lars Hall, Tore Nilsson, Jan Ahlqvist
CONTEMP EDUC TECHNOL, Volume 3, Issue 4, pp. 293-307
ABSTRACT
This study compares the influence of two learning conditions – a screen-based virtual reality radiology simulator and a conventional PowerPoint slide presentation – that teach radiographic interpretation to dental students working in small collaborative groups. The study focused on how the students communicated and how proficient they became at radiographic interpretation. The sample consisted of 36 participants – 20 women and 16 men – and used a pretest/posttest group design with the participants randomly assigned to either a simulation-training group (SIM) or conventional-training group (CON) with three students in each collaborative group. The proficiency tests administered before and after training assessed interpretations of spatial relations in radiographs using parallax. The training sessions were video-recorded. The results showed that SIM groups exhibited significant development between pretest and posttest results, whereas the CON groups did not. The collaboration in the CON groups involved inclusive peer discussions, thorough interpretations of the images, and extensive use of subject-specific terminology. The SIM group discussions were much more fragmented and included more action proposals based on their actions with the simulator. The different learning conditions produced different results with respect to acquiring understanding of radiographic principles.
Keywords: Educational computer based simulations, Collaborative learning, Health care education, 3D Simulations, Peer communication
Research Article
Ann-Louise Petersen, Leona Bunting
CONTEMP EDUC TECHNOL, Volume 3, Issue 4, pp. 249-264
ABSTRACT
This article focuses on computing in teaching. It focuses on the differences between a traditional view of teaching and a view where the teacher no longer is the knowledge broker but more of a coordinator or a coach. The empirical examples stem from a research project called “One computer one pupil”, a study of two classes in year three with children aged 9 and two classes in year five with children aged 11 in a Swedish primary school. When the project started the pupils had been using the computers for about 2,5 years. In contrast to the teacher in grade five, the classes in year three had teachers with a great interest in developing ICT. The children became very skilled in using ICT and working with the laptop was very popular. According to the theoretical model of Voogt (2008), features of a “traditional pedagogy”, like prescriptions of the activities, were mixed with elements of an “emerging pedagogy”, where the pupils in collaboration performed their tasks in a creative way. However, some of the classroom work was quite unfocused relative to the goals of the subject. Instead of using the technology to reach the goals of the subject, the technology more or less became a goal in itself. To follow up ten Brummelhuis’ and Kuiper’s (2008) terms technology push and educational pull, we have added the term “technology pull.”
Keywords: Teaching design, Computer use, Technology push, Technology pull, Primary school, One–to-one learning environment.
Research Article
Lúcia Pombo, António Moreira
CONTEMP EDUC TECHNOL, Volume 3, Issue 3, pp. 201-211
ABSTRACT
This article discusses the process of evaluation in bLearning courses, namely the objects of evaluation, discussing their relevance according to the opinion of international experts in Online Teaching and Learning, taking into account the curricular proposals of the three cycles of Higher Education (HE). The question ‘what should be evaluated?’ is one puzzle piece of the whole process of evaluation. The other pieces should be articulated among themselves and combined, namely ‘who should evaluate?’, ‘how and when to evaluate?’ and ‘what is evaluation for?’ Those questions were asked in a survey conducted with 35 international experts with an average experience of 13 years in the area, from international HE institutions (HEIs) that offer this kind of courses. The study highlights the need of HEIs to reassess their approach to the quality assurance of bLearning courses, and brings some contributions to those who are in charge of bLearning courses, providing a useful framework for evaluation. Furthermore, this paper contributes to the knowledge on educational technology and raised new issues for further research and discussion
Keywords: Evaluation objects, Benchmarks, Blended learning, Technology-based environments, Higher Education
Research Article
Keith E. Nelson, Aran Barlieb, Kiren Khan, Elisabeth M. Vance Trup, Mikael Heimann, Tomas Tjus, Mary Rudner, Jerker Ronnberg
CONTEMP EDUC TECHNOL, Volume 3, Issue 3, pp. 184-200
ABSTRACT
How individual differences in information processing affect second language (L2) learning has been unclear in prior research. Adults lacking prior skill in Swedish were pretested for working memory, processing speed, and executive memory capacity. Participants then received 6 computer-based instructional sessions with pictorial animations of Swedish sentences, with a built-in experimental contrast between some lessons at high and some at low rates of presentation. The faster rate carried greater processing demands for the learners. Higher levels of Swedish performance during Instructional sessions were associated with higher working memory levels, as expected from widely-used models of working memory (e.g., Baddeley & Hitch, 1994). In contrast, results at demanding long-term retrieval on a posttest were more complex and revealed several dynamic relationships between processing speed, working memory, and Swedish language learning. Learners with low rather than high working memory showed higher L2 skills at long-term testing when instructional lessons had employed fast animations. This first-time demonstration that prior cognitive profiles strongly influence learners’ progress in second language requires refinements in existing theories. Further, the results hold certain implications for tailoring second language teaching on-line or in other technology-based instruction to learner profiles on abilities in working memory, processing speed, and executive memory
Keywords: Educational technology, Software, Designing learner-sensitive procedures, Computer-assisted learning, Second language acquisition, Dynamic systems
Research Article
J. M. van Zyl, E. J. Spamer, C. J. Els
CONTEMP EDUC TECHNOL, Volume 3, Issue 3, pp. 166-183
ABSTRACT
The article first explores open distance learning (ODL) as a delivery mode for professional teacher development programs in South Africa by comparing the ODL models of selected universities in developing, developed, and newly industrialized contexts. The article then reports on an empirical investigation conducted about the effect of contact class and vacation school attendance on the academic success of students (n=1310) who wrote examination papers (n=4931) for a variety of modules in four purposefully selected Advanced Certificate in Education (ACE) programs at the School of Continuing Teacher Education (SCTE) of the North-West University in South Africa. Descriptive statistics show the majority of students did not attend any contact classes or vacation schools, while still performing academically above average. Computing Spearman’s rank-order correlations (r), no practically significant correlations were found between contact class and vacation school attendance and the academic success of students. However, ANOVA analyses reveal that it was beneficial for students to rather attend three contact sessions, than two or no contact sessions
Keywords: Contact classes, Vacation schools, Class attendance, Academic success, Open distance learning
Research Article
Bandhana Bhasin
CONTEMP EDUC TECHNOL, Volume 3, Issue 2, pp. 130-140
ABSTRACT
The incorporation of technology into teaching and research is one of the most important challenges for education today. It is time to move beyond the walls of our classrooms to join forces with other institutions and societies to revitalize education. The present paper focuses on the use of technology in teaching-learning process that will greatly contribute to meet student needs for learning anywhere, anytime. Integration of Information and Communication Technologies (ICT) into teaching and learning process is a growing field which has variety of definitions according to different points of view. A very common view asserts that the application of ICT processes should be presented in an integrated way as well as concrete model need to be developed for the teachers in order for the integration process to improve students’ learning. Based on the premise that “The integration process should strengthen learning of students”, there is a need to present an integrated point of view in the application of these processes and to develop some concrete examples for teachers. Therefore, the main purpose of this study is to develop a model assessing the ICT integration process and helping to improve students’ learning.
Keywords: Information and Communication Technologies, ICT intregration, Enhancing learning, Educational improvement, Teacher Education
Research Article
Cristina Portugal, Rita Maria de Souza Couto
CONTEMP EDUC TECHNOL, Volume 3, Issue 1, pp. 60-75
ABSTRACT
This article describes a development work whose focus was examining whether designing a game as an educational technology based on interdisciplinary dialogue between design and education can contribute to education of deaf children in learning a language. Through methods and techniques of design it was sought to identify how this area of knowledge can be part of the processes of teaching and learning in terms of developing learning materials to enhance the strategies of acquiring knowledge. The work was guided by the Multi-Tracks, which is a game to help the acquisition of a second language by deaf children. This game was developed in light of methods and techniques of design, under the Interdisciplinary Laboratory for Design/Education - LIDE, Pontifical Catholic University of Rio de Janeiro, Brazil, in partnership with the National Institute of Education for the Deaf in Rio de Janeiro-INES/RJ. The development work was particularly interested in designing learning materials for deaf children by considering their special traits and dialogue with the surrounding reality. Considering that educational technology research in special education is rather weak, it was thought that this work may contribute to this interdisciplinary area.
Keywords: Interdisciplinary design, Educational technology, Learning games, Deaf Children, Special education
Research Article
Sirous Hadadnia, Norouz Hadadnia, Nina Shahidi
CONTEMP EDUC TECHNOL, Volume 3, Issue 1, pp. 50-59
ABSTRACT
This study was conducted with the purpose of comparing the effect of teaching of the online teacher with that of the real teacher on the students' learning in the university classroom. The study was conducted in the academic year 2009-2010. The sample of the study consisted of 80 students working either in control group or experimental group, 40 in each. The subjects were chosen and assigned by cluster sampling method. For data gathering, a 40 item test was administered in given time intervals to measure prior knowledge, achievement and retention of learning. Research methodology is of empirical, applied, and prospective nature. For data analysis, a t-test for comparing the differences between mean scores was employed. Based on the findings of this study, it appears that to overcome the lack of skilled university instructors, one could use online teachers. The quality of learning provided by the online teacher is the same as the one provided by the real teacher. In the university classrooms, one can use online teachers instead of the real teacher for a number of reasons. Finally, the degree of learning retention in both types of instruction (online versus traditional) is the same.
Keywords: Online learning, Virtual teaching, Face-to-face instruction, Online teacher, Distance education
Research Article
Charles Buabeng-Andoh
CONTEMP EDUC TECHNOL, Volume 3, Issue 1, pp. 36-49
ABSTRACT
This study was conducted to explore teachers’ skills, perceptions, and practices about ICT in second-cycle institutions in Ghana. Questionnaires were distributed to 273 teachers in different departments, 241 were returned, and 231 were valid for data analysis, representing a response rate of 85%. The validity of the questionnaire was approved by a panel of experts in the field. The Cronbach’s alpha reliability coefficient was 0.91. Descriptive statistics and correlation were used to analyze data. Of the 231 teachers, 66% were males and 34% were females. Majority of the respondents were between the ages 30-39. The correlation analysis revealed positive correlation between ICT use and teachers’ competences. Further, teachers’ perceptions in terms of using ICT were found to be positive but not statistically significant. Finally, the study revealed inverse correlations among ICT use, age, and teaching experience. The descriptive results indicated that teachers’ knowledge in basic ICT applications as well as integrating ICT into teaching and learning processes was low. These results provide evidence that the introduction of ICT in teaching and learning has not brought any change in the delivery of education in second-cycle schools in Ghana. This also implies that teachers have not shifted from teacher-centered instruction to student-centered learning. From the findings of the study, it is recommended that courses such as computer supported learning, ICTs and designing instructional materials should be introduced in initial teacher training programs to improve teachers’ level of confidence and perceptions towards the use of ICT.
Keywords: Technology integration in schools, Teachers’ perceptions of ICT, Student-centered learning, Information and communication technologies, Teacher education
Research Article
S. Arulchelvan
CONTEMP EDUC TECHNOL, Volume 3, Issue 1, pp. 1-16
ABSTRACT
Technologies are available for education in various forms now. One primary task involves determining how best to utilize available technology resources to enhance student learning. Electronic Learning Management System (E-LMS) is one the important strategy for learning. It has the ability to document the academic performance of the individual student. This is highly useful in managing all type of academic and other activities of students by institutions. This study aimed to know the facts and effectiveness of E-LMS among the school students. Survey, comparative analysis and Interview methods were used in this study. Major findings from the study are: E-LMS is significantly influence the students and teachers. The absenteeism ratio has declined. This in turn reflected in the academic performance of the students since they have no other option than sustaining with the learning activities. Overall performance of a student is also significantly increased. The effectiveness of E-LMS may be improved from the points of reporting in regional languages when exist, Web-based reporting, and Interactive communication. Because the system has positive impact among the students, this will prove very effective when implemented in large scale in India.
Keywords: Learning management system, LMS, Electronic learning management system, ELMS, E-Learning, ICT in education
Research Article
Jose A. Ramos
CONTEMP EDUC TECHNOL, Volume 2, Issue 4, pp. 282-293
ABSTRACT
The purpose of this study was to explore the differences in perceived stress and coping styles among non-traditional graduate students in both on-campus and distance-learning programs. The study employed a quantitative causal-comparative design that involved collecting survey data. The sample consisted of 36 non-traditional graduate students who enrolled in distance learning classes along with 36 non-traditional students attending traditional on-campus courses in a graduate program. For statistical analyses, t-test and multiple linear regressions were conducted to simultaneously assess the effects of group membership and all demographic variables on each of the dependent variables (stress level and coping style). An alpha level of .05 was used to test statistical significance. Overall, there is no significant difference between the coping styles and the perceived stress levels of non-traditional graduate students who enrolled in distance-learning and on-campus programs.
Keywords: Distance learning, Non-traditional students, Stress, Coping styles, Graduate education, On-campus programs
Research Article
Yalın Kilic Turel, Mehmet Gurol
CONTEMP EDUC TECHNOL, Volume 2, Issue 4, pp. 264-281
ABSTRACT
Although there are many studies focusing on usefulness of learning objects, only a few studies investigated possible effects of learning objects at the middle-school level. Thus, the purpose of this study is to examine the effects of learning objects-enriched instructional settings on 7th grade students’ achievements, retentions, attitudes, and motivations in the science class as well as their perceptions towards the course. Learning objects regarding the unit of structure and features of matter were placed into the Learning Management System, Moodle, which was accessible by science teachers of the participants. Almost all subjects pointed out that they preferred such teaching method hereafter because of its positive effects on their learning and remembering. The interactive and challenging learning objects, particularly the ones containing games, simulations, and questions, were identified as more beneficial by both teachers and students.
Keywords: Attitudes, Learning objects, Learning objects-enriched instruction, Motivation, Retention
Research Article
Jyoon Yoon, Lynn Brice
CONTEMP EDUC TECHNOL, Volume 2, Issue 3, pp. 250-263
ABSTRACT
This article reports a qualitative study on computer-supported collaborative learning during a multidisciplinary education project on environment. The water project is designed to provide the elementary teacher candidates opportunities to explore issues related to water and find solutions to them through the Internet. As a production of the water project, they created posters and fliers in a photograph application to educate people regarding water issues and discussed how their creations affected people’s awareness of water issues, using a web-discussion tool. The teacher candidates’ reflections revealed that the water project was a meaningful e-learning activity to raise awareness of the global water issues and create an opportunity for them to share their learning, incorporating science and social studies. This water project provided a computer-supported collaborative e-learning model for integrating science and social studies.
Keywords: E-learning, Computer supported learning, Collaborative learning, Integrated education, Science education, Social studies
Research Article
Alireza Badeleh, G. Sheela
CONTEMP EDUC TECHNOL, Volume 2, Issue 3, pp. 213-237
ABSTRACT
The purpose of the present study was to investigate the effectiveness of the Information and Communication Technology (ICT) based approach and the Laboratory Training Model of Teaching (LTM) chemistry. It strived to determine whether the ICT or the LTM would be more effective with respect to the male and female students’ overall as well as component-based achievement in chemistry and their retention of learning. The sample of the study consisted of 120 seventh standard students from two English-medium elementary schools in Mysore city, India. Four homogenous groups were formed randomly for the study and the effects of independent variables were tested under experimental conditions. The Test of Higher Mental Ability in Science (THMAS) was used to determine the homogeneity of the participants. After one month, the delayed posttest for achievement in chemistry was administered to determine the retention level of the students. The statistical techniques used to analyze the data were the independent sample t-test and two-way analysis of variance (ANOVA). The findings indicated that as far as the overall achievement in chemistry, component-based achievement, and retention of knowledge, comprehension, application, and skills are concerned, the ICT-based method of teaching chemistry was more effective than the LTM of teaching. The effects of gender varied according to comparisons.
Keywords: Information and communication technology, Laboratory training model of teaching, Achievement in chemistry, Retention of learning
Research Article
Tomas Cerny, Bozena Mannova
CONTEMP EDUC TECHNOL, Volume 2, Issue 2, pp. 163-173
ABSTRACT
To provide computer scientists with good materials and interesting topics in a class does not necessarily mean that their education is of a high quality, students need to be motivated and evolve skills needed in a real-life employment. Social skills, teamwork, collaboration and competition are valuable aspects they should know in other to become professionals. This paper presents a study with intention to improve education of computer science students in employment-like environments. The study utilizes experience with competitive and collaborative learning in education and Programming Olympiads. Multiple methodological aspects are applied and discussed with regard to students’ evaluation. The results show increased student motivation and interest in the course, which produces larger workload in the class.
Keywords: Competitive learning, Collaborative learning, Pace environment, Computer Science Education
Research Article
Frank W. K. Amenyedzi, Mary N. Lartey, Beloved M. Dzomeku
CONTEMP EDUC TECHNOL, Volume 2, Issue 2, pp. 151-162
ABSTRACT
This study was conducted to assess the computer and Internet usage as supplementary educational material to enhance quality education; help improve educational management and planning; how students use the computers and internet to facilitate their learning; how teachers in the Tema Senior High Schools use the computers and Internet to teach and guide students. Stratified sampling method was used to select students and teachers. The results showed that a significantly high percentage of respondent teachers (92%) were computer literate and 78% of respondent students also had basic knowledge in computer. However, less than 15% of these teachers used the internet as an innovative way of improving teaching and learning. Over 30% of the teachers used the computer mainly for research work. Less than 40% of student respondents used the computer and the Internet facility for entertainment, whereas less than 25% used it for research and learning. Less than 40% of respondent students used the Internet for e-mail and browsing. It was revealed that Internet and computers have helped students to achieve new things such as finishing assignments, solving problems, learning history of other countries, improving typing skills, and chatting with friends. There is no clear interaction between teachers and students through the use of Internet facilities. The Internet was not used for guidance. Despite the limited use of computers by teachers in their teaching, many agree that the computer has changed the way students learn. One fourth of teachers have received some form of training in the use of computers, with quite minimal training in the pedagogical integration of ICT. It appears that integration of ICT in Ghanaian school systems is a major step in promoting innovation.
Keywords: Computer, Internet, Teaching, Learning, Guidance
Research Article
Afzaal Ali, Israr Ahmad
CONTEMP EDUC TECHNOL, Volume 2, Issue 2, pp. 118-134
ABSTRACT
Most of the people in Pakistan perceive distance learning as of poor quality. Therefore, the researchers conducted this study to find out whether it's only people’s perception or is there anything in reality, concerning the poor performance of the distance learning students compared to traditional students. Consistent with this rationale, the main purpose of this study was to examine the relationship between student satisfaction and the following variables of the distance learning environment: Instructors' performance, course evaluation, and student-instructor interaction. The sample consisted of 245 students of Allama Iqbal Open University of Pakistan. Keeping in view the nature of relationships among the variables, correlation matrix and regression analysis in addition to frequency analysis were used to analyze the findings. The results showed that just like in traditional education, in distance learning at AIOU, enough interaction takes place between students and instructors; courses are up to date and well-designed; instructors are devoted, motivated, and equipped with the required competencies. Moreover, the faculty at AIOU is delivering distance courses that meet students' needs with regard to student-instructor interaction, instructor performance, and course evaluation.
Keywords: Distance learning, Student satisfaction, Instructor performance, Student-instructor interaction, Course evaluation
Research Article
Sinem Aslan, Yeol Huh, Dabae Lee, Charles M. Reigeluth
CONTEMP EDUC TECHNOL, Volume 2, Issue 2, pp. 95-117
ABSTRACT
Aslan and Reigeluth (2011) described a possible future period of educational computing as a “Personalized Computing Period” (p. 12). They described a potential educational technology system, PIES (Personalized Integrated Educational System), to support student learning in this period of educational computing, based on the major and secondary functions proposed by Reigeluth, Watson, Watson, Dutta, Chen, and Powell (2008) for the information-age paradigm of education. Major functions include record keeping for, planning for, instruction for, and assessment for/of student learning. Secondary functions include communication, general student data, school personnel information, and technology administration. In this qualitative research study, seven classroom teachers and one technology coordinator from three high schools were interviewed to reveal how they used their current technology systems with respect to the functions described by Reigeluth et al. (2008). The results revealed that there were discrepancies between the participants’ current use of the systems and the ideal use for the information-age paradigm of education. Based on the results, recommendations are offered to teachers, policy makers and technology system designers for better meeting students’ information-age educational needs.
Keywords: Information-age learning paradigm, Personalized integrated educational system (PIES), Learning management system (LMS), Functions of technology
Research Article
Fathallah Ghanem, Majid Hamayil
CONTEMP EDUC TECHNOL, Volume 2, Issue 1, pp. 55-76
ABSTRACT
Al Quds Open University has actually employed blended learning since 2007; it is becoming the basis for much of today’s academic teaching. Therefore, this paper aimed at figuring out the extent that QOU managed distance learning programs effectively. The study reported here focused on the following factors: Vision and plans, quality assurance, curriculum, staff-training/support, and student-training/support. Data were collected through a questionnaire administered online to the QOU instructors who were involved in blended learning teaching experience. Researchers claimed that QOU administration has applied the above mentioned factors effectively and efficiently in planning distance learning courses. It was obvious that QOU, focusing mainly high quality, has paid high attention to blended learning courses and invested in its training staff in order to achieve excellence in teaching and learning. However, the participants believed that the courses concerning the development of instructor skills and competencies were not sufficient enough and there was a clear need to revise the quality and quantity of such courses.
Keywords: Blended learning, Distance learning, Online learning, Open learning
Research Article
Hwee Ling Lim
CONTEMP EDUC TECHNOL, Volume 1, Issue 4, pp. 306-321
ABSTRACT
Sociocultural constructivism assumes that a learner’s capacity for intellectual growth increases with the presence of scaffolding or support during interaction. Moreover, from participating in dialogic interaction, there is appropriation of the knowledge shared and jointly created by learners which could transform individual understandings. Hence, interactions are opportunities for scaffolding and appropriation that affect intellectual development. This paper presents a study of an online course based on constructivist principles and evaluates the extent to which an instructional activity, supported by synchronous communication technology in a virtual environment, fosters collaborative learning. Survey findings on two student groups’ experiences of collaborative learning during online tutorials are presented. The results indicated that scaffolding was available as peers’ efforts in provision and clarification of ideas during tutorial discussions. Also, appropriation of shared knowledge was present as students’ perceptions of own attainment of learning from peer contributions during discussions. The conclusion discusses the effectiveness of the instructional activity in facilitating collaborative learning and offers recommendations for future research.
Keywords: Collaborative learning, Computer-mediated communication, Educational technology, Sociocultural constructivism, Virtual learning environment.
Research Article
Ali Simsek, Shirley Nuss
CONTEMP EDUC TECHNOL, Volume 1, Issue 4, pp. 288-305
ABSTRACT
The purpose of this study was to investigate how elementary students can learn about the culture of another country and how technology can play a role in this process. The sample of the study included 135 fifth grade students from the United States and Turkey. Initial knowledge and information sources of students were assessed at the beginning of the study. Then, they exchanged multimedia presentations which they prepared to make their peers more knowledgeable about their own country. After studying the presentation about the other country, the students responded to a post-survey assessing their knowledge gains. Results showed that the Turkish students had much more initial knowledge about the American culture compared to knowledge of the American students about Turkey. Both groups had certain prejudices or misperceptions about each other. Media, school, and family were main sources of information, while books and friends played a small role. Studying multimedia-based presentations and discussing its content as a group was highly effective to learn about the culture of another country. By exchanging intercultural information through technology, students became less prejudiced and more understanding of each others’ respective cultures.
Keywords: Intercultural learning, Cross-cultural education, Multimedia-based learning, Information and communication technologies, Snapshots
Research Article
Ming Nie, Paula Roush, Matthew Wheeler
CONTEMP EDUC TECHNOL, Volume 1, Issue 3, pp. 267-280
ABSTRACT
Second Life (SL) is an emerging technology in higher education. Academics are showing strong interest in it, but so far have more imaginative ideas about using it than experience of actual practice. This paper reports on a pilot study of using SL with six undergraduate students studying Digital Photography in October 2008 at the London South Bank University. The students took part in a group activity in SL that involved creating and manipulating virtual cubes, taking digital photos of avatars, putting these images onto the cubes and telling a story about them. The researchers used qualitative methods, namely personal interviews and a focus group. The findings illustrate benefits of SL for the subject of Digital Photography, particularly with regard to engaging students with active learning, gaining publicity for students as photographers and extending research into subcultures. The study demonstrates how SL can be used as a virtual space to create collaborative learning opportunities that might not be easy to generate in real life. It also examines the issue of user identity through avatars and its impact on group discussion. The paper showcases an example of SL being used for media and art education and offers insights into how this practice might be expanded and transferred to other disciplines and contexts in higher education.
Keywords: Second Life, Digital Photography, 3D Multi User Virtual Environments, Collaborative learning, Avatar identity
Research Article
George Vorvilas, Thanassis Karalis, Konstantinos Ravalis
CONTEMP EDUC TECHNOL, Volume 1, Issue 3, pp. 255-266
ABSTRACT
This article presents a framework of semiotic analysis that could be used for interpreting learning objects. Many learning objects are multimodal representations that aim at servicing specific educational objectives. Consequently, an urgent need arises to know what kind of meanings these representations produce and what kind of pedagogic relationships are shaped between students and them. Taking a concrete learning object as an example, we deploy a sample of multimodal discourse analysis in order to elucidate these issues. Finally, we conclude with a few thoughts about the possibility of elaborating such a framework in relation to the effective design and the implementation of learning objects.
Keywords: Learning objects, Multimodal discourse analysis, Multimodal representations, Ideational metafunction, Interpersonal metafunction, Textual metafunction.
Research Article
Juliet Stoltenkamp, Jephias Mapuva
CONTEMP EDUC TECHNOL, Volume 1, Issue 3, pp. 208-220
ABSTRACT
The utilization of the knowledge economy in the information age has been promoted by various tools developed both for communication and marketing purposes. Information and communication technologies (ICTs) have proved their propensity to influence the flow, acquisition and dissemination of information across the globe. The business and education sectors have been the most conspicuous of all beneficiaries of ICT applications, especially in the fast-globalizing environment where interaction has become a necessity and an obligation rather than leisure. Enhanced tools for education, marketing and communication purposes have been coined with unprecedented efficacy and efficiency. Some of these technologies (e.g. blogs) have even livened communication and interaction among users. This paper will therefore focus on various e-tools and their application to open education, with prevalence being on the blog tool.
Keywords: E-tools, Globalized education, E-learning, Communication, Technology, Blogs
Research Article
Adem Uzun, Aysan Senturk
CONTEMP EDUC TECHNOL, Volume 1, Issue 3, pp. 196-207
ABSTRACT
Purpose of this study is to compare students’ course achievement and attitudes towards computers in computer literacy course between two course delivery methods: Blended and face-to-face (FTF). Using a pretest-posttest control group experimental design model, participants were assigned to experimental and control groups purposefully in order to achieve group equivalency. The study was conducted during the fall of the 2006-2007 academic year. Participants were 179 students from the Faculty of Education at Uludag University in Turkey. 86 students were taught with the blended mode of delivery, which involved using both FTF and online modes of instruction; 93 students were taught with FTF mode alone. At the beginning of the study, prior knowledge about computer literacy and attitudes towards computers were measured in both groups. At the end of the study, students’ final course scores and attitude scores towards computers were evaluated. Data were analyzed using independent samples t-tests. A statistically significant difference was found between the FTF and blended group (p < 0.05). The analysis showed that the blended group was more successful than the traditional group in terms of both course achievement and attitudes towards computers.
Keywords: Blended learning, Face-to-face instruction, Computer literacy, Attitudes toward computers
Research Article
Saidatul Maizura Sahimi, Farah M. Zain, Nabila A. N. Kamar, Noorizdayantie Samar, Zuraidah A. Rahman, Omar Majid, Hanafi Atan, Fong Soon Fook, Wong Su Luan
CONTEMP EDUC TECHNOL, Volume 1, Issue 2, pp. 175-185
ABSTRACT
This paper describes the impact of the degrees of realism (unrealistic, moderately realistic and highly realistic) of the pedagogical agent on student’s achievement during online learning in terms of gender. Three modes of the e-learning portal with appropriate degrees of realism, namely, Online Learning with a Cartoon Pedagogical Agent (OLCPA), Online Learning with a Moderately Realistic Pedagogical Agent (OLMRPA) and Online Learning with a Highly Realistic Pedagogical Agent (OLHRPA) were developed and implemented. A quasi-experimental 3x2 factorial design was employed; independent variables were three degrees of realism, the dependent variable was achievement scores, and the moderator variable was gender of students. The subjects were 130 Form Four students (16 years old) from Malaysian secondary schools who were randomly assigned to groups. Analysis of variance (ANOVA) was employed to analyze data. The findings of the study suggest that there was no significant difference in the students’ achievement among the three degrees of realism in terms of their genders; both genders achieved almost the same across different degrees of realism. The reasons for the observed results are discussed and elaborated.
Keywords: Online learning, Pedagogical agent, Degree of realism, Gender issues
Research Article
Fethi A. Inan, Raymond Flores, Michael M. Grant
CONTEMP EDUC TECHNOL, Volume 1, Issue 2, pp. 148-159
ABSTRACT
Adaptive Web-Based Learning Environments (A-WBLEs) provide mechanisms to individualize instruction (e.g., content, interface, strategies, and assessment) for learners based on their individual differences. In this paper, various adaptive methods influencing the design of AWBLEs are explained and how these methods aim to address individual differences is discussed. Empirical evaluations of adaptive systems are synthesized and four levels for categorizing AWBLEs are created to provide a guideline for future design and development of A-WBLEs.
Keywords: Adaptive Web-based learning environments, Individual differences, Online learning, Individualized instruction, Adaptive hypermedia
Research Article
Metin Argan, Necip Serdar Sever
CONTEMP EDUC TECHNOL, Volume 1, Issue 2, pp. 118-133
ABSTRACT
The purpose of this study was to investigate the constructs of edutainment applications and their relationships during marketing communication courses. A sample of 347 undergraduate students completed a 27-item questionnaire to gather research data. The confirmatory factor analysis revealed five valid constructs: Participation and interaction, perceived learning effects, drama and practice, instructor and classroom atmosphere, and story and material. These constructs were further analyzed by the structural equation modeling (SEM), which indicated that four of the constructs were found to be effective on the perception of learning. Instructor and classroom atmosphere was revealed to have a direct (mediating) impact on perceived learning, whereas other constructs had an indirect effect on perceived learning. It appears that the research findings would help tertiary institutions to develop more learner-centered approaches to learning, and will certainly help marketing individual courses at the micro level.
Keywords: Edutainment, Entertainment, Marketing Communication Education, Experiential Learning
Research Article
Ali Simsek, Jale Balaban
CONTEMP EDUC TECHNOL, Volume 1, Issue 1, pp. 36-45
ABSTRACT
The purpose of this study was to assess the most commonly used learning strategies of undergraduate students and how these strategies were related to their academic performance. Toward this purpose, a 60 item Likert scale was administered to a sample of 278 undergraduate students. The students were selected based on their cumulative grand-point-average as the most successful and the least successful five senior-year students from each majoring area in the faculties of arts, engineering, science, communication, and sports. The Cronbach’s Alpha reliability coefficient of the scale was 0,93. Results showed that successful students used more, varied, and better learning strategies than unsuccessful students. Female students were more effective in selecting and using appropriate strategies than male students. There were a variety of differences among fields of study; students of fine arts used the strategies least, while students of sports used them the most. The most preferred group of strategies was metacognitive strategies, whereas the least preferred group was organization strategies. The same pattern was found for the level of success, gender, and field of study. The results overall imply that certain strategies contribute to student performance more than other strategies, and majority of university students are aware of this situation.
Keywords: Cognitive strategies, Higher education, Learning strategies, University students
Research Article
Steven M. Ross, Gary R. Morrison, Deborah L. Lowther
CONTEMP EDUC TECHNOL, Volume 1, Issue 1, pp. 17-35
ABSTRACT
Today, the exponential growth of technology usage in education, via such applications of distance education, Internet access, simulations, and educational games, has raised substantially the focus and importance of educational technology research. In this paper, we examine the past and present research trends, with emphasis on the role and contribution of research evidence for informing instructional practices and policies to improve learning in schools. Specific topics addressed include: (a) varied conceptions of “effective” technology uses in classroom instruction as topics for research, (b) historical trends in research approaches and topics of inquiry; (c) alternative research designs for balancing internal (rigor) and external (relevance) validity; and (d) suggested directions for future research. Attention is devoted to describing varied experimental designs as options for achieving appropriate rigor and relevance of research evidence, and using mixed-methods research for investigating and understanding technology applications in complex real-life settings.
Keywords: Educational technology research, Technology and learning, Research designs and trends, Impact of technology on learning
Research Article
Robert D. Tennyson
CONTEMP EDUC TECHNOL, Volume 1, Issue 1, pp. 1-16
ABSTRACT
Employing my research and practical experience in the field of educational psychology, with a specialty in instructional design and technology, I would like to reflect on the theoretical foundations of instructional design. My purpose is to show the growth of the field through theories associated with learning psychology and educational technology. Both human psychology and technology are the main foundations for instructional psychology. Evaluation and assessment continue to be integral to the field but more in the form of tools. Included is my view of the field in reference to work I and my colleagues have done in what we label as a linking theory of instructional design. That is, linking learning theory directly with research findings and practice I argue that educators need to clearly propose and define their own theoretical foundations when engaging in the design of effective learning environments.
Keywords: Instructional technology, Learning theory, Instructional design, Technology, Theoretical foundations