Review Article
Aigul I. Akhmetova, Salima S. Seitenova, Begzod K. Khodjaev, Odinakhon R. Jamoldinova, Saule Z. Yerkebaeva, Kenzhegul U. Kazybayeva
CONT ED TECHNOLOGY, Volume 17, Issue 3, Article No: ep585
ABSTRACT
This study presents the first comprehensive dual-database bibliometric analysis of game-based learning research, investigating its evolution between 2015 and 2024 through analysis of 34,125 documents from Scopus (18,487) and Web of Science (WoS) (15,638) using advanced visualization techniques. The findings reveal consistent field expansion with notable database variations: Scopus demonstrates steady growth while WoS experienced a significant 2020 decline. Citation analysis shows a higher impact on 2015-2018 studies, with Hwang, G. J. as the most influential author and “Computers and Education” as the top journal. Co-keyword analysis reveals distinct conceptual structures—Scopus exhibits two clusters (human-centered studies and game-based learning/serious games) versus three in WoS (education-motivation, health-rehabilitation, technology-design). Thematic analysis demonstrates that game-based learning, serious games, and virtual reality occupy different maturity positions across databases, indicating varied theoretical consolidation. Collaboration networks show US, China, and European dominance, with weaker ties involving developing countries. These findings provide critical insights for educational policymakers and curriculum designers, identifying research clusters to guide targeted funding, collaboration gaps requiring international partnerships, and evidence-based guidance on established versus emerging game-based learning approaches. The dual-database methodology offers comprehensive research landscape mapping that supports strategic decisions in educational technology implementation and research prioritization.
Keywords: game-based learning, bibliometric analysis, scientific mapping, data visualization, research trends
Review Article
Thanapat Sripan, Pattarawat Jeerapattanatorn
CONT ED TECHNOLOGY, Volume 17, Issue 3, Article No: ep584
ABSTRACT
Based on an analysis of 36 peer-reviewed publications from academic databases, including ERIC, Scopus, Web of Science, and Google Scholar, this review article provides an in-depth examination of the current trends, challenges, and future implications of metaverse-based learning in education. To ascertain the quality and applicability of the papers studied, the scoping review applied a thorough methodology that included specific inclusion and exclusion criteria. A thematic analysis approach was employed to extract and synthesize the collected data. To guarantee the consistency and dependability of the results, tools like quality evaluation frameworks and structured data extraction forms were used. Findings revealed that immersive technologies like virtual reality, augmented reality, gamification, and collaborative virtual environments represent key developments that have significantly enhanced student engagement, practical skill development, and individualized learning experiences. However, there are also obstacles including high cost, limited accessibility, teacher readiness, and data concerns about privacy that keep widespread use in resource-poor places. The results show how metaverse technologies have the potential to democratize access to academic excellence, transcend cultural and geographic barriers, and facilitate experiential learning through simulation-based systems. Future studies must deal with these issues by examining the long-term effects of artificial intelligence-powered adaptive learning systems and concentrating on inclusive design, affordable solutions, and the moral use of data. If these barriers are overcome, the metaverse might serve as an essential tool for improving fair, exciting, and cutting-edge education globally.
Keywords: metaverse-based learning, immersive learning, educational challenges, personalized education
Research Article
Wu Xiaofan, Nagaletchimee Annamalai
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep578
ABSTRACT
This investigation utilized a phenomenological approach to investigate the experience of English language educators in employing artificial intelligence (AI) tools into English language learning. The study used purposive sampling and 20 participants were interviewed. The data analysis was guided by Bronfenbrenner’s (1979) ecological systems theory, particularly microsystem, exosystem, and macrosystem. The findings demonstrated that the AI tools enable interactive, personalized, and gamified learning experiences that enhance student engagement, motivation, and English proficiency. The study also emphasized the importance of technological content knowledge and technological pedagogical knowledge in improving instructional methodologies. Challenges, including AI-related distractions and reduced direct interaction between educators and students, were identified, necessitating a balanced integration of these tools despite the inherent advantages. Furthermore, the research underscored the significance of institutional support, which encompasses ongoing professional development and technical assistance, to facilitate the successful integration of AI into education.
Keywords: artificial intelligence, English language learning, phenomenology, qualitative study, technology
Review Article
Klarisa I. Vorobyeva, Svetlana Belous, Natalia V. Savchenko, Lyudmila M. Smirnova, Svetlana A. Nikitina, Sergei P. Zhdanov
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep574
ABSTRACT
In this analysis, we review artificial intelligence (AI)-supported personalized learning (PL) systems, with an emphasis on pedagogical approaches and implementation challenges. We searched the Web of Science and Scopus databases. After the preliminary review, we examined 30 publications in detail. ChatGPT and machine learning technologies are among the most often utilized tools; studies show that general education and language learning account for the majority of AI applications in the field of education. Supported by particular learning approaches stressing student characteristics and expectations, the results show that automated feedback systems and adaptive content distribution define AI’s educational responsibilities mostly. The study notes major difficulties in three areas: technical constraints and data privacy concerns; educational and pragmatic barriers. Although curriculum integration and teacher preparation are considered major concerns, pedagogical challenges come first above technology integration. The results also underline the need for thorough professional development activities for teachers and AI tools for especially targeted instruction. The study shows that the efficient application of AI-enabled PL requires a comprehensive strategy addressing technological, pedagogical, and ethical issues all at once. These results help to describe the current state of AI in education and provide ideas for future developments as well as techniques for its use.
Keywords: artificial intelligence, personalized learning, adaptive learning, intelligent tutoring systems, ethics in AI education
Research Article
Kaur Kiran, Rohaida Mohd Saat, Lieven Demeester, Magdeleine Duan Ning Lew, Wei Leng Neo, Nopphol Pausawasdi, Thasaneeya Ratanaroutai Nopparatjamjomras
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep567
ABSTRACT
Online teaching during the COVID-19 pandemic compelled many instructors to seek efficient and effective ways to stay connected with their students and improve the learning experience by using a wide range of available technologies. This multiple-case study, in three South-East Asian universities, investigated whether the use of technology in university teaching and learning during that period influenced personalized learning, and if so, how. The study also explored the kinds of institutional support for teachers and learners that led to increased technology-enhanced personalized learning (TEPL). Using a qualitative approach, the study analyzed 23 individual interviews and 3 document analyses (circulars, announcements, etc.), involving six administrators (AD), six faculty developers (FD), and eleven instructors. Purposeful sampling targeted AD involved in policy development and strategic planning, FD responsible for professional development programs, and instructors with high teaching evaluation scores and expertise in online learning across various disciplines. Thematic analysis revealed that technology enhanced flexibility in learning pace, time, and place, increased student choice in learning methods, enabled needs-driven teaching adjustments, and provided more and broader personalized feedback, sometimes facilitated by anonymity. The provision of training and resources, including emotional, physical, and infrastructure support for students, facilitated the growth of TEPL. The significance of this study lies in discussing how online teaching, and institutional support for it, facilitated the growth of TEPL. Universities can explore collaborations to further advance this growth.
Keywords: technology-enhanced personalized learning, online teaching and learning, instructors, faculty developers, administrators, university support
Research Article
Sofía Rocha-Castillo, Cynthia Pasquel-López, Yolanda Heredia-Escorza
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep566
ABSTRACT
Evidence indicates that the integration of information and communication technologies (ICT) in education improves knowledge acquisition, reduces socioeconomic disparities, fosters autonomous learning, and develops problem-solving and collaboration skills. Teachers and their professional development play a crucial role in facilitating an effective process and redefining perceptions of ICT in education. The study aimed to examine the implementation of a technological integration initiative in rural, indigenous, bilingual, and multi-grade elementary schools in Chiapas. The study used an action research approach and considered a social intervention. The participants were 166 students from 1-6 grades of primary school, some in single grade, others in multi-grade, and six teachers. We use a variety of action research techniques: participant observation, active listening, in-depth interviews, and teacher surveys. The results suggest that the acceptance and application of educational technology vary among teachers, showing an inconsistent level of adoption at the pedagogical level. It was revealed that, although the integration of technological tools in pedagogical practices tends to be positively accepted, in this case, it has not been fully assimilated with the ease, naturalness, and enthusiasm expected in its daily application. The implementation of this initiative demonstrates the importance of adapting educational innovation projects to the specific needs and characteristics of communities to develop culturally relevant projects.
Keywords: technology-based learning, indigenous education, impact evaluation, technology integration
Research Article
Sonia Triana-Vera, Omar López-Vargas
CONT ED TECHNOLOGY, Volume 17, Issue 2, Article No: ep570
ABSTRACT
This research aimed to determine the effects of motivational scaffolding and adaptive scaffolding on academic and online self-efficacy in learners interacting with a multimedia learning environment within the field of technology. The study involved 146 students from four tenth-grade classes at a public institution in the municipality of Soacha (Cundinamarca-Colombia). The research followed a quasi-experimental design with two independent variables: (1) motivational scaffolding (static and faded by the student) and (2) adaptive scaffolding (fixed and differentiated), it also included two dependent variables; academic and online self-efficacy. A factorial MANCOVA statistical analysis showed a significant interaction of adaptive scaffolding and motivational scaffolding on self-efficacy for online learning. There was also evidence that differential adaptive scaffolding had a substantial effect on academic and online self-efficacy. These findings suggest that the use of motivational and differential pedagogical and/or didactic strategies in virtual learning environments, which integrate scaffolding faded by the student, enhances learners’ personal judgments about their abilities to learn content within the field of technology.
Keywords: self-efficacy, motivational scaffolding, adaptive scaffolding, in computer-based learning environments
Review Article
Alez Lagos-Castillo, Andrés Chiappe, María-Soledad Ramirez-Montoya, Diego Fernando Becerra Rodríguez
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep543
ABSTRACT
It may seem that learning platforms and systems are a tired topic for the academic community; however, with the recent advancements in artificial intelligence, they have become relevant to both current and future educational discourse. This systematic literature review explored platforms and software supporting personalized learning processes in the digital age. The review methodology followed PRISMA guidelines, searching Scopus and Web of Science databases. Results identified three main categories: artificial intelligence, platforms/software, and learning systems. Key findings indicate artificial intelligence plays a pivotal role in adaptive, personalized environments by offering individualized content, assessments, and recommendations. Online platforms integrate into blended environments to facilitate personalized learning, retention, and engagement. Learning systems promote student-centered models, highlight hybrid environments’ potential, and apply game elements for motivation. Practical implications include leveraging hybrid models, emphasizing human connections, analyzing student data, and teacher training. Future research directions involve comparative studies, motivational principles, predictive analytics, adaptive technologies, teacher professional development, cost-benefit analyses, ethical frameworks, and diverse learner impacts. Overall, the dynamic interplay between artificial intelligence, learning platforms, and learning systems offers a mosaic of opportunities for the evolution of personalized learning, emphasizing the importance of continuous exploration and refinement in this ever-evolving educational landscape.
Keywords: improving classroom teaching, data science applications in education, human-computer interface, learning communities, distributed learning environments
Research Article
B. Herawan Hayadi, Taqwa Hariguna
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep558
ABSTRACT
This study explores the factors influencing student engagement and behavioral intention towards mobile learning platforms, with a focus on widely used platforms in Indonesia, such as Ruangguru, Zenius, and Quipper. A total of 375 questionnaires were distributed, out of which 363 were deemed valid and used for analysis. The research employed structural equation modeling with partial least squares to analyze the data, aiming to uncover the key determinants driving the adoption of mobile learning. The findings highlight the significant impact of perceived usefulness (PU) on students’ attitudes toward mobile learning, emphasizing the crucial role of perceived utility in shaping positive attitudes. However, the study also reveals that the direct influence of PU on behavioral intention towards mobile learning is minimal, suggesting that attitude toward mobile learning plays a critical mediating role in this relationship. Additionally, the study demonstrates that perceived entertainment and facilitating conditions have substantial effects on shaping attitudes and behavioral intentions, underscoring the importance of enjoyment and support systems in fostering student engagement. The structural model developed in this research offers strong explanatory power, providing a comprehensive understanding of the factors that contribute to the success of mobile learning platforms. The insights gained from this study offer valuable guidance for educators and developers seeking to enhance mobile learning experiences and improve educational outcomes through targeted interventions that address these key determinants.
Keywords: mobile learning platforms, student engagement, behavioral intention, structural equation modeling, educational technology
Research Article
Cao Tuong Dinh
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep552
ABSTRACT
In the rapidly evolving landscape of online education, understanding what drives student satisfaction is crucial for designing effective learning experiences. The study examines the factors influencing English as a foreign language (EFL) students’ satisfaction with online cooperative learning (CL) in massive open online courses (MOOCs). Employing a mixed-methods approach, the research investigates how different aspects of CL contribute to student satisfaction and identifies challenges students face in such environments. Quantitative data were gathered from 374 students through a structured survey, while qualitative insights were derived from semi-structured interviews with 16 participants. The findings suggest that CL enhances academic performance, engagement, and social interaction among students. However, challenges such as language barriers, unequal participation, and technological issues were also highlighted. The study emphasizes the importance of clear task assignments, effective leadership, and structured collaboration to mitigate these challenges. The research underscores the need for further exploration into the nuanced experiences of EFL students in MOOCs, particularly concerning cultural and linguistic factors that may influence their learning outcomes. These insights contribute to the broader understanding of how CL can be optimized in online education settings to enhance student satisfaction.
Keywords: online cooperative learning, MOOCs, constructivism theory, higher education
Research Article
Jhon Holguin-Alvarez, Juana Cruz-Montero, Jenny Ruiz-Salazar, Raquel Leonor Atoche Wong, Irene Merino-Flores
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep551
ABSTRACT
The application of gamification methods is still complex for most Latin American teachers who apply gamified pedagogies. Many confuse their nature with cognitivist classes that are totally confusing when using gamified tools for active learning of their students. The background information states the reduction of academic obstacles for students to perform at a high level, especially when participating in an interactive and combinatorial way with gamification technologies offered by the teacher. We tested the effects of the D-S-F[IR] proposal (dynamics, strategies, feedback, and interactive reinforcement), replicating gamified pedagogical phases with virtual applications, the use of video games in academic underachievement; and a follow-up verbal interactive reinforcement. The method made it possible to develop between 1,600 and 1,800 verbal didactic interactions of knowledge (orientation, questioning, and reassuring). The approach consisted of 60 reinforcement sessions (± 8 months of implementation), for 140 students with low cognitive performance at school (range[age] = 8.5-12.5), who were previously selected and randomly assigned to three comparison groups (EG[1] = 47; EG[2] = 47; CG = 46). The results were evidenced by performance tests, reporting significant improvements in mathematics cognitive performance (F = 53.316; p < 0.05). A specific analysis of performance in science and communication allowed for significant improvement (F = 93.119; F = 85.770; p < 0.05), although no differentiating effects were evident between the experimental groups. It is important to conclude that mixed gamification was responsible for the reduction of the low level of school cognitive performance.
Keywords: gamified learning, cognitive processes, learning to read, mathematical skills, scientific competences
Research Article
Anh Tuan Pham
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep550
ABSTRACT
Blended massive open online courses (bMOOCs) have emerged as a potential educational model that combines conventional in-person instruction with online learning. The investigation into students’ level of interaction in bMOOCs is significant to the effective implementation of bMOOCs in higher education. This study investigates the perceived level of student interaction with their peers, instructors, content, and technology in bMOOC environments, the relationship between their interaction and satisfaction, and ways of enhancing student interaction. This research employs a mixed-method data collection approach, including qualitative semi-structured interviews and quantitative data analysis, with the participation of 339 students at a higher education institution in Vietnam. The findings reveal that students’ perceived level of interaction was quite high. Student interaction in offline classes was preferred to the massive open online courses environment. Besides, student interaction types and their satisfaction were positively correlated. The paper also addresses possible suggestions for maximizing student interaction in bMOOC environments and practical implications for educational practices in higher education.
Keywords: blended learning, MOOCs, interaction, Coursera
Research Article
Abbas Bodaubekov, Shakhrizat Agaidarova, Talgat Zhussipbek, Davronzhon Gaipov, Nuri Balta
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep548
ABSTRACT
This study investigates the effectiveness of feedback provided by teachers versus feedback generated by the Write & Improve platform in enhancing the writing skills of senior undergraduate students enrolled in a “two foreign language” program at a private university in Kazakhstan. The quasi-experimental design involved four teachers, each teaching one control and one experimental class, totaling eight groups of students. Pre- and post-tests were conducted over a period of five weeks, focusing on task achievement, coherence and cohesion, lexical resource, grammar and accuracy, and overall score. Data analysis included descriptive statistics, Mann-Whitney U tests for pre-test comparisons, and MANCOVA analyses for post-test comparisons. Results show no significant difference in the impact of Write & Improve feedback compared to traditional teacher feedback across multiple dimensions of the writing test, both within individual teachers’ classes and when combined. Longitudinal analysis reveals fluctuating scores over time with no consistent improvement. Thus, the study concludes that the Write & Improve tool is equally effective as teacher feedback in improving students’ writing skills. This implies that educational institutions can potentially integrate technology-based feedback systems like Write & Improve alongside traditional teaching methods to enhance student learning outcomes in writing proficiency.
Keywords: AI feedback, English language, student learning outcomes, teacher feedback, Write & Improve tool
Review Article
Julia A. Krokhina, Irina I. Kruse, Elmira R. Khairullina, Gasangusein Ibragimov, Lyubov V. Kochneva, Olga V. Pashanova
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep542
ABSTRACT
Mobile learning presents many benefits to lecturers, students, and universities. It provides the opportunity for all to access information anytime and anywhere and also promotes learning autonomy and mobility. This paper aims to systematically analyze publications on mobile learning in higher education conducted over twenty years by providing knowledge to help researchers in this area. The data were obtained from the Scopus database. A total of 587 peer-reviewed publications were analyzed. The results show that the number of articles increased significantly after 2016, and there was an upward trend after 2018. Our results regarding prolific journals show that many articles in this field were published in several prominent journals. Our results revealed that 91 countries contributed to research worldwide, and the most productive institutions are from different continents. In addition, results indicated that recently published countries on the topic are India, Saudi Arabia, Thailand, Indonesia, and Germany. Regarding research trends, our results yielded three research clusters. The first cluster focused on building a learning environment for students, while the second cluster included research on mobile learning in medical education. In addition, the third cluster investigated young adults’ use and perceptions of mobile phones in learning through surveys and questionnaires. Moreover, the results we obtained demonstrated that recent studies also focused on academic performance and augmented reality was a trending topic before academic performance.
Keywords: mobile learning adoption, mobile learning, higher education, m-learning, research trends
Research Article
Salima Aldazharova, Gulnara Issayeva, Samat Maxutov, Nuri Balta
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep538
ABSTRACT
This study investigates the performance of GPT-4, an advanced AI model developed by OpenAI, on the force concept inventory (FCI) to evaluate its accuracy, reasoning patterns, and the occurrence of false positives and false negatives. GPT-4 was tasked with answering the FCI questions across multiple sessions. Key findings include GPT-4’s proficiency in several FCI items, particularly those related to Newton’s third law, achieving perfect scores on many items. However, it struggled significantly with questions involving the interpretation of figures and spatial reasoning, resulting in a higher occurrence of false negatives where the reasoning was correct, but the answers were incorrect. Additionally, GPT-4 displayed several conceptual errors, such as misunderstanding the effect of friction and retaining the outdated impetus theory of motion. The study’s findings emphasize the importance of refining AI-driven tools to make them more effective in educational settings. Addressing both AI limitations and common misconceptions in physics can lead to improved educational outcomes.
Keywords: AI assisted learning, force concept inventory, GPT-4, physics education
Research Article
Rongrong Huang, Nagaletchimee Annamalai
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep537
ABSTRACT
To equip students with 21st century skills to be competent global citizens and succeed academically and professionally, information and communication technology tools are being utilized to facilitate deep learning in higher education. This study integrated a small private online course (SPOC) with face-to-face (F2F) classroom learning to design and implement a blended English as a foreign language (EFL) course for deep learning. A mixed-method design was employed to investigate the learning experiences and perceptions of EFL students in the SPOC-based blended learning (BL) environment. The primary objective was to examine whether and how the teaching, social and cognitive presences were established from the perspective of the community of inquiry (CoI) model. Participants were 60 students enrolled in an eight-week English communicative course in a Chinese college. Quantitative data was obtained from the CoI and BL surveys, while qualitative data was gathered through individual interviews with 10 students. The results showed that a CoI was established, and deep learning happened in both SPOC and F2F learning areas with a more salient teaching presence in the SPOC area, a stronger social presence and a higher frequency of resolution phase reached in the F2F area. Furthermore, learners expressed satisfaction with the BL course, perceiving it as effective for English language acquisition. Pedagogical implications were offered to assist educators and institutions in optimizing the use of SPOC-based BL to enhance deep learning.
Keywords: SPOC, deep learning, blended learning, EFL learning, community of inquiry
Review Article
Pan Qi, Nurul Farhana Binti Jumaat, Hassan Abuhassna, Li Ting
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep529
ABSTRACT
This systematic literature review aims to offer an in-depth analysis of the existing research landscape regarding the application of the flipped classroom approach within the domain of language learning. The investigators methodically selected and analyzed 57 papers from 656 documents using a systematic and rigorous approach to literature selection. Our findings demonstrate the significant international impact of this field, with contributions from many countries and districts as well as globally excellent academic institutions. This review examines multiple areas of research, including improving students’ perceptions and attitudes in flipped classrooms, language proficiency, motivational factors, etc. In addition, the research methods employed were evaluated, with a particular emphasis on mixed methods which combined the quantitative method with the qualitative method. Even though the application of flipped classrooms in language learning has achieved some achievements, some limitations are obvious. The most notable are the problem of sample size, the difficulty of technology integration, the lack of teacher training, the singularity of language research, etc. The research gaps revealed in this literature review, indicate interesting possibilities for future research. The diversity of research languages, the multiplicity of research methods, the integration of advanced technologies, and intensive teacher training will be significant of the area focus. This systematic literature review not only enriches the existing knowledge system but also has the potential to the direction of the development of flipped classrooms in language learning.
Keywords: flipped classroom, language learning, systematic literature review, SLR
Review Article
Liu Dan, Hasnah Binti Mohamed
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep526
ABSTRACT
The widespread use of contemporary flipped classrooms for teaching, especially in language learning, provides new insights. Flipped classrooms are two important aspects of language learning that produce impactful outcomes and understanding. It is essential that these processes be used to strengthen the system of language learning. We used PRISMA statement templates for bibliometric analysis. The analysis is based on publications from 2014 to 2023. We examined and analyzed 309 databases from Scopus to gain insights into flipped classrooms and language learning. Concurrently, distinct inclusion and exclusion standards were applied for the screening process. Through a bibliometric analysis, we have determined the distribution of publications on the impact of flipped classrooms on language learning between 2014 and 2023. Additionally, we have identified the most significant journals and authors, the prominent countries engaged, the primary research keywords, and the key subject areas explored. This study illustrates trends and suggestions for flipped classroom and language learning. Suggestions are also made to improve students’ academic performance by making full use of the effects of flipped classroom on language learning.
Keywords: flipped classroom, flipped learning, language learning, bibliometric analysis
Research Article
Marta Montenegro Rueda, José Fernández Cerero, Daniel Fernández Cerero, Eloy López Meneses
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep525
ABSTRACT
Online learning in higher education has established itself as a key educational strategy that transforms the teaching and learning process in universities. In this context, it is crucial to examine the different effects that this method can generate in order to identify both the opportunities and challenges that teachers face when adopting this modality. The aim of this research is to analyse the perspectives of online learning, focusing on the advantages and challenges it presents in higher education. The information was collected through semi-structured interviews with 47 teachers from the University of Cadiz and the University of Seville. The analysis of the data obtained highlights the benefits that online learning offers, such as flexibility and accessibility, as well as the difficulties related to technical problems and access to technology. The results underline the significant opportunities that online learning offers to improve the educational process, provided that the necessary teacher support and training is available. This study also provides valuable recommendations to guide future teachers and researchers in the effective integration of this method in higher education.
Keywords: online learning, higher education, digital learning, impact, educational innovation
Research Article
Yeol Huh, Dabae Lee, Charles Reigeluth
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep523
ABSTRACT
Studies have indicated that self-regulated learning is critical for 21st century learners and lifelong learners, and it can also explain students’ learning outcomes. In the current learner-centered instruction, especially in online learning environments, self-regulated learning has become a more critical element for students’ success. Given the previous findings that self-regulated learning is teachable, this study attempted to examine what kinds of supports teachers at U.S. K-12 online schools provided to their students to develop self-regulated learning skills and how teachers provided those supports. The roles of technology in such teachers’ practices were also examined. The results showed that teachers provided students with more direct guidance instead of helping them understand and develop self-regulated learning by themselves. Implications for practices to support the development of students’ self-regulated learning, such as personalization, learning community, and balance between teacher-regulated learning and self-regulated learning were discussed.
Keywords: K-12 online, self-regulated learning, teacher support
Research Article
Sugiyanto, Chatarina Muryani, Dannis Ni’matussyahara
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep521
ABSTRACT
Indonesia’s geographical positioning along the ‘Ring of Fire’ exposes it to frequent seismic activities, making effective disaster mitigation education crucial. Current educational strategies may not adequately foster the necessary empathy and understanding among students regarding the socio-environmental impacts of disasters. This study aims to develop and evaluate a digital learning platform designed to enhance GeoCapabilities in students, particularly focusing on the social-environmental empathy dimension. The objective is to improve students’ empathetic responses to disaster scenarios through integrated disaster mitigation pedagogy. Utilizing the design-based research method, this research involved a systematic blend of iterative development and evaluation phases to refine educational interventions. Data collection was achieved through a combination of qualitative feedback from students and quantitative pre-and post-test measures to assess empathy levels. Data analysis involved statistical testing to determine the effectiveness of the digital learning platform in enhancing empathetic capabilities among learners. The research reveals that the digital learning platform (D-Learning), significantly improves students’ empathy towards disaster impacts. Students demonstrated a deeper understanding and emotional engagement with the content, highlighting an increase in their ability to empathize with affected communities. The findings suggest that the scalability of D-Learning can be tailored to different regions, providing a valuable tool for enhancing disaster preparedness worldwide. The integration of technology and empathy-focused pedagogy in disaster education could serve as a model for developing similar educational programs globally, aiming to foster a more resilient and empathetic future generation.
Keywords: digital learning, disaster mitigation, empathy, GeoCapabilities
Review Article
Ali Simsek
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep518
ABSTRACT
There are many factors affecting educational practices. Changes in these factors create serious transformations in education. Some of the transformations are visible that imply a predictable future, while others have blurred influences which make the future forecasts difficult. Educational technologies often come and go but they all leave their marks on education when they are prevalent. In order to get prepared for the future, educators need to know which technologies will be dominant in the future practices of education. This article attempts to highlight the technologies that will be used commonly in the future education. It appears that virtual classroom, artificial intelligence, learning analytics, mobile applications, smart devices, extended reality, open educational resources, gamification, cloud computing, network society, post-truth, digital learning objects, online collaboration will be popular elements of educational practices in the future. On the other hand, social media, metaverse, and wearable technologies will lose their popularity in education to some degree. It is also likely that some of the current technologies will be modified while new ones will emerge to accommodate educational needs of the future.
Keywords: future education, future educational technologies, emerging learning environments, education in the future
Review Article
Olga V. Sergeeva, Ekaterina V. Zvereva, Yuliya P. Kosheleva, Marina R. Zheltukhina, Alexey I. Prokopyev, Denis A. Dobrokhotov
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep514
ABSTRACT
This article has crafted a detailed bibliometric review of gamified learning in higher education which provides the reader a broad scientific background and an overview of relevant publications and their up-to-date status in this growing domain. The study examines the spread of publications over the time, revealing a development of a dynamic curve from minor to peak in 2021, and then leveled-off of activity in the rest of the years. There is special focus on high-achieving authors and institutions that are praised by the work for their key contributions to the field of gamified learning research. The aspect of global geographical distribution of gamified learning studies in the literature is expounded. While the USA and Turkey rank first in this regard, they also head the discourse. The role of key journals and a citation analysis provide the evidence of the highly reputable and established place the gamified leaning has in higher education. This bibliometric review offers important information about the multifaceted aspects of gamified learning and subsequently may be used by future researchers to dig deeper and contribute to the literature.
Keywords: gamified learning, higher education, bibliometric review
Research Article
Nicole L. Weber, Corine McCarthy, Katie Campbell, Hannah Bauer
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep510
ABSTRACT
As new technologies and learning practices emerge, the way instructional design and learning technology (IDLT) professionals conduct their work evolves. With this constant evolution comes a change in employer expectations of IDLT professionals. This convergent mixed methods study analyzed 130 IDLT-related position descriptions and interviewed 12 IDLT leaders from the K12, nonprofit, higher education, and corporate sectors to identify current expectations related to degree qualifications, knowledge, skills, and abilities expected from IDLT professionals. Results included a preference for a master’s degree-level qualification, at times due to bureaucracy, and an interest in the combination of academic preparation with instructional design experience. Additionally, employers shared that they were interested in an advanced understanding and adaptable application of IDLT theories, models, and frameworks, as well as a need for non-specific IDLT skills (e.g., communication and collaboration) and familiarity with IDLT-related technologies (e.g., learning management system and course authoring software). These results provide valuable insight for those looking to join IDLT field, current IDLT professionals interested in upskilling, and educational programs preparing future IDLT professionals for the workforce.
Keywords: instructional design, learning technology, K12, higher education, corporate, non-profit, KSAs, knowledge, skills, abilities
Review Article
Izida I. Ishmuradova, Alexey A. Chistyakov, Alexey D. Chudnovskiy, Elena V. Grib, Sergey V. Kondrashev, Sergei P. Zhdanov
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep508
ABSTRACT
This study looks closely at research papers about blended learning (BL) from the last 10 years (2014-2023). It pulls information from Scopus and Web of Science (WoS). By using both, it gives a full picture of what is being published and what’s important in BL research. The search found 1,704 articles in Scopus and 1,545 in WoS. After putting them together and removing duplicates, there were 2,455 articles for the study. The study used a Bibliometrix R to look at who published a lot, which countries and schools did most, who worked together, and which articles got mentioned a lot. Each year, the number of articles grew by about 15.58%. Most of these, 93.00%, were articles. Universities in Australia were among those that wrote the most. “Education and Information Technologies” and “International Journal of Educational Technology in Higher Education” were often cited, which shows they have big roles in this research area. Some of the main researchers who connect a lot of the work are Zhu, Graham, and Jackson. It is found that keywords “higher education”, “online learning”, “students”, and “COVID-19” are very common in discussions and help shape the research being done. While much research comes from Australia and the West, there is also growing work from Asia and the Middle East. This shows that BL is becoming important in different parts of the world. But there’s a chance to get more research from less wealthy countries. This study puts together a clear picture of BL research. It looks at what’s been published, who talks to who, and which places are doing the work. The research has grown who the main people are, where there’s a gap between different regions, and what we should think about for the future. This can help make policies and change how we teach.
Keywords: bibliometrics, blended learning, higher education, research impact, knowledge mapping
Research Article
Soonri Choi, Hongjoo Ju, Jeein Kim, Jihoon Song
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep507
ABSTRACT
Computer-supported collaborative learning is an instructional technique to solve complex tasks. One of the key factors to enhance collaboration is increasing the level of interdependence among the collaborators. This study was conducted to examine if the heterogeneous knowledge held by each member promoted by heterogenous instructional sequencings enhances the level of interdependence during collaboration. A quasi-experiment was conducted with college seniors preparing for their careers in a Shinhan University located in Gyeonggi-do, South Korea. The experiment consisted of two phases: one was, where students gained prior knowledge using homogeneous or heterogeneous complex-task sequencing. The other was, where they collaborated with each other using a computer-supported tool. The results showed the statistically significant difference between the two groups in terms of extraneous collective cognitive load, intrinsic motivation, and learning transfer. The collaborative groups of members, which utilized heterogeneous instructional sequencings during the individual learning phase showed relatively lower extraneous collective cognitive load, and higher intrinsic motivation in three consecutive collaborative sessions except for the first. As well as groups of members had higher learning transfer results. Implications and limitations were further discussed on results.
Keywords: collaborative learning, computer-supported collaborative learning, conservation of resource theory, collective cognitive load theory, complex-task instructional sequencings, intrinsic motivation
Research Article
Kate Tzu-Ching Chen
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep506
ABSTRACT
This study assessed the readiness and perceptions of 215 secondary school teachers in Taiwan regarding distance English as a foreign language (EFL) learning. Data collection encompassed survey questionnaires, which were refined based on a pilot study. The responses underwent analysis using descriptive statistics, one-way ANOVA, and the Pearson correlation coefficient in the most recent iteration of SPSS. In addition, content analysis was conducted on follow-up interviews. The findings indicated a noteworthy degree of readiness among teachers for distance EFL learning, nonetheless the challenges arising from the abrupt transition to distance education during the COVID-19 pandemic. While teachers exhibited confidence in their ability to navigate EFL distance learning, they also accentuated the necessity for specialized training and institutional support to effectively manage its demands. Despite their preference for traditional in-person classes, teachers acknowledged the importance of ongoing support and training to enhance the quality of instruction in digital EFL learning contexts, emphasizing the need for continuous development in this newly developed teaching trend to align with evolving educational landscapes.
Keywords: distance education and online learning, K-12 education, computer-assisted language learning, English teaching
Research Article
Asmahan Masry-Herzallah, Abeer Watted
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep505
ABSTRACT
During the COVID-19 outbreak, Israel’s higher education system swiftly transitioned to emergency-adapted online distance learning. Yet, limited research has assessed effectiveness of online learning (EOL) for Arab students in Israel. This study delves into Arab students’ EOL perceptions, focusing on cognitive and emotional aspects. Using a quantitative method, it explored the link between technological self-efficacy (TS), mindfulness ability (MA), and EOL during the pandemic among students from three Israeli academic institutions (N=378). Results showed a positive association between TS and EOL. Further, MA moderated TS-EOL relationship. Men demonstrated higher TS than women. There were noticeable EOL differences between undergraduate (pre-service teachers) and graduate (in-service teachers) students, with the latter exhibiting an advantage. This research contributes to the evolving discourse on post-pandemic online learning, shedding light on potential gender disparities and highlighting the importance of both TS and MA for successful online learning. The findings have implications for instructional designers, educators, policymakers, and academic programs.
Keywords: COVID-19 crisis, online learning effectiveness, technological self-efficacy, gender differences, mindfulness ability
Review Article
Othman Abu Khurma, Fayrouz Albahti, Nagla Ali, Aiman Bustanji
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep503
ABSTRACT
This PRISMA-based literature review aims to assess and analyze the measurement of student engagement dimensions within AI ChatGPT interactions. The central question is how to effectively evaluate these dimensions using established methods and leverage insights to enhance AI ChatGPT’s capacity to foster student engagement. The systematic review of PRISMA methodology identifies 16 relevant peer-reviewed research. All relevant and eligible research according to PRISMA methodology are analyzed to comprehend the intricacies of student engagement in AI ChatGPT interactions. The synthesis of these findings unveils the current state of knowledge on AI ChatGPT’s influence on student engagement and uncovers opportunities for future research. This review underscores AI ChatGPT’s potential as an educational tool, offering personalized experiences that bolster student engagement and learning outcomes. The systematic review established that, even though using ChatGPT has many advantages such as enhancing student engagement and academic involvement and supporting inquiry-based learning. However, there are some negative aspects such as lacking empathy and human emotions, limited contextual understanding, increased technology dependence and possibility of Inaccurate or Biased Information. In summary, this PRISMA-based review contributes to understanding the measurement of student engagement within AI ChatGPT. It identifies best practices, laying the foundation for further research and development. By optimizing AI ChatGPT’s effectiveness, educators and developers can craft more engaging and tailored learning experiences, ultimately enhancing educational outcomes.
Keywords: artificial intelligence, ChatGPT, teaching, learning, student engagement
Research Article
Gulten Genc, Muhammed Nazif Kutlu, Ozge Kirmizibayrak
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep501
ABSTRACT
In recent years, the widespread use of online learning environments and tools, especially with the outbreak of the COVID-19 pandemic, has brought students’ readiness for online learning and their ability to manage their own learning processes to the fore. This study aims to investigate the online learning readiness (OLR) and self-directed learning skills of English language learners at a state university in Turkey. For this purpose, a cross-sectional, descriptive study methodology was employed. The study group consisted of 202 randomly selected first-year volunteer students. An information form and two scales were used to collect data. Additionally, the effects of some demographic factors on EFL students’ OLR and self-directed learning skills were also investigated. The results of the study revealed that university students have a moderate level of self-directed learning and readiness to learn in the online environment. As another result of the study, it was determined that various independent variables had an impact on the participants’ OLR levels. In parallel with the findings of the study, some pedagogical strategies were discussed and suggested.
Keywords: readiness for online learning, self-directed learning, English as a foreign language, higher education, technology in education
Review Article
Hassan Abuhassna, Mohamad Azrien Bin Mohamed Adnan, Fareed Awae
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep499
ABSTRACT
To enhance education, we conducted a comprehensive investigation into integrating instructional design models (IDMs) and learning theories in this systematic literature review. We methodically selected and analyzed 25 publications from a pool of 1,102 documents using the preferred reportinfg items for systematic reviews and meta-analyses framework to guarantee a rigorous and systematic approach to literature selection. Our results demonstrate the worldwide span of study on this topic, including contributions from prestigious academic institutions and scholarly journals. This examination explores both the benefits and drawbacks of combining IDMs with learning theories. Noteworthy positives include increased student motivation, support for innovative teaching methods, and the development of complex and diverse learning environments. However, several shortcomings were observed. most notably relating to accessibility problems, evaluation difficulties, and questions about the adaptability of such integrated techniques. Our findings have implications for a broad range of stakeholders, including educators, instructional designers, and students functioning in a variety of educational contexts. The increase of learner motivation, the creation of novel pedagogical tools, the refining of teacher training programs, and the promotion of interdisciplinary learning methods are significant areas of focus. In addition, our evaluation uncovered a number of gaps in the current literature, indicating intriguing possibilities for future research. The examination of holistic learning environments, the untapped potential of integrated systems, the incorporation of educational robots into pedagogical tactics, and the refining of schema assessment approaches are notable research fields. By providing these insights, this systematic review not only adds to the current body of knowledge, but also has the potential to shape the future trajectory of educational practices, so acting as a significant resource for boosting learning outcomes in a variety of educational environments.
Keywords: instructional design models, learning theories, systematic literature review, SLR
Review Article
Kai Hu, Arumugam Raman
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep497
ABSTRACT
This systematic literature review (SLR) explores the integration of e-learning in universities, emphasizing a comprehensive approach that intertwines various mainstream perspectives. Despite numerous studies on e-learning implementation evaluation, few have holistically considered financial, human, technical, and policy factors. This review used PRISMA guidelines and sources from Scopus, Google Scholar, ERIC, SAGE, and ProQuest. Of 26 analyzed studies, seven core themes emerged: Policy, financial, technical, human, institutional factors, others, and an integrated perspective, further distilled into 13 sub-themes. Findings highlight the importance of an integrative framework for evaluating e-learning, underscoring the interplay between macro and institutional policies. Additionally, the authors recommend cross-national comparisons and data synthesis from stakeholders, including students, educators and directors, to fully grasp e-learning implementation dynamics. Distinctively, it adopts an integrated perspective, filling the research gap by emphasizing overlooked financial considerations and presenting a comprehensive view through an SLR. By drawing insights from human, finance, technical, and policy perspective, the study provides a multidimensional lens on e-learning. This forward-looking approach not only captures the current state of e-learning integration but also charts future research directions, establishing its originality and significance in higher education.
Keywords: an integrated perspective, holistic integration of e-learning, systematic literature review, universities
Research Article
Tobias Alexander Bang Tretow-Fish, Md Saifuddin Khalid
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep496
ABSTRACT
Existing methods for software requirements elicitation, five-point Likert scales and voting methods for requirements prioritization, and usability and user experience evaluation methods do not enable prioritizing the learning analytics dashboard requirements. Inspired by management and product design field, this research applies Kano’s two-factor theory to prioritize the features of learning analytics dashboards (LADs) of adaptive learning platform (ALP) called RhapsodeTM learner, based on students’ perceived usefulness to support designers’ decision-making. Comparing usability and user experience methods for evaluating LAD features, this paper contributes with the protocol and a case applying Kano method for evaluating the perceived importance of the dashboards in ALP. The paper applies Kano’s two-factor questionnaire on the 13 LADs features of RhapsodeTM learner. Responses from 17 students are collected using a questionnaire, which is used to showcase the strength of the two-factor theory through five tabular and graphical techniques. Through these five tabular and graphical techniques, we demonstrate the application and usefulness of the method as designers and management are often carried away by the possibilities of insights instead of actual usefulness. The results revealed a variation in the categorization of LADs depending on the technique employed. As the complexity of the techniques increases, additional factors that indicate data uncertainty are gradually incorporated, clearly highlighting the growing requirement for data. In the case of RhapsodeTM learner platform, results based on the students responses show that 11 of 13 LADs being excluded due to low significance level in categorization (technique 1) and low response rate.
Keywords: adaptive learning platforms, Kano’s two-factor theory, learning analytics dashboard, design methods
Review Article
Krishnashree Achuthan, Vysakh Kani Kolil, Sharanya Muthupalani, Raghu Raman
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep493
ABSTRACT
The accelerated adoption of distance learning in post-pandemic times has resulted in increasing research publications and review studies in a short time. This necessitates the exploration of a large corpus of academic publications for effective distance learning and learning strategies. As distance learning stakeholders have assimilated the transactional approach to understanding distance learning, transactional distance theory (TDT) is relevant to understand ways to reduce the distance between learners and educators for maximum effectiveness of distance learning. Our study applies TDT to review distance learning from a supply perspective and as a tool to ensure the improved quality of distance learning. This paper has two key contributions: we have presented evidence synthesis and conducted a foresight exercise. Following preferred reporting items for systematic reviews and meta-analyses guidelines, 275 documents published between 1994 and 2022 were identified for review. Our analysis revealed patterns, relationships, and trends in the application of TDT in various distance learning contexts. Most TDT research is conducted in social sciences (83.7%), with computer science accounting for 42.6% of the studies. The course materials’ structure and design have also received considerable attention, with around 40.0% of the research focused on this area. For distance learning, studies revolve around factors such as student engagement, satisfaction, and TDT, which examine the distance between learners and instructors in various learning environments. Through systematic review and meta-analysis, we identify the three thematic areas in TDT research on distance learning. We have chartered themes on the effect of alternate design distance learning platforms on learner success, pushing the development boundaries in distance learning success through TDT, and the practical processes for designing successful distance learning courses via TDT-based pedagogical frameworks. In doing so, we streamline research in TDT and distance learning thematically and provide insight into further work. In addition, this study analyzed the relationships between sustainable development goal (SDG) and TDT literature. The co-citation analysis suggested that the strongest links were observed between education and innovation (SDG 4 and SDG 9), followed by education and gender equality (SDG 4 and SDG 5).
Keywords: bibliometrics, sustainable development, SDG, e-learning, TDT, transactional distance, science mapping
Research Article
Narin Nonthamand
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep492
ABSTRACT
This study aims to design a video-based learning environment using workflow and scaffolding to enhance self-instructional video production ability of pre-service teacher and to explore the impacts of the use of the designed video-based learning environment on learning. The methodology was divided into two main phases. In the first phase, a video-based learning environment was designed using workflow and scaffolding. In the second phase, the impacts of the use of the developed video-based learning environment on learning were investigated. The samples were 47 undergraduate students at the School of Education, University of Phayao. The results were, as follows: (a) The design draft of the developed video-based learning environment was appropriate, and the revision was made according to six criteria: (1) instructional media, (2) content, (3) learning activities, (4) communication devices, (5) learning management systems, and (6) screen design. The analysis of related studies and documents, the instructional video production process consisted of three steps: (1) design, (2) development, and (3) video delivery. (b) The comparison of scores on the instructional video production knowledge test revealed that the pre-service teachers’ average post-test score was higher than the average pre-test score with a statistically significant difference at the .05 level. The assessment of instructional videos, it was found that the pre-service teachers in the field of humanities obtained a higher score than those in the field of science. Male pre-service teachers received a higher score than female pre-service teachers. The average suit-ability score indicated the overall appropriateness of the developed video-based learning environment.
Keywords: video-based learning environment, workflow, scaffolding, instructional videos, self-instructional video production ability
Research Article
Niurka Guevara-Otero, Elena Cuevas-Molano, Ana M. Vargas-Perez, María Teresa Sánchez Rivera
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep490
ABSTRACT
The research evaluates the impact of face-to-face and online flipped learning (OFL) on the academic performance in students of single-degree (SD) and double-degree (DD), compared to that achieved in the traditional methodology. A descriptive, quasi-experimental, cross-sectional, quantitative study was carried out with a sample of 223 university marketing and communication students. The study was conducted in three phases: before, during, and after the COVID-19 pandemic. Results align with previous studies, which find that flipped learning (FL) face-to-face yields higher performance than traditional methodology. Like other studies, the highest scores in asynchronous activities were found for DD students. However, this study reveals that those adopting FL, both online and face-to-face, demonstrated superior academic performance compared to SD students using the traditional method in practical assessments. Notably, DD students who used OFL methodology outperformed their SD peers who used the traditional method in the overall subject score and in the synchronous and asynchronous activities. Furthermore, although modality did not influence the ratings of FL methodology; DD students who experienced this methodology online or face-to-face reported more positively on their attitudes, perceptions, interactions, academic results, and perceived satisfaction than SD students. These findings contribute to understanding of how the adoption of diverse learning methods and modalities influence the performance, attitudes, perceptions, interactions, results, and satisfaction of SD and DD students in the fields of marketing and communication. In conclusion, university business education institutions can enhance student performance and satisfaction by expanding DDs offerings and integrating active learning methods.
Keywords: flipped learning, single and double degrees, online and traditional learning, academic performance, student satisfaction
Research Article
Jung Sun Sung, Wen-Hao David Huang
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep489
ABSTRACT
This study identifies women college engineering students’ perception of online Science, technology, engineering, and mathematics (STEM) learning and factors that influence their learning motivation during the COVID-19 period. By conducting interviews with ten women engineering students and applying attention, relevance, confidence, and satisfaction (ARCS) model, this study aims to answer two questions: (1) How did women college engineering students perceive their experience with online STEM learning during the pandemic? (2) What category/categories based on ARCS motivational design model primarily account for women college engineering students’ learning motivation with online STEM learning during the pandemic?
The results show that the online learning format influenced women college engineering students’ perception regarding their academic plans, learning styles, learning environments, peer learning, and learning satisfaction. The most influential categories from ARCS model were ‘confidence’ and ‘attention’. Findings suggest that the online STEM learning format influenced women college engineering students’ learning motivation. The online format led to (1) low expectations for attention category when analyzed using ARCS model, (2) anticipation of more self-control, and (3) a desire for more peer interactions in their online STEM learning.
As students would have new expectations for the role of online learning due to their experience during the pandemic, assessing women students’ emerging motivational needs for STEM online learning is critical in developing a more inclusive instructional system design process in the future.
Keywords: motivation, motivational design, STEM, women engineering, online learning, inclusive design
Research Article
Alfiya R. Masalimova, Marina R. Zheltukhina, Olga V. Sergeeva, Zhanna M. Sizova, Philipp N. Novikov, Albina R. Sadykova
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep488
ABSTRACT
The proliferation of technology and the heightened significance of e-learning in the midst of the COVID-19 pandemic transformed the perspectives and attitudes of educational stakeholders toward educational technology. The objective of this research was to explore the attitudes of higher education students toward e-learning. Data collection was conducted via a questionnaire. The findings demonstrated that the key benefit of e-learning, as reported by a substantial majority (77.0%) of participants, is the convenience of studying from home. This is closely followed by the advantage of learning at one’s own pace, as 69.4% of respondents expressed. A considerable proportion (58.8%) highlighted the comfort factor associated with e-learning, along with the cost-saving aspect of reduced expenses on accommodation and transportation. Other advantages included the ability to access course materials remotely (57.6%) option to record meetings online (51.1%), regarding disadvantages of e-learning, the majority (59.4%) of respondents indicated that e-learning limits interaction with others, followed by social isolation (44.1%), lack of self-discipline (43.5%), internet problems (43.5%). The results showed that e-learning was perceived to be less effective compared to conventional face-to-face learning. Also, we showed that, in general, there is no significant relationship between socio-demographic variables and attitudes toward e-learning. Only a few significant relationships were found regarding demographic variables on attitudes. We made educational implications for the next studies on our results.
Keywords: higher education students, university students, undergraduate students, e-learning, attitudes
Research Article
Gilber Chura-Quispe, Raúl Alberto Garcia Castro
CONT ED TECHNOLOGY, Volume 16, Issue 1, Article No: ep486
ABSTRACT
The aim of the research was to verify whether the techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) improves the level of academic essay production in university students. The research approach was quantitative, explanatory-experimental, and quasi-experimental in design. The sample consisted of 109 students enrolled in the faculty of engineering of a university in Tacna. In the experimental group (A=40) TPD-FLACW was implemented and in the control groups traditional individual writing (B=29) and traditional team writing (C=40) were applied. TPD-FLACW was validated by 16 expert judges (CVCtc=.934, k=.392, p=.000) and applied between September and December 2022-II. A rubric was used to assess the pretest and posttest. The results indicate that in the pretest there were no significant differences between the three groups (H=.286; p>.05), but in the posttest, the experimental group obtained a high and significant improvement in the level of academic essay production (H=24.863, p<.05, ε2>.200) in comparison with groups B and C. There are also significant differences in the dimensions of superstructure, macrostructure, microstructure and textual stylistics. The students rate the proposal positively and recommend it. In conclusion, TPD-FLACW improves the level of academic essay production of university student.
Keywords: techno-pedagogical design, flipped learning, collaborative writing, academic essays
Review Article
Duong Huu Tong, Tien-Trung Nguyen, Bui Phuong Uyen, Lu Kim Ngan
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep482
ABSTRACT
Mobile learning (m-learning) is a crucial educational technology for teacher education due to its significant benefits and the development of mobile technology. This study’s objective is to conduct a systematic review and present a recent synthesis of the m-learning literature from 2018 to 2023 in teacher education relating to subject publication year, geographic distribution, matter domains, mobile devices and technologies used, research methodologies used to examine the implementation of m-learning, results for pre-service teachers, as well as benefits and challenges of m-learning adoption. The study used the systematic review methodology and PRISMA guidelines. A list of 27 studies was included from several relevant studies in four, Google Scholar, Mendeley, ScienceDirect, and Scopus, databases using inclusion and exclusion criteria to evaluate the full text after screening the titles and abstracts. The results of this study show that m-learning has garnered interest in numerous nations worldwide, applied in different subject matter domains with the use of various mobile devices and technologies. More significantly, the findings show that using mobile learning to learn positively impacts how pre-service teachers develop their knowledge, skills, and attitudes. Additionally, adopting this learning style recently in teacher education has certain advantages and challenges, requiring lecturers, pre-service teachers, and institutions to have the necessary equipment for knowledge, skills and facilities to achieve efficiency. Consequently, the results of this study can be used as a guide for research on m-learning in the future and contribute to the body of knowledge about this pedagogical strategy for teacher training.
Keywords: m-learning, pre-service teacher, systematic review, teacher education
Research Article
Blanka Klimova, Katarina Zamborova
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep481
ABSTRACT
With the advancement of technologies, disabled students are being cared for to progress in their education through assistive technologies (AT). They ensure the inclusion of the target group to make them equal with their peers who do not suffer from disabilities. Unfortunately, there is only scarce research on this margin group in connection with technology. Therefore, the aim of the systematic review is to conduct research on the best practices, pedagogical implications, and limitations for the target group using AT. The results based on the review of empirical studies on the research topic conducted between 2013 and 2023 suggest that the best practices of AT are coming from recent years, specifically from 2017, and countries ranging from Europe to Indonesia and Thailand. Pedagogical implications suggest that the learners using AT are becoming more autonomous, independent and successful in academic achievements. Limitations within the study include the fact that AT needs to be more developed and accessible to learners along with more specialized training of specialists and teachers. Future research on the topic should be aimed at better equipment for these learners with AT.
Keywords: assistive technology, assistive technology, learning, English as a foreign language, systematic review
Research Article
Mohammed AbdAlgane
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep476
ABSTRACT
Due to the quick effects of the COVID-19 pandemic on the educational system, English instructors were required to retrain and build a new normal in order to prepare for an online classroom while still keeping their teaching style and professional identity. The study’s overarching goal was to look at how English teachers’ developing senses of who they are as professionals have affected their views on remote learning. 135 Middle Eastern English as a foreign language (EFL) teachers were surveyed for the research. Responses to a questionnaire based on the teacher professional identity scale and semi-structured interviews with 13 participants provided the data for this analysis. Content analysis was used to categorize the codes representing the qualitative information gleaned from the semi-structured interviews. It seems that many EFL teachers were unprepared for the pedagogical and technical problems they faced while teaching English to foreign students online, and this has had a profoundly destructive impact on the instructors’ professional identities as they migrate away from teaching in-person. The findings revealed that the participants’ long-term engagement with Edu-Tech during and after their formal education significantly influenced their perception of themselves as professionals. Possible avenues for further research include action research, increasing faculty and staff awareness, and continuous professional development.
Keywords: e-learning, COVID-19 pandemic, information and communication technologies, professional identity of teachers
Research Article
Kornwipa Poonpon, Paiboon Manorom, Wirapong Chansanam
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep475
ABSTRACT
Automated essay scoring (AES) has become a valuable tool in educational settings, providing efficient and objective evaluations of student essays. However, the majority of AES systems have primarily focused on native English speakers, leaving a critical gap in the evaluation of non-native speakers’ writing skills. This research addresses this gap by exploring the effectiveness of automated essay-scoring methods specifically designed for non-native speakers. The study acknowledges the unique challenges posed by variations in language proficiency, cultural differences, and linguistic complexities when assessing non-native speakers’ writing abilities. This work focuses on the automated student assessment prize and Khon Kaen University academic English language test dataset and presents an approach that leverages variants of the long short-term memory network model to learn features and compare results with the Kappa coefficient. The findings demonstrate that the proposed framework and approach, which involve joint learning of different essay representations, yield significant benefits and achieve results comparable to state-of-the-art deep learning models. These results suggest that the novel text representation proposed in this paper holds promise as a new and effective choice for assessing the writing tasks of non-native speakers. The result of this study can apply to advance educational assessment practices and promote equitable opportunities for language learners worldwide by enhancing the evaluation process for non-native speakers
Keywords: automated essay scoring, non-native speakers, machine learning, long short-term memory network, Thailand
Research Article
Emily Hope Morrison, Dimitrios Vlachopoulos
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep473
ABSTRACT
Globally, schools were faced with mandatory shutdowns in the wake of the recent COVID-19 outbreak. To avoid disruption in the education process, teachers and students used alternative education strategies and solutions, switching to emergency remote teaching and learning (ERTL). This change was completely unanticipated, and thus can only be perceived as a reactionary measure. The purpose of this basic qualitative study is to explore the experience of secondary students regarding ERTL, as well as their satisfaction with the tools used in the science curriculum. Challenging the assumption that the learning experience during ERTL would be similar in most subject areas, this qualitative study focuses on the aspects of the science curriculum that were complex to offer in an online setting, including experimentation and modelling of phenomena. To achieve this purpose, three focus groups with grade 8 students from an international school were conducted. Most of the participants described ERTL experience as having a predominantly negative affect on their engagement and academic performance, mainly because of their poor home learning environments, the duration of remote teaching, and the distractions that derive from the ongoing use of the Internet. At the same time, the findings revealed that, beyond the accessibility and interactivity appropriate technologies can offer, the use of tools like gamified pop-quizzes, video applications and interactive simulations can enhance the learning experience. The procedure followed for this research is easy to replicate at different contexts and, thus, generate enough data to reimagine science education from the lessons learned during ERTL.
Keywords: emergency remote teaching and learning, secondary education, science curriculum, qualitative research, technology for science curriculum, educational technology
Research Article
Hsin-Ming Hsieh, Alex Maritz
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep472
ABSTRACT
Flipped instruction has garnered significant interest in higher education for its potential to enhance student motivation and self-regulated learning. This quasi-experimental study examined the impact of flipped teaching on motivation and self-directed learning attributes among 106 entrepreneurship students at universities in Taiwan. Students completed pre- and post-intervention surveys measuring intrinsic motivation, extrinsic motivation, and facets of self-directed learning. Bayesian paired samples t-tests revealed that flipped instruction significantly increased both intrinsic and extrinsic motivation. Self-directed learning attributes including internal processes, behavioral approaches, and environmental preferences also improved following the flipped teaching intervention. Additionally, machine learning models were developed to predict students’ final exam scores based on pre-intervention motivation, self-directed learning, and learning expectations. A linear regression model accounted for 59.1% of variance in exam scores, with pre-learning expectations emerging as the strongest positive predictor. However, pre-intervention intrinsic motivation intriguingly showed a negative relationship with predicted exam performance. Overall, this study provides preliminary evidence that flipped instruction can increase student motivation and self-directed learning capabilities. The predictive modeling also suggests complex interactions between attributes in influencing academic achievement. Further research with larger, more diverse samples is recommended to validate the motivational and self-regulatory benefits of flipped teaching for higher education students.
Keywords: flipped teaching, learning motivation, self-regulated learning, learning expectation
Review Article
Galiya A. Abayeva, Gulzhan S. Orazayeva, Saltanat J. Omirbek, Gaukhar B. Ibatova, Venera G. Zakirova, Vera K. Vlasova
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep471
ABSTRACT
The concept of ubiquitous learning has emerged as a pedagogical approach in response to the advancements made in mobile, wireless communication, and sensing technologies. The domain of ubiquitous learning is distinguished by swift progression, thereby presenting a difficulty in maintaining current knowledge of its developments. The implementation of bibliometric analysis would enable the tracking of its development and current status. The objective of the present investigation is to perform a thorough bibliometric examination of the domain of ubiquitous learning. This research aims to discern significant attributes, patterns, and influencers within the discipline by analyzing scholarly works. The primary objective of this study is to provide a comprehensive depiction of the salient characteristics and patterns exhibited by the datasets employed in ubiquitous learning research, namely Scopus, Web of Science (WoS), and merged datasets. Additionally, the study seeks to trace the historical development of publications in this domain and to ascertain the most noteworthy publications and authors that have exerted a significant impact on this field. This study provides an extensive bibliometric analysis of ubiquitous learning, examining output from Scopus, WoS, and a merged dataset. It highlights the field’s growth and the rising use of diverse data sources, with Scopus and the merged dataset revealing broader insights. The analysis reveals an interest peak in 2016 and a subsequent decline likely due to incomplete recent data. Documents, predominantly articles, differ across databases, underscoring the unique contributions of each. The study identifies “Lecture Notes in Computer Science” and “Ubiquitous Learning” as major research sources. It recognizes Hwang, G.-J. as a highly influential author, with Asian institutions leading in research output. However, Western institutions also show strong representation in WoS and merged databases. Despite variations in total citation counts, countries like China, Switzerland, and Ireland contribute significantly to the field. Terms like “mobile learning” and “life log” have vital roles in bridging research clusters, while thematic maps reveal evolving trends like mobile learning and learning analytics. The collaborative structure and key figures in ubiquitous learning are illuminated through network analysis, emphasizing the importance of cross-database analysis for a comprehensive view of the field.
Keywords: bibliometric analysis, Scopus, ubiquitous learning, WoS
Research Article
Sri Gunawan, Chich-Jen Shieh
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep470
ABSTRACT
This research investigates the effect of multiple intelligences (MIs) teaching strategy with technology-enriched environments on business administration students’ self-efficacy, confidence, and learning outcomes. The study involved 276 participants from a university’s business administration department, undergoing an international business course. A range of technology-based activities incorporating MI strategies was employed, exploring key topics such as globalization, corporate social responsibility, and market segmentation. Hypothesis testing revealed that high expectations and changes in viewpoints positively impacted self-concept, ability, and motivation, contributing to improved learning outcomes. The integration of technology in teaching facilitated these transformations, demonstrating how digital tools like virtual reality, interactive platforms, and online tutorials can enhance learning experiences. However, the effect on learning gain varied when viewpoints changed, indicating a need for further research into the differential impact of technology on learning outcomes. Despite some limitations, the study offers compelling evidence supporting the integration of MIs teaching strategy with technology-enriched environments in business administration education. Future studies should further explore the role of emerging technologies in this context.
Keywords: multiple intelligences teaching strategy, technology-enriched environments, technology education, motivation in learning, technology integration in teaching
Research Article
Nagla Ali, Ieda M. Santos, Rehab AlHakmani, Othman Abu Khurma, Myint Swe Khine, Usama Kassem
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep469
ABSTRACT
It is becoming increasingly vital for the next generation of students to acquire problem-solving, critical thinking, and collaborative skills for them to be successful in the 21st century. The use of technology greatly bolsters the integration of these skills. Robotics, one of the many emerging arrays of technologies, presents learners with challenges and opportunities for developing innovative ideas, critical thinking, and higher-order thinking skills. As a result, the Ministry of Education in Dubai realized these potentials and took an essential step in the form of the distribution of Lego Mindstorms Education kits to schools with the goal of encouraging teachers to use these kits in their classrooms. This research study aimed to investigate teachers’ perceptions of a training on Lego Mindstorms in terms of content, methodology, activities, and recommendations. In addition, the study investigated how teachers perceived Lego Mindstorms based on TAM model. A total of 59 high school (cycle 2) teachers participated in the current study. The data from the teachers were collected using both quantitative and qualitative approaches. Data analysis consists of descriptive statistics and thematic analysis. Teachers showed positive perceptions of robotics integration, emphasizing its potential to enhance teaching and learning. Their willingness to learn and adapt, combined with their recommendations for enhanced training methods, highlights the importance of continuous professional development for effective robotics integration. Teachers expressed the need for more practical training, hands-on activities, and a balance between theoretical and practical aspects. A positive correlation between perceived learning usefulness, perceived teaching usefulness, perceived ease of use, attitudes, and teachers’ intention to use Lego Mindstorms in their future teaching was found.
Keywords: robotics, TAM model, teaching usefulness, learning usefulness, behavioral intentions
Review Article
Chamil Arkhasa Nikko Mazlan, Mohd Hassan Abdullah, Mohd Azam Sulong, Ashardi Abas, Mohamad Rohieszan Ramdan, Abdul Rahman Safian, Dayang Rafidah Syariff M. Fuad
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep468
ABSTRACT
This scoping review investigates the potential of bite-sized learning approach in music education. The review identified articles from Scopus and ERIC databases, revealing that bite-sized learning is widely discussed in the field of ICT, mathematics, and medicine. Bite-sized learning is pedagogical and pragmatic, providing easy access, convenience, and reducing cognitive load. The study suggests that music educators can incorporate bite-sized learning by refining music content into manageable small units, utilizing flexible platforms such as TikTok, and tailoring the approach according to learner interests. Bite-sized learning can improve the quality of learning by creating an enjoyable, useful, and understandable learning session, reducing time to mastery, and improving mental health. Moreover, bite-sized learning can align with the 21st century learning traits such as personalization. This review highlights the potential of bite-sized learning in music education and recommends further research to examine its effectiveness in various instruments and related subjects. The study concludes that bite-sized learning can be recognized as a pragmatic, flexible, brevity and personalized learning approach that aligns with the needs of modern learners for the 21st century.
Keywords: bite-sized learning, music education, pedagogue, teaching and learning approach, 21st century learning
Research Article
Kate Tzu-Ching Chen
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep467
ABSTRACT
The present study aimed to examine the barriers faced by Taiwanese university English as a foreign language (EFL) instructors when incorporating mobile-assisted language learning (MALL) into their teaching, and to explore how these barriers are influenced by the instructors’ background characteristics. To assess the variables, a survey questionnaire was developed and administered to a sample of 350 university instructors. Additionally, interviews were conducted with a subset of instructors to complement and clarify the quantitative data. The findings indicated that university EFL instructors encountered moderate barriers when integrating MALL into their teaching practices. Furthermore, the study identified significant differences in the barriers experienced based on the amount of time instructors dedicated to MALL on a daily basis. Both quantitative and qualitative data highlighted the importance of time as a critical factor for successful MALL integration. As a recommendation, it is advised that university administrators consider reducing instructors’ workload to facilitate the seamless integration of MALL.
Keywords: mobile-assisted language learning, English as a foreign language, barrier, technology integration
Research Article
Carmen Ricardo, Camilo Vieira, Roxana Quintero-Manes, John Cano
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep465
ABSTRACT
While some students had experience receiving online education prior to the COVID-19 pandemic, the emergency remote modality offered a different experience given that higher education faculty had limited time for planning and, most of them, did not have any experience in online education. This research aims to identify the differences between undergraduate students’ perceptions and preferences on emergency remote and online education. Researchers identified a set of online education courses–that pre-existed COVID-19 times–and courses that were transformed into remote education courses–designed as a response of the COVID-19 emergency. Participants of this study are a group of students who, during the same academic semester, participated in both online and (emergency) remote courses. Researchers used a survey to understand students’ perceptions and preferences assessing their experiences in different dimensions (e.g., interaction and evaluation). Researchers used the add-on preferential groups model to identify which of the two modalities was preferred by the students for each dimension. The quantitative analysis was complemented using content analysis of responses to open-ended questions, seeking to gain a better understanding of students’ perceptions and preferences between online and emergency remote education. The results show that students have a positive view of the online and remote modalities; however, each of these modalities offers students advantages for specific dimensions. For example, the remote modality was preferred for having greater interaction among peers and with the instructor. On the other hand, online education provided more flexibility. Students suggested improving assessments’ approaches and instructors’ technological skills for both modalities.
Keywords: emergency remote education, preferences, perceptions, online learning, higher education
Research Article
Semiyu Adejare Aderibigbe, Abdel Rahman Ahmed AbdelRahman, Abdalla Falah ELMneizel, Fakir Al Gharaibeh
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep461
ABSTRACT
Computer-supported collaborative learning (CSCL) pedagogies, platforms, and tools are prevalent in higher education due to their pervasive capabilities to enhance students’ engagement, communication, and learning. However, it is reported that CSCL tools, media, and platforms may not yield the desired results if not planned, utilized, and managed strategically. Facilitating students’ learning through CSCL may require a non-hierarchical approach, such as peer mentoring, for sustainably valuable outcomes. Using this approach successfully will also require contextual diagnostic analysis and exploration. This study was, therefore, conducted to explore the means to effectively deploy peer mentoring to enhance CSCL involving 227 undergraduate students in an Emirati university. Data were collected using a questionnaire with quantitative and qualitative elements. Data analyses were done using descriptive statistics and thematic coding. Findings show that students are well-disposed to peer mentoring as a measure for enhancing CSCL regardless of their demographic characteristics, as they could learn from each other and develop transferrable skills. However, students indicated that the process could be challenging with language barriers, technological issues, and distractions. Even so, the findings show that peer mentoring in CSCL could be enhanced with students’ participation in the exercise made voluntary and the availability of different CSCL platforms, among others.
Keywords: peer mentoring, CSCL, undergraduate students, collaborative learning, United Arab Emirates
Review Article
Carlos A. Lara-Alvarez, Ezra Federico Parra-González, Miguel A. Ortiz-Esparza, Héctor Cardona-Reyes
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep459
ABSTRACT
Virtual reality (VR) is rapidly gaining popularity and becoming more accessible. Numerous studies have examined the effectiveness of this technology in educational settings. This article provides a summary of the evidence regarding the efficacy of virtual environments for elementary education. A meta-analysis was conducted to combine the findings of independent experimental studies. The studies included in this review were sourced from reputable databases such as Web of Science, Scopus, IEEE, ACM, and ScienceDirect. The results indicate that students who learn in a virtual environment achieve higher learning scores compared to those in traditional classrooms (standard mean difference [SMD]=0.64, 95% CI [0.36, 0.92], p<0.001). Additionally, the findings suggest that learning in a tethered VR environment is equally effective as learning through mobile VR. Furthermore, there were no significant differences in scores when different media materials were used for the control group. This review emphasizes the advantages of employing mobile VR for learning in contrast to using tethered VR.
Keywords: virtual reality, elementary school, student learning outcome, academic achievement, tethered VR, mobile VR, VR platforms, immersive technology
Research Article
Premika Farsawang, Noawanit Songkram
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep456
ABSTRACT
The COVID-19 pandemic led to a rapid transition to online learning, thereby significantly impacting higher education. This study examines the experiences of students, instructors, and university administrators from 22 Thai universities during the pandemic and explores the potential consequences for the future of higher education. Utilizing a mixed-methods approach, data were gathered through focus group discussions with 30 participants and a survey conducted with 510 undergraduate, graduate, and postgraduate students. The findings highlight the importance of flexibility, technology integration, and adaptability in curricula and instructional methods to enable effective online learning. Additionally, the study emphasizes the need for continuous improvement in the education sector, driven by the rapidly changing demands of the job market and the evolving nature of technology. Practical steps to be taken include prioritizing student learning outcomes, fostering digital literacy among instructors and students, and promoting collaboration across disciplines. Future research should examine the long-term impact of the pandemic on higher education and explore additional strategies for supporting students and instructors in the next normal.
Keywords: online learning, higher education, flexibility, technology integration, COVID-19, adaptability
Review Article
Warakon Phommanee, Boonrat Plangsorn, Sutithep Siripipattanakul
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep453
ABSTRACT
Learning experience design (LXD) is a new wave in educational technology and learning design. This study was conducted to clarify conceptual change to practice by applying a systematic literature review to a combination text mining and bibliometric analysis technique to visualization network. Based on the study selection articles from SCOPUS. Our research questions focused on the changing concept, the elements of dimensionality, and the process or practice of LXD. The findings showed that 152 articles were finally selected to be analyzed. Conceptualizing LXD is currently underway in design thinking and user research methods with emphasis on the empathize process. Moreover, three dimensions to consider including (1) design dimension focus on user experience design in a technology context, (2) learning dimension focus on instructional design and learning theory, and (3) standard dimension focus on assessment and evaluation in learning goal and project management. In addition, five steps cycle for practice follows: research learners as users and learning goals, design with ideate, develop prototyping, validity testing, and launch and follow-up. These factors enhance learning engagement and aesthetics for a great learner experience and learning efficacy.
Keywords: conceptual to practice, learning experience design, systematic review, text data, bibliometric analysis
Research Article
Niurka Guevara-Otero, Elena Cuevas-Molano, Esteban Vázquez-Cano, Eloy López-Meneses
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep451
ABSTRACT
The objective of this study was to identify university student profiles with different levels of predisposition and usage of digital competences in social communication and collaborative learning (CSCCL) as well as technology use in information search and treatment (CSTI). The sample comprised 383 students from three state universities in Spain. The study employed a questionnaire called “basic digital competences 2.0 in university students” (COBADI). Chi-squared automatic interaction detection (CHAID) algorithm was used for data analysis due to its capability to handle both quantitative and qualitative variables, enabling profiling and the generation of predictive models with easily interpretable graphical representations (decision trees). The results revealed a high level of digital competence in socialization and execution of tasks online, managing digital tools for planning study time, and using resources for information searching and browsing. These findings align with previous works on collaborative writing on the Internet and digital competence. However, students demonstrated low digital competence in data analysis processes and image production using social software apps, which has been linked to task complexity and heavy workload in other studies. Interestingly, the students’ sociodemographic characteristics (age, sex, and university attended) did not influence their predisposition towards the analyzed digital competences. In conclusion, enhancing effective digital teaching in higher education can be achieved by incorporating the teaching of critical analysis of information, addressing information overload, providing instruction on social software apps, and emphasizing collaborative learning. These strategies aim to help students acquire and apply knowledge relevant to the current job market.
Keywords: digital competence, university, collaborative learning, social communication, ICT, CHAID algorithm
Research Article
Santi Pratiwi Tri Utami, Andayani, Retno Winarni, Sumarwati
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep450
ABSTRACT
Research shows that artificial intelligence (AI) technology positively influences students’ writing skills, but this area has yet to be touched by Indonesian researchers. This study aims to map perception, obstacles, and recommendations for optimizing use of AI in teaching academic writing in Indonesian. This article focuses on a case study of three senior high schools in Central Java, Indonesia. It employs quantitative and qualitative data. The researcher collected the data using questionnaires presented with Likert scale, followed by an in-depth interview through mobile instant messaging interview. Findings show that (1) AI-based learning tools help students to do academic research, especially in the planning step, to identify and develop the topics, as well as in the drafting step, to develop a paper draft, (2) AI-based learning tools are deemed flexible in accessibility despite not being able to cover all necessities required by students in writing process, (3) students are interested in using AI technology in academic writing class so that learning process will not be boring. Although AI has been used in academic writing classes, tools have not positively impacted quality of students’ academic papers in all indicators. There are several obstacles to using AI, namely (1) need for more available feature, especially in editing Indonesian text, and (2) in contrast, the features still need to be optimized. These are the recommendations for the optimization of AI-based learning tools, which are (1) adding features to edit Indonesian text, including spelling, diction, and sentence structure, and (2) enhancing AI literacy to be able to explore and leverage the existing features optimally. This research has yet to accommodate the possible coverage in checking the originality and accuracy of the written product assisted by AI-based learning tools, which could become a focus for future researchers.
Keywords: perception, AI technology, learning tools, academic writing
Review Article
Lyudmila S. Chikileva, Alexey A. Chistyakov, Maryana V. Busygina, Alexey I. Prokopyev, Elena V. Grib, Dmitry N. Tsvetkov
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep449
ABSTRACT
The purpose of this research is to review peer-reviewed articles on the effects of e-learning on the academic performance of university students. The SCOPUS database was searched for peer-reviewed articles. The data obtained were analyzed using the content analysis method. Twenty-seven articles were found in journals indexed in the SCOPUS database and considered suitable for this study. Two researchers used the content analysis method to determine the effects of the articles reviewed. The results showed that studies in this area have increased in intensity in recent years. These studies were generally conducted over five years. It was found that quantitative methods were predominantly chosen. Researchers published most articles in 2021 and 2022. Most of the studies reviewed used a quantitative design, and only seven articles chose an experimental research design. Most studies were conducted in Pakistan, Saudi Arabia, Spain, India, Iran, and Turkey. The results show that different measurement instruments or tools were used to measure students' academic achievement. The impact of the peer-reviewed articles on the impact of e-learning on college students' academic achievement was examined in four categories. These categories are detailed in the results. Finally, pedagogical conclusions are drawn in light of the results obtained.
Keywords: e-learning, university students, academic achievement, review
Research Article
Saif Alneyadi, Yousef Wardat
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep448
ABSTRACT
The study aimed to examine the influence of ChatGPT on the academic performance and learning perception of eleventh-grade students in a United Arab Emirates school in the field of electronic magnetism. The participants were randomly divided into two groups: an experimental group granted access to ChatGPT and a control group without access to ChatGPT. The research spanned four weeks, during which the experimental group was instructed to utilize ChatGPT whenever they required assistance with the course content. The study employed a mixed-methods design, collecting both quantitative and qualitative data to assess the impact of ChatGPT on student learning and perception. Quantitative data was gathered through pre-/post-test surveys, measuring participants’ course achievement and perception of learning with ChatGPT. Qualitative data was collected via open-ended survey questions, allowing participants to provide feedback and suggestions for improvement. The study revealed that ChatGPT had a positive influence on student achievement and perception of learning in the field of electronic magnetism. The experimental group displayed significant enhancements in their scores on the post-test measuring the impact of ChatGPT on student achievement, exhibiting higher mean scores across all subscales compared to the control group. Furthermore, both male and female participants acknowledged ChatGPT as a valuable learning tool, offering suggestions for enhancing its functionality. The study suggests that ChatGPT is an effective tool for enhancing student learning and achievement in specific academic domains. However, further research is needed to explore its generalizability to other contexts and disciplines, as well as to address potential challenges and limitations of ChatGPT use in education.
Keywords: ChatGPT, electronic magnetism, learning enhancement, natural language processing, student perception
Research Article
Paula Charbonneau-Gowdy, Dánisa Salinas, Juan Carlos Oyanedel, Héctor Magaña
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep446
ABSTRACT
The deep disruption to education caused by the move to online learning during COVID-19 was unprecedented. While most educational stakeholders adapt to the transition back to a “new normal”, it seems an obvious time for constructivist reflection on the lessons learned. The aim of this longitudinal inquiry was to examine the experiences of higher education learners in Chile during the pandemic for potential insights to be gained. The focus was on students in multi-disciplinarian fields and the changes to their perspectives, practices, and identities. Working within the qualitative paradigm, data was gathered using interviews (n=22), surveys (n=1,054, n=1,137, n=205) and field notes. Learners’ experiences were mapped against contemporary e-learning theory and 21st century learner identity goals. Through this lens, pedagogical practices, course designs, and uses of technology reflected in online spaces were found to influence learners and their learning in complex ways. Two key themes emerged in the analysis: (1) exposure to conventional pedagogy, information transfer and assessment-driven designs and technology challenges online, left students discouraged with their learning progress and disparaging of their future workplace preparedness and (2) students who experienced learner-centered practices online, supported by contemporary learning theory and community-building course designs and technologies, underwent transformative changes to their learning and identities and feeling confidently qualified for their post study careers. In view of the increasing role e-learning will play in this century, we believe further empirical research of this kind into a myriad of global, digital learning contexts, could help transform online learning and learners in our new post pandemic reality.
Keywords: online learning, COVID-19 online experiences, contemporary online learning theories and goals, instructional design, learner identity, transforming learning online
Research Article
Katarina Zamborova, Blanka Klimova
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep445
ABSTRACT
The article presents the research of empirical mixed methods on the use of a modern mobile reading app compared to traditional forms of teaching in English business classes in higher education in Slovakia. The research belongs to the theoretical frame of the mobile assisted language learning field that has generated an interest since the early 1990 thanks to the development of mobile technologies, their features, and their functions all over the world. The research sample consisted of 40 freshman students from the University of Economics in Bratislava who were equally divided into control and experimental groups. The experimental treatment lasted one semester and was based on analyzing books on a biweekly basis from Blinkist, the reading app based on the protocol the authors created, where three higher-level thinking domains of Bloom’s taxonomy (Anderson & Krathwohl, 2001) were identified. Students were also asked to read/listen to the books every week. Even though the current findings indicate no relationship between enhancing English reading skills and incorporating reading apps in a foreign language learning, SWOT analysis from focus group interviews shows different results. It is regarding the positive perception of working with the reading app in business English classes. Based on these findings, the authors make pedagogical implications about using reading apps as a part of the curriculum of blended learning in business English classes in higher education.
Keywords: mobile assisted language learning, reading apps, business English class, digital native students, mixed research methods, university setting, Slovakia
Review Article
Muslimat G. Akhmedova, Gasangusein I. Ibragimov, Nina I. Kryukova, Natalya A. Galchenko, Larisa Y. Lutskovskaia, Zhanna M. Sizova, Marat R. Minkin
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep444
ABSTRACT
This article provides a bibliometric overview of publications on eLearning trends in STE(A)M teaching and learning to give readers a better understanding of the current state of research in the field. The main objective of this study is to provide bibliometric data on publications on online teaching and learning trends for science, technology, engineering, and mathematics education (STEM) teaching and learning purposes printed in journals included in the Scopus database in the years 2011-2023. For the bibliometric analysis, STEM learning, STEM teaching, online education, bibliometric review keywords were used, and 136 documents from the Scopus database were chosen. The collected data of the publications scanned and published in the parameters of the study were subjected to a bibliometric analysis based on seven categories: number of articles and citations per year, most influential countries, most prolific author, most prominent affiliations, funding institutions, publication source, and subject areas. Network diagrams and bibliometric analyses were created using the Scopus database analysis. Most of the articles were published between 2016 and 2022. The United States of America, the United Kingdom, and China were among the top-three most productive countries, and the United States of America produced the most publications. The number of citations to publications indexed in the Scopus database is growing steadily and reached its peak in 2022 (178 citations). The most prolific author on this subject is Minichiello, A., with four publications. In addition, Stanford University and Utah State University have maximum publishing partners. By funding 16 publications for online STEM teaching and learning, the National Science Foundation has shown leadership. The topic areas of the publications’ distribution were looked at. The articles’ respective fields of study were social sciences and computer science. This study offers a vision for future research as well as a worldwide view of online learning for STEM teaching and learning.
Keywords: STEM learning, STEM teaching, online education, bibliometric review
Research Article
Ana María Ortiz Colón, Tomás Izquierdo Rus, Javier Rodríguez Moreno, Miriam Agreda Montoro
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep439
ABSTRACT
Research has proven that TPACK model can significantly contribute to teachers’ training in their educational work, along with the training context, as well as to contribute to their initial training. The objective of this research is to analyze the level of teaching competence that teachers have according to TPACK model, as well as the variables that influence the technological implementation in the classroom. For the data analysis, we used a validated questionnaire composed by 47 items divided into the seven dimensions of TPACK model. We performed a stratified sampling by conglomerates in various stages, using public schools as a sampling unit. The sample is formed by 825 teachers. This is a descriptive and non-experimental investigation, where we performed a multivariate analysis of variance (MANOVA) test between the dimensions of the diagnosis scale and the socio-demographic variables. The most significant results have been the differences found regarding the educational stage and the age of the participants. It should be noted that the organization of the two stages, although based in the same principles and with common elements for the transition from one to another, is different. The study presents some adapted and focused training proposals in order to alleviate the training weaknesses of in-service teachers from TPACK model.
Keywords: TPACK, teacher training, primary education, child education, educational technology, lifelong learning
Review Article
Ibrahim Abdullah Alshaye, Zaidatun Tasir, Nurul Farhana Jumaat
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep437
ABSTRACT
Social media, such as Twitter, have skyrocketed in popularity over the past few years. In fact, social media have been widely used by students and instructors as teaching and learning tools. In response to the increasing use of Twitter in the educational field, we have collected ten studies between 2011 to 2020 in order to assess the relationship between social media, specifically Twitter, and students’ engagement and grades. We have conducted a meta-analysis to provide empirical evidence concerning the impact of Twitter on student engagement and achievement. Furthermore, we have utilized the manual approach of content analysis in order to code these articles. Overall, metadata suggests that Twitter has a stronger impact on student engagement than on grades. Nevertheless, its impact is not necessarily positive, especially on grades.
Keywords: Twitter, social media, engagement in students learning, achievement, online learning, mobile learning
Research Article
Paula Sofia Nunes, Paula Catarino, Paulo Martins, Maria Manuel Nascimento
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep436
ABSTRACT
There are several educational software (ES) used in the classroom environment for the teaching and learning of geometric contents that are part of the Portuguese basic education mathematics program. There are studies that show that the use of this type of artifact has a fundamental role in the behavior of students, raising, among other aspects, a greater motivation for learning mathematics. The aim of this work is to explore and describe implications for the behavior and learning of students in the 7th grade of Portuguese basic education, in face of a pedagogical practice that involves carrying out tasks using ES Plickers, in the theme similarities of the domain geometry and measurement, throughout intervention carried out. The adopted methodology presents characteristics of a quasi-experimental study. The participants were 61 students from three classes of a school in the north of Portugal, followed during eight consecutive classes. A set of tasks using Plickers, tests and a questionnaire survey were used as instruments for data collection. The results point to positive increments, at a behavioral level, as well as in the evolution of learning, in view of the use of this methodology in the classroom.
Keywords: educational software, Plickers, similarities, behavior, learning
Review Article
Bui Phuong Uyen, Duong Huu Tong, Lu Kim Ngan
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep433
ABSTRACT
Online project-based learning (PjBL) is an increasingly popular teaching approach in higher education, especially in teacher education. Implementing online PjBL differs across subjects, bringing many benefits while posing challenges for educators and pre-service teachers. This systematic review aims to investigate the implementation, effectiveness and challenges of adopting PjBL in teacher education during the COVID-19 pandemic. The review provided a thorough overview of research on PjBL in teacher education during the COVID-19 pandemic, which was carried out using the systematic review methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Several relevant articles from five different databases (Google Scholar, Mendeley, ScienceDirect, Scopus, and Taylor & Francis Online) were collected using the keywords “project-based learning” and “teacher education” along with their synonyms. A final list of 26 included articles to be reviewed in this study is produced after the titles and abstracts screening and full texts evaluation using inclusion and exclusion criteria. This systematic review reveals that PjBL has been applied in teaching various subjects in teacher education with different types of projects and assessment methods. More importantly, integrating PjBL in teaching has been proven to positively impact the development of pre-service teachers’ knowledge, professional skills and learning attitudes. In addition, applying PjBL poses certain challenges for educators due to the requirements on teachers’ and students’ knowledge and skills as well as equipment and technology facilities. On the other hand, the COVID-19 pandemic, if viewed positively, contributes to boosting educators’ motivation and facilitating the implementation of online PjBL. The study findings can be used as a reference for future PjBL research and contribute to the literature on PjBL in the context of teacher education.
Keywords: COVID-19 pandemic, online project-based learning, teacher education, systematic review
Research Article
Filippos Tzortzoglou, Panagiotis Kosmas, Lucy Avraamidou
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep432
ABSTRACT
The use of augmented reality games (ARGs) in education has gained increased attention from curriculum developers, teachers, and researchers in the past decade. Research findings show that ARGs can promote meaningful learning environments that foster key competences for the 21st century. This paper presents the design process of “EcoAegean”, an ARG for mobile devices, which was implemented in primary classroom environments to support the development of students’ key competences in the context of sustainability. The game was created using an open augmented reality software platform and its design was based on contemporary theoretical underpinnings regarding the use of such games in educational contexts. In the first section of the paper, we describe the design procedures of the learning scenario as well as the game itself. In the last section of the paper, we offer a set of critical insights on the design and implementation of mobile augmented reality games for the purpose of supporting students’ development of key 21st century competences.
Keywords: augmented reality, games, key competences, learning design, primary education, students
Review Article
Muteeb Alahmari, Malek Turki Jdaitawi, Abeer Rasheed, Rania Abduljawad, Elham Hussein, Mohammad Alzahrani, Noha Awad
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep431
ABSTRACT
Digital technology development has led to the creation of various learning options in the science education field. Technology such as gamification has been used in several science areas, uncovering diverse benefits regarding its usage. However, more research is needed to understand how gamification enhances students learning in science fields. Therefore, this study review presented an overview of gamification usage in the science education field literature and focused on research indexed in several international databases. 31 studies were included for review. The results showed that most of the studies presented positive outcomes as gamification proved to be effective with science education students. The study also indicated that most gamification studies were mostly used to enhance students’ learning skills in science education. The results of this study provide valuable data regarding technology techniques to enhance students’ skills in science education. Further research is needed to cover areas that are not widely investigated in gamification literature.
Keywords: technology, gamification, science, education, learning
Review Article
Tufan Adiguzel, Mehmet Haldun Kaya, Fatih Kürşat Cansu
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep429
ABSTRACT
Artificial intelligence (AI) introduces new tools to the educational environment with the potential to transform conventional teaching and learning processes. This study offers a comprehensive overview of AI technologies, their potential applications in education, and the difficulties involved. Chatbots and related algorithms that can simulate human interactions and generate human-like text based on input from natural language are discussed. In addition to the advantages of cutting-edge chatbots like ChatGPT, their use in education raises important ethical and practical challenges. The authors aim to provide insightful information on how AI may be successfully incorporated into the educational setting to benefit teachers and students, while promoting responsible and ethical use.
Keywords: artificial intelligence, education, chatbots, ChatGPT, personalized learning
Review Article
Andres F. Mena-Guacas, Jairo Alonso Urueña Rodríguez, David Mauricio Santana Trujillo, José Gómez-Galán, Eloy López-Meneses
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep428
ABSTRACT
The diversity of topics in education makes it difficult for artificial intelligence (AI) to address them all in depth. Therefore, guiding to focus efforts on specific issues is essential. The analysis of competency development by fostering collaboration should be one of them because competencies are the way to validate that the educational exercise has been successful and because collaboration has proven to be one of the most effective strategies to improve performance outcomes. This systematic review analyzes the relationship between AI, competency development, and collaborative learning (CL). PRISMA methodology is used with data from the SCOPUS database. A total of 1,233 articles were found, and 30 passed the inclusion and exclusion criteria. The analysis of the selected articles identified three categories that deserve attention: the objects of study, the way of analyzing the results, and the types of AI that could be used. In this way, it has been possible to determine the relationship offered by the studies between skill development and CL and ideas about AI’s contributions to this field. Overall, however, the data from this systematic review suggest that, although AI has great potential to improve education, it should be approached with caution. More research is needed to fully understand its impact and how best to apply this technology in the classroom, minimizing its drawbacks, which may be relevant, and making truly effective and productive use of it.
Keywords: artificial intelligence, collaborative learning, skills development, educational development
Research Article
Gema Sánchez Medero, Gema Pastor Albaladejo, Juan Carlos Cuevas Lanchares, Oliver Soto Sainz, Julio Pérez Hernanz, María José García Solana, Jorge Resina de la Fuente, Pilar Mairal Medina
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep427
ABSTRACT
The creation of educational audio-visual materials has recently become popular. It is an innovative and entertaining practice, which can reach millions of people through social networks and YouTube. For this reason, this specific was designed for students enrolled in the following three modules: The Spanish political system, public administration in Spain, and institutions and decision-making structures in both the of joint degrees in law and political science and in public management and economic sciences, as well as degrees in public management and degrees in political science. Educational audio-visual materials were co-designed and co-created to define a Municipal Council, its workings and its organization. This was a three phased experiment.. In the first, under the supervision of teachers, students developed five videos showing how Municipal Councils work. This allowed university students to become involved in a collaborative learning activity through which they acquired a series of important skills for future use, in addition to reinforcing their learning by participating in creation of digital teaching material, and also establishing a new teaching methodology consisting of learning-by-doing. In the second, professors and students attended CEIP Severo Ochoa Primary School in Madrid showing videos and playing two practical games, thus promoting knowledge transfer. In the third, the teachers evaluated the impact of this activity and the degree of satisfaction of university and primary school students. The result was positive, because not only was an educational innovation successfully implemented, but also a large part of objectives were achieved.
Keywords: teaching materials, audio-visuals, collaborative learning, educational videos, knowledge transfer
Review Article
Aza D. Ioseliani, Natalia A. Orekhovskaya, Marina N. Svintsova, Evgeny G. Panov, Elena M. Skvortsova, Almira R. Bayanova
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep426
ABSTRACT
This study’s main objective is to present bibliometric data on articles related to digital educational environments (DEEs) published in the journals indexed in Scopus database between 2003 and February 2023. The data collected from 61 articles published within the study’s scope were subjected to bibliometric analysis based on six categories: number of articles and citations, most cited articles, most used keywords, most influential countries, most-important institutions, and the most important journals. This study was designed as a descriptive study and offers bibliometric network maps of the most popular papers, keywords and countries, institutions, and journals. VOS viewer was used to create network diagrams and bibliometric analyses. The bibliometric analysis showed that the most frequently used keywords were digital learning environment(s), digital educational environment. The most prolific authors related to DEE are Antón-Sancho, Vergara, Barana, and Marchisio. The results showed that DEE studies were started in 2003 and the most articles were published in 2021. This study presents a global perspective on DEEs and proposes vision for future research.
Keywords: digital educational environment, digital learning environment, digital transformation in educational environment, bibliometric analysis
Research Article
Cristina Diordieva, Curtis J. Bonk
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep425
ABSTRACT
This qualitative phenomenological study investigates international instructors’ perspectives and experiences in designing a successful language-based massive open online course (L-MOOC). Detailed information was gathered during Summer 2018 about the instructor’s challenges and strategies through semi-structured interviews with seven participants in six different countries: Ireland, Italy, Norway, Spain, the United Kingdom, and the United States. The findings indicated that curating and facilitating a learning environment with a design team helps create an efficient L-MOOC delivery. Additionally, having multiple moderators per course and using forums helps with monitoring learners’ progress. Moreover, according to these seven L-MOOC instructors, having a course platform with rigid structures prevents using multiple activities and assessment tools for language learning. Interviewees argued that it is important to implement a learner-centered approach in L-MOOC, where learners can interact with each other and construct their knowledge. Future research studies may include exploring L-MOOC to address the best instructional practices and contribute to expanding research in language education in massive open online course environment.
Keywords: language-based massive open online courses, online language learning, learner-centered approach, instructors’ perspectives, qualitative approach
Research Article
Damar Isti Pratiwi, Budi Waluyo
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep423
ABSTRACT
This study investigated to what degree students can be autonomous in EFL classroom by deploying different digital technologies, including Google Form, Quizizz, Quizlet, Kahoot!, and Socrative, and the efficacy of these tools in online English classrooms. Utilizing a quasi-experimental research design, a sample of 48 first-year railway mechanical technology students from an Indonesian polytechnic was used and assigned to control and experimental groups. Data was gathered through a survey questionnaire and two tests (pre- and post-test), and was analyzed using descriptive statistics, the N-gain formula, the paired-sample t-test and ANCOVA. The results revealed learner autonomy in listening, structure, and reading skills, encompassing self-reliance, information literacy, linguistic confidence, and learning strategy. Digital classes incorporating Google Form, Quizizz, Quizlet, Kahoot!, and Socrative were more effective than traditional classes in terms of learning outcomes. Therefore, this study proposed a learning model utilizing digital technologies and autonomous learning concepts to improve students’ learning outcomes.
Keywords: autonomous learning, digital classroom, digital technology, EFL classroom, online learning
Research Article
Dichitchai Mettarikanon, Weeratian Tawanwongsri, Adisak Wanchai, Naparat Chookerd
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep419
ABSTRACT
Cutaneous malignancy is one of the leading causes of cancer-related morbidities and mortalities. Patient self-screening is helpful for early detection. Among educational pedagogies, game-based learning (GBL) has received increasing attention in recent years. We appraised the effectiveness of GBL, using Wordwall, to enhance cognitive performances pertaining to fundamental knowledge of cutaneous malignancies and perspectives on the intervention compared with a digital pamphlet. This multi-center study utilized a quasi-experimental research design and was conducted between February and April 2022. Participants were recruited and randomly assigned into a game group and a pamphlet group with a 1:1 ratio. Fundamental knowledge of cutaneous malignancies was assessed with pre- and post-intervention tests consisting of ten multiple choice questions with four alternative answers. These tests asked about prominent or pathognomonic features of cutaneous malignancies. During the five-day intervention period, recognition scores of participants in the game group were recorded. Perspectives on the interventions were also collected for analysis. A total of 94 participants were included, 60 (63.8%) were female. The mean age was 19.8 years (standard deviation [SD]=0.8). The increase in knowledge scores of the participants in the game group and pamphlet group was 2.57 (SD=1.30) and 2.36 (SD=1.52), respectively. In the game group, the mean best recognition score (13.89, SD=2.83) was significantly higher than the mean first recognition score (9.53, SD=2.48) with a p-value <0.001. The overall satisfaction among the participants in the game group and pamphlet group was 4.41 (SD=0.57) and 4.23 (SD=0.59), respectively. This study suggests potentiality of GBL to enhance knowledge and recognition performances of common cutaneous malignancies with high satisfaction. Embedding this approach in the primary prevention of cutaneous malignancies might be a promising option to prevent cancer-related morbidities and mortalities.
Keywords: game-based learning, cutaneous malignancy, pamphlet, game education, skin cancer
Research Article
Mohamad Ahmad Saleem Khasawneh
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep418
ABSTRACT
The purpose of this study is to investigate the factors that are facilitating or impeding the use of video media in distance learning for deaf students, as well as the solutions that have been implemented. The method of inquiry in this study was a phenomenological qualitative approach. This research also makes use of descriptive analysis. In this study, data was gathered by observation, interviews, and documentation. The data’s reliability may be checked and double-checked in a number of different ways, including via increased involvement, extended observation, and the use of triangulation. There were several steps involved in the data analysis process, starting with data collection and ending with conclusions drawn from the data. Attempts to use video media in distance learning for deaf students are entangled with a number of circumstances, some of which are helpful and others of which are hindering. These include the student, the teacher, and the school’s physical location. Aside from that, all teachers are attempting to address the challenges faced by deaf students who utilize video-based learning resources as part of their distance education courses.
Keywords: distanced learning, deaf students, learning media
Research Article
Tufan Adiguzel, Mehmet Haldun Kaya, Mehmet Akin Bulut, Sinem Emine Mete, Yesim Nalkesen-Akin
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep417
ABSTRACT
For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers’ instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers’ feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers’ CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.
Keywords: cognitive presence, professional development, K-12, learning community, practical inquiry model
Research Article
Kannattha Chaisriya, Siriwatchana Kaeophanuek, Lester Gilbert
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep416
ABSTRACT
Communication skills are soft skills critical for students’ development in educational institutions in the digital age. This study aims to determine the feasibility and practicality of a learning model, which combines digital storytelling with a metacognitive strategy called the DSTMC model. This learning model utilized digital storytelling as a primary learning step and integrated metacognitive strategies to monitor the thinking process to improve students’ communication, such as listening, speaking, reading, writing, and presentation skills. The research was conducted through case studies at a regional, southern Thailand university. The data were collected from 30 undergraduate participants. The research instruments were expert validation, pre-/post-test data, and a self-assessment questionnaire. The study showed that the DSTMC learning model is an alternative teaching method to improve communication skills, including listening, speaking, reading, and writing. The results of students’ test scores and self-assessments provide significant evidence indicating that it increases their learning and retention of information. The paper concludes with suggestions for using various strategies and motivating activities to encourage learners’ communication proficiency. Future research should investigate the creation of a system to track how learners improve their communication skills.
Keywords: digital storytelling, metacognition, communication skill, learning model, active learning
Research Article
Katherina Gallardo, Leonardo Glasserman, Nohemi Rivera, Lizette Martínez-Cardiel
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep415
ABSTRACT
A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students’ preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback.
Keywords: innovation in education, competency-based education, higher education, learning outcomes, performance assessment
Research Article
Kulthida Tuamsuk, Lan Thi Nguyen, Issara Kanjug, Grichawat Lowatcharin, Teeradej Manakul, Kornwipa Poonpon, Weerachai Sarakorn, Anucha Somabut, Niwat Srisawasdi, Saksuriya Traiyarach
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep408
ABSTRACT
This study aimed to investigate the success factors for transforming classrooms into learning communities in digital learning ecosystem (DLE) of Thailand’s secondary schools. Quantitative research was conducted by using a questionnaire as the research instrument to measure teachers’ evaluation of factors. Purposive sampling was applied to obtain a sample group of secondary schools. The questionnaires were sent to teachers at secondary schools in 20 provinces in Northeast Thailand that were employing the smart learning project for their teaching and learning. Data analysis was performed using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis. The results revealed that learning support technologies, teachers, and learners were the three most important factors influencing the development of DLE (x =4.64, x =4.61, and x =4.49, respectively). The findings of this study have implications for educators, administrators, and teachers to review and discover appropriate ways to invest the necessary conditions that can enhance the quality of DLEs and improve teaching and learning activities in the digital environment at secondary schools.
Keywords: success factors, learning community, digital learning ecosystem, secondary schools, Thailand
Review Article
Ritesh Chugh, Darren Turnbull
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep405
ABSTRACT
Gaming is becoming a popular method of engaging students in learning processes across all levels of the educational community. The effective integration of gaming activities into course curricula has the potential to enhance student learning, motivation, and knowledge acquisition in a range of disciplines. However, gamification of education is not without its opponents, with many educators concerned about the negative impacts of game use on effective learning. This study enhances our understanding of contemporary practices related to the areas, usage and characteristics of gamification in education. It is of particular relevance to educational institutions with a focus on developing innovative teaching methods and curricula that utilize gamification techniques in a multi-disciplinary, cross-national context across all stages of formal learning. Through the use of bibliometric analysis techniques, our study of the citation relations of 3,617 publications identified ten prominent themes dominated by gamification: mobile gaming, physical education, health and medicine, business, learning performance, programming and computing, English language, teacher adoption, primary & secondary education, and mathematics. Clear evidence of increased student motivation to learn and improved course results were evident in the examined literature. This study will benefit serious game designers, educators, and educational institutions to develop more inclusive and engaging pedagogies that exploit the ubiquitous availability of gaming technologies for inclusion in more traditional course delivery methods.
Keywords: learning strategies, information and communication technology, teaching practices, knowledge creation, gamification, bibliometric analysis
Research Article
Bonnie E. Stewart
CONT ED TECHNOLOGY, Volume 15, Issue 1, Article No: ep402
ABSTRACT
This paper is a critical case study tracing the professional history of a self-professed open educator over more than two decades. It frames the narrative of an individual as a window on the broader arc of the field, from early open learning as a means of widening participation, through the rise of the participatory web at scale, to the current datafied and extractive infrastructure of higher education. It outlines how the field of online education has changed, as the web and the social and societal forces shaping use of the web have shifted. Through these lenses of change, the case study explores the dilemma facing open and participatory education at this juncture: that the current structure of the web threatens privacy, higher education governance structures, and the spirit of open, participatory sharing. The paper explores the problem of the web as one without direct solutions but does consider ways that educators might mitigate their open practice in more critical directions.
Keywords: open education, participatory learning, teacher education, digital literacies, data literacies, the web
Research Article
Gulnara M. Kassymova, Saule B. Tulepova, Madina B. Bekturova
CONT ED TECHNOLOGY, Volume 15, Issue 1, Article No: ep396
ABSTRACT
Digital competence has become a crucial capability in the learning process, in the working place, and in personal communication. The aim of the article is to explore master students’ perceptions of their digital competence by identifying frequency, expertise, and satisfaction in using information communication technologies (ICT) in their learning process when studying at university and teaching English as a foreign language (EFL) in the context of online education. The sample comprised 49 master students who participated in distant evening classes at a private university in Kazakhstan while working simultaneously as teachers of English in various educational institutions during the day. Master students’ perceptions of digital competence is one of the approaches to reveal the gaps in students’ digital competence development necessary for learning and teaching EFL online. The main research tool for data collection was the online survey allowing the master students to measure their level of digital competence. Evident from the results, the majority of respondents are digitally competent; yet there is a cohort of master students who scored low on ICT skills needed for teaching and admitted the necessity of improvement. Also, according to the findings, the respondents’ frequency, expertise, and satisfaction level by their digital competence needed in the learning is higher than that in teaching. This can also imply that even though the frequency and expertise in using digital technologies for learning contributes to the development of the expertise in using them for conducting their own classes, master students need special training on the use of ICT for pedagogical purposes.
Keywords: perceptions, digital competence, ICT, learning, teaching, EFL, online
Research Article
Gema Sánchez Medero, Gema Pastor Albaladejo, Pilar Mairal Medina, María José García Solana
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep393
ABSTRACT
A number of university educators decided to implement an experience “pilot”: the co-creation of a blog with students in which they disseminated some topics of the subject “Spanish political system”, taken as part of a joint honors degree in law and political science from the Faculty of Political Sciences and Sociology of the Complutense University of Madrid. Four professors and 42 students participated in this experience. In the first phase, the students, under the supervision of the professors, collaboratively developed each of the assigned topics. To do so, the professors explained the dynamics, provided them with a series of resources, trained them in collaborative work techniques, supervised the whole process, and resolved all their doubts. In a second phase, they jointly evaluated one subject to see the possible deviations that had occurred with respect to the initial model, in order to be able to correct them in the rest. In addition, the professors conducted a student survey to measure teamwork and the impact of the blog, the results of which were shared with the participants and at specialized conferences. Thanks, this pilot program has shown that blogging is an important technological tool for the transformation and improvement of teaching and learning processes, and that it encourages the active role of students and promotes their collaborative learning, generating knowledge with and for students.
Keywords: university innovation, blogging, co-creation, collaborative learning
Research Article
Jaitip Nasongkhla, Siridej Sujiva
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep392
ABSTRACT
This design research aims to propose a HyFlex strategy for students and participants in the workplace using massive open online course (MOOC) flipped between the two settings, an active in-classroom to an action learning in the workplace. The research methods were designed into two major parts, where the first part was a design stage which included the review and design process, while the second part involved case studies. The learning design is analogous to an origami paper folding system that processes the diversified questioning of real-world problems and recursively reflects the thought, action, and solutions to the problems. The case studies showed a statistically significant increase in participants’ creative problem-solving at the 0.5 level.
Keywords: MOOC, connectivist MOOC, flipped learning, action learning, creative problem-solving
Research Article
Scott A. Courtney, Mary E. S. Miller, Michael J. Gisondo
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep387
ABSTRACT
The coronavirus pandemic impacted all aspects of society, causing countries and local communities to close workplaces, move schools to remote instruction, limit in-person contact, cancel public gatherings, and restrict travel. Attempts to mitigate COVID-19 through remote instruction provided unique opportunities for researchers to examine the resources teachers utilize to drive their practices. We examine the impacts of the pandemic on grades 6-12 mathematics teachers and math interventionists, with particular attention to teachers’ integration of digital resources. Using purposive sampling, we surveyed 50 participants—across urban, suburban, and rural districts—throughout the United States. The descriptive survey focused on six aspects of teachers’ practices with digital resources. Results indicate that challenges encountered and lessons learned included a lack of student engagement and motivation, increased distractions, and varied access to technology. Integration of technology did not positively impact students’ mathematical proficiency across all teachers. Common resources used across planning of lessons, implementation of instruction, and assessment included the Google platform, Desmos, and GeoGebra. Where appropriate, we situate our results within the larger context of recent international research. These findings support teacher practices that constantly attempt to optimize students’ mathematics and social emotional learning, regardless of the environment or situation.
Keywords: digital technology, remote instruction, teachers’ mathematics practices, students’ social emotional learning
Research Article
Gulmira Tussupbekova, Kathy L. Malone, Janet Helmer, Gulnara Namyssova, Miruyert Abdrakhmanova, Filiz Polat, Zumrad Kataeva
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep386
ABSTRACT
This explanatory sequential mixed-method study explored the effectiveness of blended learning (BL) courses offered to graduate students at an English medium university in Kazakhstan. The study’s purpose was to explore and understand graduate students’ experiences while enrolled in BL courses by learning their perceptions of the benefits and challenges of BL, as well as its potential for enhancing their teacher leadership skills. A survey (n=81) and semi-structured individual interviews (n=17) were used as the main research instruments. This allowed for a detailed and rich data set on the conceptual underpinnings of the BL courses, their effectiveness, and their potential to inform higher education institutions towards implementing BL policies and practices, specifically in the field of education. Through the lens of the Interaction equivalency theorem, we analyzed students’ experiences and their interactions with their teachers and peers, as well as the mode, place, and pace of learning. This investigation revealed that the benefits of learning using BL outweighed its challenges. However, most of the participants preferred the face-to-face part of the BL course over its online teacher-student interaction component due to the opportunity to gain immediate feedback. Most importantly, the BL courses facilitated the enhancement of teacher leadership skills among the students. Finally, the paper provides recommendations for further development and revisions to current BL courses to enhance their learning value.
Keywords: blended learning, higher education, graduate students, educational leadership, interaction equivalency theory, Kazakhstan, teacher leadership
Research Article
Dabae Lee, Yeol Huh, Chun-Yi Lin, Charles Morgan Reigeluth
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep385
ABSTRACT
Personalized learning (PL) has been internationally promoted as a future direction of educational reform efforts. While there is growing evidence of PL enhancing learning outcomes, teachers reported having difficulty envisioning PL in practice. This national survey study investigated how PL is practiced in K-12 learner-centered schools in the U.S. to inform educators of learner-centered teachers’ PL practice and identify gaps between their practice and research. Five essential components were identified: PL plans, competency-based student progress, criterion-referenced assessment, project- or problem-based learning, and multi-year mentoring. Based on the five components, we identified 308 learner-centered schools and received 272 teacher responses from 41 schools. The five components were implemented with different levels of implementation fidelity. We uncovered several areas in need of improvement. Career goals were not often considered when creating PL plans. A misalignment between student progress and assessment practice was found. There was a lack of community involvement during the PBL process. Teachers were not able to build a close relationship with all students. These findings from learner-centered schools revealed that paradigm change demands continuous effort to transform all aspects of the educational system. Suggestions are made for practice and future research.
Keywords: personalized learning, competency-based student progress, project-based learning, problem-based learning, multi-year mentoring
Research Article
Milagros Torrado Cespón, José María Díaz Lage
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep381
ABSTRACT
As a motivational teaching practice, gamification does not always work as expected. This paper supports these findings and adds the factor of online teaching analyzing the results of an experiment carried out in an online higher education context to test the relevance and motivational efficacy of ludic methodologies using learning and knowledge technology. Three groups of students (n=78, n=64, and n=74) participated in gamified experiences in the same subject. These groups were offered different approaches to the experiences, only one of which included a reward. Neither of the gamified experiences was compulsory. The results show how the use of technologies and gamification is not as appealing as it may seem and how other aspects—such as teacher-student relationship and interaction, rewards, and the sense of alienation generated by online teaching—influence student participation. The low rate of participation indicates that teachers must consider not only those students who participate but also those who do not. The main conclusion is that not only the methodology is important, but also the performance and the fact that student-teacher relationship in online education is more demanding, affectively speaking. Thus, those students who were in direct contact with the teacher during the execution of the gamified experience present a higher level of involvement. This is a factor to consider for the motivational needs of online university students where intrinsic and extrinsic motivation and direct interaction play essential roles.
Keywords: gamification, motivation, interaction, higher education, e-learning, alienation
Research Article
Yuxiong Zhang
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep380
ABSTRACT
The present study aimed to investigate the ownership and usage of Tablets among Chinese foreign language students. Adopted a quantitative approach, this research was considered a case study with exploratory nature. The data were collected from a self-reported questionnaire between May 31st and June 6th, and 276 valid responses were analyzed utilizing SPSS. Independent samples t-test and Fisher’s exact tests were carried out to perform inferential and descriptive analyses. Findings revealed that augmented ownership of tablets did not result from the implementation of online courses after the outbreak of COVID-19. However, some students demonstrated preferences for paperless learning, whose learning style might have changed during the intensive distance learning process for more than one semester. Still, students’ opinions towards the introduction of tablets into pedagogical practice weren’t overall positive; those who did not have or were not willing to purchase tablet devices were more likely to be unsupportive.
Keywords: tablets, COVID-19, individual learning, foreign language learning, paperless learning
Research Article
Brandford Bervell, Irfan Naufal Umar, Mona Masood, Jeya Amantha Kumar, Justice Kofi Armah, Beatrice Asante Somuah
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep379
ABSTRACT
Contemporary distance higher education is hinged on modern technologies to deliver purely online and blended modes of learning mostly through learning management system (LMS). This is to bridge the transactional gap between students and instructors as well as among students themselves. However, the use of technologies such as LMS for dispensing distance tertiary education is at a cross-road of mandatoriness or voluntariness of use. Nonetheless, current literature supports the voluntary use of LMS by instructors in order to foster positive attitudes and personalization among instructors. Based on this, there is the need to unravel the determining facts that promote voluntary usage of LMS among tutors.
This study thus, employs a quantitative approach based on a survey design to purposively collect data from 267 tutors in a blended distance education setting using a questionnaire. Generalized structural component analysis technique was adopted for structural equation modelling. Results from a structural equation modelling revealed that performance expectancy, effort expectancy, facilitating conditions, and social influence, all determine tutors’ voluntariness of use of LMS for blended learning in distance education. Additionally, voluntariness of use predicted actual LMS use behavior among tutors. On the basis of the results, recommendations were made to reflect theory, policy and practice of voluntary integration of LMS by tutors for blended learning in distance education.
Keywords: LMS, voluntariness of use, tutors, blended learning, distance higher education, generalized structural component analysis
Review Article
Abdullah S. Alshalawi
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep378
ABSTRACT
The purpose of the current study is to provide a synthesis review of previous social media networks studies and to elaborate on the influence of social media networks on learning performance. The study analyzed 130 articles on social media networks that were published by five major journals in the field of educational technology in the last decade. It summarizes demographic, methodological, and theoretical trends, including educational level, learning domain, country context, research methods, data collection tools, data analysis techniques, and research purpose, followed by a summary of the influence of social media networks on student learning performance and students’ perceptions toward the use of social media networks in learning. The findings show that more than two thirds of the reviewed articles studies were conducted in higher education institutes, college students were the most common participants in these studies, and most of the learning performance focus articles reported a positive influence of social media networks on learning performance. Students recognize and value the learning benefits of social media networks on the majority of the reviewed articles. Patterns in these articles are discussed in order to better understand the research and identify gaps that need to be filled by future studies.
Keywords: social media networks, learning performance, teaching/learning strategies, mobile learning, literature review
Research Article
Benjamin Aidoo, Veli-Matti Vesterinen, Marey Allyson Macdonald, Berglind Gísladóttir, Svava Pétursdóttir
CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep377
ABSTRACT
The views of student teachers on using the flipped classroom approach were investigated in three Ghanaian colleges of education during the 2020/2021 academic year. A questionnaire with open-ended questions was used to collect data from 143 student teachers. Responses were analyzed using qualitative content analysis. In addition, a focus group interview was taken to examine some of the issues in more depth The flipped classroom approach allowed the students to feel that they were in control of their own learning by using self-paced and collaborative learning. The approach also deepened their conceptual understanding as well as their learning skills. The student teachers also experienced three interconnected challenges, including inadequate ICT infrastructures, such as poor internet connectivity, lack of skills to use ICT, and increased workload. The flipped classroom approach can positively impact students’ learning, but educators planning to use the approach should consider the adequacy of the ICT infrastructure available.
Keywords: flipped classroom, ICT infrastructure, students, collaborative learning
Review Article
Ahmad Hamza Obidat
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep374
ABSTRACT
The main objective of this study is to present a bibliometric analysis of research on e-learning accessibility at the global level. The bibliometric literature was comprised of 1,325 documents, after data pre-processing, published in Scopus database, covering the period from 1985 to 2021. First, a performance analysis was conducted to assess the publication performance of authors, institutions, countries, and other actors. Second, a science mapping analysis was performed to reveal the structure and dynamics of the e-learning accessibility field. As a result, the most productive, sources, authors, institutions, and countries were identified. Also, the collaboration patterns between particular actors were assessed. Furthermore, the e-learning accessibility research themes and their interrelationships were uncovered. This study contributes to the literature by providing useful information about the e-learning accessibility research status quo and, helps policymakers to achieve effective research planning. That is, it helps in objectively identifying strengths and gaps in e-learning accessibility research in terms of its growth, development, themes, impact, and coverage.
Keywords: bibliometric analysis, e-learning, accessibility, disability, educational technology
Research Article
Yiyun Fan, Kathlyn Elliott
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep373
ABSTRACT
Educators have increasingly turned to social media for their instructional, social, and emotional needs during the COVID-19 pandemic. In order to see where support and professional development would be needed and how the educational community interacted online, we sought to use existing Twitter data to examine potential educators’ networking and discourse patterns. Specifically, this mixed-methods study explores how educators used Twitter as a platform to seek and share resources and support during the transition to remote teaching around the start of massive school closures due to the pandemic. Based on a public COVID-19 Twitter chatter database, tweets from late March to early April 2020 were searched using educational keywords and analyzed using social network analysis and thematic analysis. Social network analysis findings indicate that the support networks for educators on Twitter were sparse and consisted of mainly small, exclusive communities. The networks featured one-on-one interactions during the early pandemic, highlighting that there were few large conversations that most educators were part of but rather many small ones. Thematic analysis findings further suggest that both informational and nurturant support were relatively equally present on Twitter among educators, particularly pedagogical content knowledge and gratitude. This study adds to an understanding of the educational networks as a means of professional and personal support. Additionally, findings present the discourse featured in educator networks at the onset of an educational emergency (i.e., COVID-19) as decentralized as well as desiring pedagogical content knowledge and emotional sharing.
Keywords: data science applications in education, emergency online learning, Twitter, teacher professional development, social network analysis
Research Article
Alfiya R. Masalimova, Elmira R. Khairullina, Natalya I. Lapidus, Natalia A. Orekhovskaya, Marina R. Zheltukhina, Ekaterina A. Baranova
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep371
ABSTRACT
Smartphones are mobile technology cutting-edge. Daily, the amount of time spent on a phone increases. Excessive smartphone use and addiction have developed into big social issues. Addiction to smartphones is a negative and pathological concept that is assessed by a set of subjective and behavioral symptoms including fixation, loss of control, and withdrawal symptoms. Teachers in STEM fields have a higher degree of involvement with their students in the use of digital tools. STEM teacher candidates must demonstrate an understanding of how to incorporate technology successfully into classroom activities. Determine the incidence of smartphone addiction among prospective STEM educators to justify future awareness training. The association between pre-service STEM instructors’ smartphone addiction was studied. The research included 242 persons, 180 of whom were females and 62 males. The SAI is self-administered and scored independently for each dimension. Data is analyzed using machine learning techniques. Cluster analysis is used to analyze the inventory’s dimensions. The k-means technique is used for cluster analysis. The library’s SHAP (SHapley additive explanations) approach was used to evaluate the classification result and assess the impact of attributes on the classification result. According to the findings, the highest level was judged to be 30 participants. Approximately 3%4 participants are deemed moderate (high and very high). Also, 48 people are at a low level. In terms of the overall group, it is modest. Being in the lowest cluster is linked to 100+ uses, whereas being in the highest cluster is linked to 6-10 uses. The exact degree of smartphone use linked to smartphone addiction is unknown. Females inversely correlate with the highest and lowest clusters.
Keywords: smartphone addiction, pre-service teachers, machine learning algorithm, cluster analysis
Review Article
Sergei P. Zhdanov, Kseniia M. Baranova, Natalia Udina, Artem E. Terpugov, Elena V. Lobanova, Oksana V. Zakharova
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep369
ABSTRACT
The COVID-19 outbreak has wreaked havoc on educational systems on a scale never seen before in history. The closure of schools and other institutions of learning has impacted 94% of the world’s student population. Even school closures, such as those that occur during the summer, have a significant effect on children’s academic ability. The word “learning loss” refers to any loss of information and abilities, whether specific or generic. By Fall 2020, extended absences from school will have a detrimental effect on student achievement. Learning loss is commonly addressed when schools close for extended periods of time during the summer, natural catastrophes, or epidemics. Even brief school closures might result in significant loss of learning. Due to the global nature of the COVID-19 epidemic, special attention was devoted to learning losses.
During the pandemic, learning loss occurs as a result of kids studying at home due to school closures. School closures do not have to result in an equal loss of learning for all students. The variables that contribute to learning loss include “change in teaching methods”, “opportunities to reach education”, “less time for learning”, and “emotional factors”. Reduced instructional time–provided by teachers in accordance with the national curriculum–is likely to result in loss of learning. Due to the disparate scales used in the studies, it is hard to compare the magnitudes of learning losses. However, based on the data from the studies, it is reasonable to assume that these nations are investigating learning losses and that they exist. As a result, there is convincing evidence that students lose more information during lockdown than they do over the course of a normal school year. The elements causing learning losses differ according to context. With the reopening of schools, it is important to establish the actual magnitude of learning losses and to implement remedial measures in order to avoid the emergence of medium- and long-term educational difficulties.
Keywords: learning losses, change in teaching methods, opportunities to reach education, less time for learning, less control/feedback, emotional factors
Research Article
Fei Victor Lim, Weimin Toh
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep366
ABSTRACT
Mobile devices have become increasingly ubiquitous in the contemporary communication landscape. Riding this trend, educational apps have proliferated the market, with many which claim to support and improve children’s learning and literacy development. Caregivers are often faced with the challenge of discerning the value of these educational apps and in choosing the appropriate apps for their children. In this paper, we discuss the development of a set of considerations to support caregivers in their curation of educational apps. This is done by performing a review of 28 past studies done on educational apps and synthesizing their findings to draw out common themes from the literature. These themes are then categorized into nine considerations in the form of guiding questions that caregivers can use to curate educational apps for their children’s digital play and learning. In the final part of our paper, we apply the set of considerations to three educational apps to demonstrate its utility.
Keywords: curation, digital learning, digital play, educational apps
Research Article
Gulzhana Kuzembayeva, Akmaral Umarova, Zhumagul Maydangalieva, Olga Gorbatenko, Elena Kalashnikova, Nadezhda Kalmazova, Oksana Chigisheva
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep362
ABSTRACT
A case study was initiated from the perspective of three research questions: 1) CLIL teachers’ practices at secondary schools of Aktobe during COVID-19 pandemic; 2) challenges for the teachers; 3) support provided for the teachers. The research methodology combined face-to-face personal interviews, and non-participant observation. Data analysis was conducted in line with Mayring’s (2020) approach to content analysis and by means of categorization into specific themes that emerge from teachers’ conceptualization of their CLIL practices. The analysis of teachers’ reflections on their experiences and challenges of using the CLIL approach during the pandemic, support provided to them and teachers’ attitudes towards the approach is presented in the paper. Research data on the secondary schools Science teachers’ CLIL practices in a remote learning setting was categorized related preparation to teaching, resources used by the teachers, students’ interaction during the lessons, and stakeholders’ attitudes and perceptions of the approach. The obtained data enables to understand Science teachers’ practices in terms of using the CLIL approach in Kazakhstani secondary schools in the period of COVID-19 pandemic, and will contribute to teacher development and preparation for successful CLIL realization in a non-traditional classroom.
Keywords: EFL, CLIL, science classroom, Kazakhstan, language policy, secondary school, pandemic, COVID-19, remote learning
Research Article
Abdullah S. Alshalawi
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep361
ABSTRACT
As the statistics show, use of social media networks (SMNs) are very common among college students worldwide. According to a report by Hootsuite, Saudi Arabia was ranked as the number-one country in the growth of social media users. With the advancement of technology and internet speed, investigating how SMNs affect students has become an absolute necessity. Therefore, the purpose of this study was to examine the influence of social media networks (SMNs) on the academic performance of undergraduate students across the Kingdom of Saudi Arabia, taking gender differences into account. An invitation email to participate in the online survey was sent to all undergraduate students at five public universities in Saudi Arabia. In total, 453 students from five public universities participated in this study. The results suggested that female students tend to spend more time on SMNs for general purposes and academic purposes than male students. In regard to multitasking with SMNs during schoolwork and social media usage intensity, the results showed no significant differences between male and female students. Finally, the regression analysis showed a positive relationship between students’ academic performance and SMNs usage intensity after gender and high school GPA were controlled for.
Keywords: social media, learning performance, gender studies, mobile learning
Book Review
Dahlia Dwedar
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep360
ABSTRACT
The post-millennial era and the Internet evolution have opened flood gates for e-learning as a mode of education. However, overreliance on secondary information as a vehicle to inform the impact of e-learning provides filtered information regarding online learning. Many studies and articles have explored the impetus of online learning, but there remains a gap in understanding online learning through the students’ perspective. In a provocative and equally intriguing book, George Veletsianos reconnoiters online learning by critically focusing on students’ experiences to inform his findings.
Keywords: e-learning, educational technology, internet education, open and distance learning
Research Article
Suthanit Wetcho, Jaitip Na-Songkhla
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep359
ABSTRACT
In the era of a workforce driven by automation and artificial intelligence, social and emotional skills are becoming increasingly relevant to online learning environments. Since social-emotional learning may be defined as a vital component of the learning process in professional instructional design practices, online learners not only need to develop the ability to apply their knowledge, attitudes, and skills but also to understand and manage their emotions. In which setting and achieving positive goals through social interaction, sharing feelings, and developing empathy for others can help with the process. This paper outlines the possibility of using emotion recognition, and social sharing of emotion techniques to support the regulation of emotion in pre-service teacher education. This study aimed to investigate pre-service teachers’ emotion recognition tools acquired by emotion tracker and physiological signals based on their perceptions (without a concrete experience and knowledge). Moreover, the predictive ability was examined along with the relationships between emotion recognition, social sharing of emotion, and emotion regulation. Finally, we investigated emotion adjustment techniques that can be adapted into mobile computer-supported collaborative learning (mCSCL). In this study, 183 pre-service teachers from three different teacher-education institutions in Thailand, were voluntarily participated based on convenience sampling. The results of a self-report via online survey revealed that most pre-service teachers own at least one of the mobile technologies e.g., smartphones, tablets, or laptops. However, there is an increasing number of additional gadgets and wearable devices like EarPods and smartwatches. At the current time, it is nearly impossible to use of the IoT and other wearable devices. According to their subjective impressions in which corresponded to emotion recognition in the scientific literature, Heart rate (HR) and Heart rate variability (HRV) have recognized the most possibilities for emotion detection among physiological signals. Regarding regression analysis, the two-predictor models of emotion recognition and the social sharing of emotion were also able to account for 31% of the variance in emotion regulation, p<.001, R2=.31, and 95% CI [.70, .77]. In addition, the mCSCL applications and the importance of these variables in different collaboration levels are also discussed.
Keywords: social emotional learning, emotion recognition, social sharing of emotion, emotion regulation, mCSCL
Research Article
Zeinab Azizi, Afsheen Rezai, Ehsan Namaziandost, Shouket Ahmad Tilwani
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep356
ABSTRACT
E-learning anxiety plays a key role in students’ success in online courses. One of the factors that may affect students’ e-learning anxiety is computer self-efficacy (CSE). However, the role of CSE in high school students’ e-learning anxiety has remained unexplored in the Iranian context. Therefore, the present mixed-methods study purports to explore the role of CSE in Iranian high school students’ e-learning anxiety. To this end, for the quantitative part, 410 female high school students were selected, as well as for the qualitative part, 30 female high school students were selected using a random sampling method. The required data were collected using a computer self-efficacy questionnaire, an anxiety in online classes questionnaire, and semi-structured interviews. The collected data were analyzed through a Pearson correlation analysis, a multiple-regression analysis, and a content analysis. Results revealed a strong negative correlation between the students’ CSE and e-learning anxiety. Further, the findings documented that the factors of CSE (i.e., beginning skills, mainframe skills, and advanced skills) determined the high school students’ e-learning anxiety. Moreover, the complementary qualitative findings yielded four overarching themes: ‘promoted digital literacy’, ‘increased problem-solving’, ‘increased learning satisfaction’, and ‘enhanced self-regulated learning’. Finally, a range of implications is suggested for different stakeholders.
Keywords: computer self-efficacy, e-learning anxiety, content analysis, high school students, online classes
Research Article
Maha Ismail Alkhawaja, Mutia Sobihah Abd Halim, Mohanad S. S. Abumandil, Ahmed Samed Al-Adwan
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep350
ABSTRACT
This study explores the mechanism through which system quality influences e-learning system acceptance. Precisely, this study aims to examine how perceived usefulness and intention to use serially mediate the impact of system quality on actual use. The data were collected from three public universities in Jordan. Structural equation modeling was employed to examine 336 questionnaires. The findings reveal that system quality significantly affects perceived usefulness and intention to use, perceived usefulness significantly affects intention to use and actual use, where the intention to use significantly affects actual use of the e-learning system as well. Furthermore, the study also confirms that system quality does not affect the e-learning system actual use directly but indirectly and serially through the two acceptance variables, perceived usefulness and intention to use. Thus, this study improves the understanding of student’s acceptance and behavior towards the e-learning system in Jordan public universities and the effect of system quality attributes on this relationship. Also, this study set certain directions for the decision-makers and university management in designing their strategies.
Keywords: actual use, e-learning system, intention to use, perceived usefulness, serial mediators, system quality
Research Article
Omar Sulaymani, Ahmad R. Pratama, Moneer Alshaikh, Ali Alammary
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep349
ABSTRACT
In Saudi Arabia, some e-learning initiatives such as the Future Gate Project (FGP) and Madrasati (MySchool) have been in place since 2018 and 2020, respectively. Amid the COVID-19 pandemic, they were used as a means of distance learning for students across the country. This paper investigates the willingness of students to use the e-learning platforms and whether it varies across different sex and age group. Primary data in the form of a survey of 265 secondary school students across the Makkah region was analysed with Structural Equation Modelling (SEM) by using the Technology Acceptance Model (TAM) as a theoretical framework. We found that students’ self-efficacy, which is strongly influenced by their previous experience with the underlying technology used in the e-learning platforms, has a positive effect for older students in high school, yet surprisingly, a negative one for younger students in middle school. We also found that perceived ease of use and social influence to be the most important factors behind the students’ acceptance of e-learning platforms and that the effects are stronger for female students than for male students. While this study was conducted in Saudi Arabia, the findings from this study provide a first-hand insight that can help ensure the continuity of the e-learning platforms if they are to be implemented permanently as distance learning platforms even after the end of the pandemic that is also applicable to any other countries.
Keywords: e-learning, distance learning, previous experience, self-efficacy, COVID-19 pandemic
Research Article
Hua Zheng, Eulho Jung, Tong Li, Meehyun Yoon
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep347
ABSTRACT
This experimental study examined the effects of segmentation and self-explanation designs on cognitive load in instructional videos. Four types of instructional videos (segmentation, self-explanation, combined, and control) were created and tested by 121 undergraduate students randomly assigned to one of four research groups. The results of students’ self-ratings on the cognitive load survey showed that the segmenting design produced a significantly less germane cognitive load than the two non-segmenting designs (self-explanation and control). The self-explanation design did not produce a significantly more germane load than the control design. However, students’ dispositions toward segmentation and self-explanation designs were generally positive and supported the theoretical justifications reported in the literature. The findings are discussed, along with segmentation dilemmas, limitations, and future study implications.
Keywords: instructional video, multimedia learning design principle, segmentation, self-explanation, cognitive load
Research Article
Mohammad Taufiq Abdul Ghani, Mahizer Hamzah, Wan Ab Aziz Wan Daud, Taj Rijal Muhamad Romli
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep344
ABSTRACT
In the 21st century, the advancement of technology has changed how people, especially the younger generation communicate and socialise with each other, as well as how they learn, acquire and process information. Therefore, this study aims to explore the impact on the employment of digital game-based learning in Arabic class at the tertiary level. This study is a qualitative study and data obtained through semi-structured interview sessions with 16 students at tertiary level, who exposed to the mobile digital game in learning the Arabic language. The students were chosen purposively based on several determining characteristics. The major findings indicated that the mobile digital game produces a significant effect on their learning achievement and enhances their Arabic vocabulary acquisition. Besides, the digital game-based learning also promotes a student-centred and interactive learning, while additionally creates an enjoyable environment for learning that could encourage student participation in class activities, sustain their learning engagement, and improve their motivation. This study explored opportunities for Arabic language lecturers to practice digital game-based learning as it promotes student-centred learning, which would enhance student’s participation in language activities and provide them with a joyful, fun, and active learning environment.
Keywords: Arabic language, mobile digital game, digital game-based learning, teaching and learning, mobile learning
Research Article
Ricardo-Adán Salas-Rueda, Ricardo Castañeda-Martínez, Ana-Libia Eslava-Cervantes, Clara Alvarado-Zamorano
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep343
ABSTRACT
Technological advances such as Massive Open Online Courses (MOOCs) and Information and Communication Technologies (ICT) allow the construction of new spaces where students consult the information at any time, take the online exams and communicate with the participants of the educational process from anywhere. This quantitative research analyzes the perception of the teachers about the organization of the school activities in MOOCs and use of ICT considering machine learning and decision tree techniques (data science). The participants are 122 teachers (58 men and 64 women) from the National Autonomous University of Mexico who took the “Innovation in University Teaching 2020” Diploma. The academic degree of these educators is Bachelor (n = 35, 28.69%), Specialty (n = 4, 3.28%), Master (n = 58, 47.54%) and Doctorate (n = 25, 20.49%). The results of machine learning (linear regressions) indicate that the organization of the school activities in MOOCs positively influences the motivation, participation and learning of the students. Data science identifies 3 predictive models about MOOCs and ICT through the decision tree technique. According to the teachers of the National Autonomous University of Mexico, the organization of the school activities in MOOCs and use of ICT play a fundamental role during the COVID-19 pandemic. The implications of this research promotes that educators use MOOCs and ICT to improve the educational conditions, create new remote school activities and build new virtual learning spaces. In conclusion, universities with the support of technological tools can improve the teaching-learning process and update the course during the COVID-19 pandemic. In particular, MOOCs represent a technological alternative to transform the school activities in the 21st century.
Keywords: MOOCs, teaching, data science, machine learning, ICT, COVID-19
Research Article
Waleed Alenezi, Thomas M. Brinthaupt
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep340
ABSTRACT
The purpose of this study is to explore the use of social media by students in the Faculty of Education, University of Kuwait. The study was conducted within the context of the socio-cultural characteristics of Kuwait, and was underpinned by Alsaied’s (2017) Social Media - Learning Performance model, designed for female Arab students. A volunteer sample of 35 Kuwaiti undergraduate students (88.6% female) was interviewed. Students reported frequently using social media informally for socialization and entertainment, but less frequently as a formal educational tool. Most of the students perceived that social media facilitated interaction with peers, interaction with faculty, engagement, and collaborative learning. However, technical difficulties, and certain negative attitudes towards women using social media, were identified. We recommend that Kuwait University needs to harness the full benefits of social media for teaching and learning and to formulate official guidelines to control the use of social media by all faculty members and students.
Keywords: social media, Kuwait, learning performance, interaction with peers, interaction with faculty, student engagement, collaborative learning
Research Article
Hassan Abuhassna, Abdelsalam H. Busalim, Babakura Mamman, Noraffandy Yahaya, Megat Aman Zahiri Megat Zakaria, Qusay Al-Maatouk, Fareed Awae
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep338
ABSTRACT
Background: E-learning is increasingly becoming a preference in higher education institutions worldwide; this is intended to assist educational institutions in achieving objectives to meet the proportion of individuals with their educational opportunities. Nevertheless, instructors and students frequently have concerns with their capacity to succeed in E-learning environments.
Objectives: This study aimed to presents common eLearning challenges in regard to e-learning courses structure and its relations to various factors, for instance; students’ autonomy, prior knowledge and experience, students- students dialogue, and students- instructor dialogue, and proposes solutions to these challenges based on the transactional distance theory. Moreover, this study presents evidence from Malaysian higher institutions based on theoretical models for e-learning course structure and its relations to the factors mentioned above.
Methods: Data have been collected from 680 university learners all over Malaysia. Data were then examined using exploratory factor analysis, confirmatory factor analysis, and structural equation modelling employing Smart PLS 3.0 software.
Results and conclusion: Research findings indicated that e-learning course structure was affected by all dimensions of overall path analysis findings: student autonomy, students background, student-instructor dialogue, and student-student dialogue. However, the e-learning course structure showed insignificant with students’ prior experience.
Implications: Implications for universities are discussed accordingly. Such findings provide vital support to the integrative association among collaborative control (CC) and transactional distance theory (TDT) regarding e-learning environments experience, which might support universities administrators in the higher education industry to implement, plan and evaluate online learning platforms applications in their institutions.
Keywords: e-learning courses structure, e-learning student background, e-learning student autonomy, e-learning dialogue
Research Article
Samer Skaik, Roksana Jahan Tumpa
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep335
ABSTRACT
Many educators struggle to engage or stimulate students to actively engage in classes. International students, in particular, are more vulnerable to the risk of disengagement due to their competing priorities and social barriers. The use of interactive technology can promote active learning and facilitate better student experience and inclusion. This case study aims to examine the practical implication of one of the popular interactive technologies on the learning experience of international students. The study revealed that adopting the interactive technology in lectures had an obvious positive impact on student learning experience, attainment of learning outcomes, and motivation levels. It helped students engage genuinely in the assessment tasks and have their voice heard without fear or influence by faculty or peer pressure. The study also identified some challenges including the lead time required for training both faculty and students on using the technology more effectively. The study contributes to the existing knowledge by providing evidence-based implications of using interactive technology in higher education.
Keywords: active learning, interactive technology, international students, Mentimeter
Research Article
Amka Amka, Juhriyansyah Dalle
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep334
ABSTRACT
COVID-19 had a disastrous impact on the education sector resulting in a boom of online learning systems. This shift has severely impacted the underprivileged students with special needs due to the sudden implementation of prolonged distance learning. Thus, it creates an immense need to analyze distance learning media’s effectiveness during the COVID-19 pandemic for students with special needs. The E-learning readiness and satisfaction of special needs students are scarcely investigated areas in education and e-learning literature. Established on the community of inquiry (COI) model, this study aims to determine the factors that underpin students’ satisfaction with their e-learning experience through the mediated mechanism of students online learning readiness. Surveying 178 special needs students from various Indonesian universities revealed that teaching presence, cognitive and social presence, and content quality, directly and indirectly, influence e-learning satisfaction. This extended and more comprehensive model would help educators better understand e-learning’s use as an effective pedagogical platform, especially in the context of special needs students. Key policy implications and directions for future research are suggested.
Keywords: community of inquiry model, content quality, online learning readiness, students’ cognitive presence, social presence, students’ satisfaction with e-learning experience, teaching presence
Review Article
Bjarke Lindsø Andersen, Rasmus Leth Jørnø, Anne-Mette Nortvig
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep333
ABSTRACT
Background: Adaptive and personalized learning technologies are on the rise in health education. However, to reach the potential of these technological innovations, novel learning designs are necessary, which take new possibilities and constraints into account.
Aim: In this scoping review we answer the question: What characterizes learning designs where adaptive learning technologies have been blended into nursing education?
Methods: Using the terms adaptive learning and nursing education with synonyms in combination, a comprehensive search in five databases were conducted. Initial search identified 340 records. 22 articles were identified as relevant and screened in full text reading and included. Final number of papers included in the review was six.
Conclusion: We conclude that duration, engagement, placement of interaction in time and agency are the most commonly addressed parts of the learning design. We also find that there is a lack of pedagogical justification of the learning designs used.
Keywords: computer-assisted instruction, nursing education, programmed instruction, self-directed learning, adaptive learning
Research Article
Min Young Doo
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep331
ABSTRACT
This study investigated flipped learners’ perceptions, perceived usefulness, intention to register for flipped learning classes, and learning engagement using cluster analysis with a sample of 306 undergraduate students in flipped classes. The students were classified into five clusters based on their level of social influence and cognitive instrumental processes using the technology acceptance model 2. There were significant differences among the five clusters in perceived usefulness, intention to register for flipped learning classes, and learning engagement. The perception of and preference for flipped learning also varied by cluster. The flipped learning feature that most participants commented on was online pre-learning sessions. The advantages of flipped learning that have to do with online pre-learning sessions include facilitating understanding of lectures, providing review opportunities for learning, flexible learning time, and individualized learning. These advantages indicate that providing students with instructionally sound pre-learning sessions leads to successful flipped learning. The research findings also suggest that flipped class instructors and school administrators utilize cluster analysis with meaningful variables to provide students with effective and tailored learning support.
Keywords: flipped learning, perceptions of flipped learning, perceived usefulness, learning engagement, registration intention, cluster analysis
Research Article
Nikolaos Bogiannidis, Jane Southcott, Maria Gindidis
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep329
ABSTRACT
The impact of digital technologies in education has been the subject of numerous studies. The findings have produced mixed results, highlighting the high degree of complexity involved in teaching and learning and the uniqueness of school settings. Continuous and rapid technological developments present educational communities with opportunities to solve numerous academic challenges. Current trends reveal a move towards the seamless integration of digital technologies into learning spaces to complement face-to-face teaching and learning. This study used Interpretive Phenomenological Analysis to understand an Art teacher’s lived experiences as her classroom was transformed into a smart teaching and learning space using a combination of technologies to increase efficiencies in the delivery of the curriculum and address individual learning needs. The case study indicates that transforming traditional classrooms into smart learning spaces using a combination of technologies: uses time more effectively by automating the distribution of a range of educational resources; enhances teaching and learning by blurring the boundaries between physical and digital spaces; increases flexibility, mobility and creates extra opportunities for learning; frees up teaching time to address individual needs; enhances time on task and students’ focus on the learning intention; and, encourages students to self-regulate their learning.
Keywords: smart classrooms, digital learning, learning spaces
Research Article
G. Amevor, Anass Bayaga, Michael J. Bossé
CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep327
ABSTRACT
Dynamic visual tools such as MATLAB have inbuilt features which are believed to be able to empower students to learn through the visualisation of three-dimensional objects. While student learning through MATLAB has been investigated regarding students in urban settings, only a handful of studies have investigated how MATLAB can assist students in rural settings. Spatial visualisation (SV) as a measure or reflection of one’s cognitive reasoning is affected by family social economic status (SES). For instance, it is argued that SES in combination with other components, do enhance cognitive development in different ways. What is meant is that components such as but not exclusively, economic and occupational components of SES may vary and hence provide opportunities for generating better understanding of education (cognition). In this study, we randomly selected 100 second-year rural-based pre-service teachers in a vector calculus class at University of Zululand (UNIZULU). Students need SV skills to learn vector calculus and the Purdue spatial-visualization test/rotations (PSVT/R) is well established for measuring individuals’ spatial reasoning. In this study, spatial reasoning skills were assessed through a vector calculus pre-test and through a post-test using the Purdue spatial-visualization test/rotations (PSVT/R). The experimental group of students learned the vector calculus topics supported by activities and investigations using MATLAB. Duval’s Theory of Register of Semiotic Representation (TRSR) was employed to comprehend the impact of MATLAB on rural-based pre-service teachers’ spatial-visualisation skills. From using an independent sample t-test, our findings indicated that, for participants in this study, using MATLAB had positive impact on the rural-based pre-service teachers’ SV skills.
Keywords: spatial-visualisation skills, dynamic visual tool and learning, spatial reasoning, vector calculus and mental rotation
Research Article
Eulho Jung, Hua Zheng, Nick Webster, Adonis Hamad, Fatih Demir, Dongho Kim
CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep321
ABSTRACT
Higher education institutions partner with technology providers to stay competitive in the fast-evolving innovations of technological advancements. The purpose of this study is to reflect on and investigate technology integration cases at a mid-sized public university in the U.S. Taking a qualitative research approach, this study utilizes critical reflection and multiple case studies (Stake, 2006). After reviewing the data, a technology partnership model was created that is composed of five phases: (1) analysis, (2) negotiation, (3) pre-implementation, (4) implementation, and (5) evaluation. The findings indicate that a systematic process must be utilized to ensure efficiency in vendor–university partnerships. Discussions, limitations, and implementation are provided.
Keywords: technology partnerships, educational technology, online learning, vendor relationships, critical reflection
Research Article
Lawrence Meda, Areej ElSayary
CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep318
ABSTRACT
COVID-19 has forced many universities across the globe to implement emergency remote teaching as a preventative measure. Many faculty staff members were not adequately equipped with knowledge and skills of facilitating remote teaching. This made the establishment of social, cognitive and teacher presences difficult for them. The purpose of this study is to examine ways in which certified online instructors established social, cognitive and teacher presences during emergency remote teaching at a university in the United Arab Emirates. The study is guided by one critical question: How did certified online instructors establish social, cognitive and teacher presences in their online classes during the COVID-19 pandemic? The study adopted a qualitative case study within an interpretivist paradigm. Two certified online instructors were purposely selected to reflect on their experiences in establishing social, cognitive and teaching presences in their remote classes. It was found that students’ engagement, critical thinking and self-directed learning and continual engagement play an indispensable role in students’ remote learning. The study concludes that the establishment of the three components of a community of inquiry enhance students’ learning experiences and allow instructors to cater for the diverse learning needs of all students in an online community.
Keywords: emergency remote teaching, social presence, teaching presence, cognitive presence, online learning
Research Article
Denise Pauline-Graf, Susan E. Mandel, Heather W. Allen, Lynne E. Devnew
CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep316
ABSTRACT
Technology-enhanced learning (TEL) is a broad term to denote the incorporation of digital technology to mediate activities that support education. Educational researchers need to validate critical assumptions about any new system that involves TEL early and throughout its development course to make quick, informed, de-risked decisions about the progress of TEL. We introduce an assumption validation process for educational researchers to consider utilizing when evolving ideas or prototypes of TEL. We present a preliminary study conducted in Russia of a knowledge sharing (KS) training program using digital games to illustrate the proposed four-stage process. The first stage is listing the assumptions that apply to initiatives of TEL. The second is identifying the methods most useful for testing those assumptions. The third is executing tests on each of those assumptions. The last stage is determining assumption validity. In the illustrative study, a single pilot trial was considered the appropriate approach to validate the assumptions selected in the first stage. We found that determining assumption validity requires testing many of the assumptions individually and in aggregate. Educational researchers can use this assumption validation process to assess the potential of TEL in a variety of settings before investing resources into its further development.
Keywords: instructional digital games, assumption validation, knowledge sharing, pilot trial, self-efficacy, technology-enhanced learning
Research Article
Nagaletchimee Annamalai, T. Ramayah, Jeya Amantha Kumar, Sharifah Osman
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep313
ABSTRACT
Technology acceptance research explains the adaptation of learning technology by accounting for the use of technologies. This mixed-method study investigated the use of Learning Management Systems (LMS) for distance education in Malaysia using the extended Technology Acceptance Model (TAM). Limited studies on LMS for Malaysia higher education studies focusing on distance learning are warranted due to the diversity of resources, maturity, and education as working adults contrasting from traditional undergraduates. The survey on 205 respondents revealed that the extended TAM, which includes perceived resources, explained variance in attitudes (R2= 56.2%) and actual use (R2= 34.5%) adequately. Concurrently, indicating perceived ease of use and perceived resources as a determiner for the attitude which predicts actual use. Subsequently, a semi-structured interview on 15 respondents supported this as it was inferred that respondents’ attitude was mainly determined by their perception of the role of LMS to facilitate learning activities. Furthermore, inconveniences in accessing learning contents and lack of interactive learning activities are the respondents’ primary concern, reflecting on the predictive role of perceived ease of use. The findings also provide appropriate guidance for the pedagogical design and LMS implementation for distance education based on affordance and inclusivity.
Keywords: extended TAM, perceive resources, distance learning, Moodle, higher education
Review Article
Rakesh Kumar Meet, Devkant Kala
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep312
ABSTRACT
Advent of internet has a revolutionary impact on every sector of economy and so is with the education sector, which has witnessed the evolution of online education through scalable educational technology, namely, Massive Open Online Courses (MOOCs). The purpose of this paper is to summarize the pool of available knowledge related to MOOCs in the scholarly literature, published during the period 2013–2020. One hundred and two available published studies in peer reviewed journals & conferences searched in major academic databases have been reviewed and presented in the systematic literature review. The findings have been divided under the various research themes of MOOCs including geographical contribution of MOOC studies, citation trends, prominent research themes, theoretical frameworks and methodological rigor in the existing scholarly works. The results demonstrate that most empirical research were conducted by the researchers having affiliation to institutions based out of United States followed by institutions in the developing economies of China and India. The most focused area of research in MOOCs is on MOOC adoption. Limited research has happened on poor MOOC completion status, the instructor-related topics and on democratization of MOOC. Thrust areas of MOOC researches and future research directions are also discussed.
Keywords: Massive Online Open Course (MOOC), e-learning, online education, educational technology, technology adoption, literature review
Research Article
Jamal N. Al-Karaki, Nedal Ababneh, Yasir Hamid, Amjad Gawanmeh
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep311
ABSTRACT
The COVID-19 Pandemic affected all sectors worldwide including education sector changing the students learning environment at a large scale. In the education sector, governments had to close schools and universities around the world and turn into online mode of delivery. The sudden transformation to online learning demands educators and institutions to develop more innovative teaching methods in supporting students during this growing crisis. It is pertinent that this is the era of large-scale online learning, where education is delivered remotely utilizing various digital platforms. To this end, this move presented many challenges to students, educators, families, administrators, and government regulations. In this paper, we conduct an oriented and well-rounded survey that captures all aspects of distance learning verticals as perceived by educators in order to study online delivery aspects, including teaching models, communication media, and teaching best practices in distance learning. The paper will answer subtle and comprehensive questions related to student satisfaction and success, technical needs and challenges, teaching models, educator mobility, etc. across different universities in the UAE. In particular, the paper tries to identify best model to use given many key issues related to the adoption of e-learning during COVID-19. Overall, the survey results showed almost all participants agreed that online learning during the COVID-19 is a very good alternative solution to Face-to-Face approach. However, teaching models do vary in promoting students’ participation and students’ engagement. All participants agree that absence of the proper infrastructure at home will hinder the operation especially in courses with hands-on components. Finally, the educators questioned the credibility of online assessments despite the enforced exam integrity tools and methods. The paper concluded with many recommendations for continuous development of the distance learning systems during and after COVID -19.
Keywords: COVID-19, distance learning, online education, technology adoption, education models, higher education
Research Article
Vincentas Lamanauskas, Rita Makarskaitė-Petkevičienė
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep309
ABSTRACT
Distance learning is not a new subject in university study practice. It is clear that a significant number of universities practiced this way of learning before the pandemic. In the case of distance learning, the emphasis is always not so much on the means used for teaching and learning, as on the very fact of the physical separation of the lecturer and the student. There is a reasonable concern about the quality of studies, their efficiency, the quality of the qualifications acquired by future specialists, etc. The new context creates the need to analyse and assess the distance learning situation that arose during the pandemic.
In January-February 2021, a qualitative study was conducted, in which 158 students from three Lithuanian universities participated. Most of the respondents were students of social and humanitarian study programmes. Qualitative data obtained on the basis of open-ended questions were analysed using the method of quantitative content analysis, i.e., semantic subcategories and categories according to four main variables were distinguished: advantages of distance lectures, disadvantages of distance lectures, and distance lecture improvement.
It has been established that the main advantages are the convenience of studying and the flexibility of the study process. Meanwhile, the most obvious shortcomings are deterioration of physical and mental health and non-realisation of social needs, deterioration of the quality of academic activities. Improving the design of lectures and improving their planning and organisation are considered the key areas of improvement.
Keywords: content analysis, distance learning, distance lectures, qualitative research, university students
Research Article
Omar Alawajee
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep308
ABSTRACT
This research aims to uncover higher education students’ experiences regarding sign language learning with online learning platforms and learning experiences during the coronavirus COVID-19 pandemic in one of the teacher-preparation programs in the Kingdom of Saudi Arabia (KSA) as learning the basics of sign language is one of the essential elements in the teacher-preparation program for future teachers to be able to interact with their deaf students. Qualitative research method, structured individual interviews were employed to collect data to understand students’ experiences, knowledge, expectations, and thoughts of the impact of the COVID-19 crisis and the sudden and unplanned movement to online teaching tools on their sign language learning and practices. A total of 24 female students enrolled in a special education bachelor program were interviewed in this study. Fifteen participants thought that the COVID-19 crisis influenced their sign language learning and practices, while six of the interviewees reported no impact, and three were not sure. Data revealed some disadvantages, difficulties, and concerns of learning sign language through e-learning tools and some advantages of sign language learning using e-learning tools during the COVID-19 pandemic and are presented alongside examples of the interviewees’ statements. This study presented some practice recommendations like integrating digital game-based learning, web and phone applications to practice sign language to endorse effective and innovative sign language learning and practices techniques.
Keywords: COVID-19, sign language, teacher-preparation program, online learning, higher education
Research Article
Muhammad S Bawa’aneh
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep304
ABSTRACT
In the current circumstances, the second wave of COVID-19 Pandemic is spreading and we seem to have to live longer with most of the urgent measures taken in early 2020 to fight the spread out of the pandemic; of which is school closure. The present study aims at investigating students’ satisfaction, attitudes and challenges in UAE public schools during the distance learning time of the third trimester of the academic year 2019-2020. The study also aims to measure differences of satisfaction level, attitudes, and challenges across gender and geographic places of residence within the UAE. Data collection started eight weeks after the commencement of the distance learning process and continued for two weeks. The first eight weeks that preceded data collection witnessed a continuous update of the, previously rich and well established, educational plans in line with continuous development plan for students and instructors that included intensive training for students and instructors on the use of up-to-date educational technologies. That has reflected on the results of the study, where the student satisfaction level, attitudes and challenges were found to lie within the “strong” category indicating high satisfaction level, positive attitude, and minimum faced challenges, with statistically significant differences in the mean across gender and residency for some cases. Such positive result is directly related to the fact that students of the UAE public schools were partially exposed to electronic learning even before the pandemic, the tremendous efforts of the ministry of education to guarantee smooth transfer to full distance learning after the outbreak of the pandemic, and the well established infrastructure of the country.
Keywords: student satisfaction, student attitudes, student challenges, distance learning, e-learning, virtual classes, COVID-19
Review Article
Cecilia Avila-Garzon, Jorge Bacca-Acosta, Kinshuk, Joan Duarte, Juan Betancourt
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep302
ABSTRACT
Research on augmented reality (AR) in education is gaining momentum worldwide. This field has been actively growing over the past decades in terms of the research and development of new technologies. Reviews in the field of AR in education consist of systematic literature reviews and meta-analyses (around 45), surveys (around 33), and only one bibliometric analysis. However, these reviews do not provide a general synthesis of the research published in the field to depict its evolution over the years. This study used the metadata of articles from a 25-year period (1995-2020) to conduct a bibliometric analysis. A total of 3,475 studies were considered. In this study, we used tools such as the Scopus database, the bibliometrix R package, and the VOSviewer analysis tool. The analysis of the literature is based on the metadata, author, content, and citation information extracted from the dataset. In addition, we focus on comparing literature published mainly in journals (articles, articles in press, and reviews) and those published in other sources (conference papers, books, and book chapters). Practitioners could use the results of this study to make decisions about the adoption of AR technologies in education.
Keywords: augmented reality, education, learning, bibliometric, trends
Research Article
Vusumuzi Maphosa, Bekithemba Dube
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep301
ABSTRACT
The outbreak of the coronavirus disease (COVID-19) has caused unprecedented global socio-economic disruptions. One of the areas negatively impacted is the education system. The country’s over reliance on traditional face-to-face teaching has brought about serious challenges to policymakers who have to decide how learning would proceed in the absence of physical contact between the teacher and the learner. This has been exacerbated by the general lack of access to textbooks and other teaching and learning materials which makes it difficult for parents to assist with home schooling. The potential use of mobile apps to support and enhance early childhood learning has received little attention in developing countries such as Zimbabwe, yet its impact in supporting early childhood education would be enormous during and post the COVID-19 pandemic. The study seeks to develop a numeracy-based app prototype that uses a local language (IsiNdebele) in a classroom or home-based schooling in response to the COVID-19 pandemic or other natural disasters or man-made situations that may make face-to-face interaction impossible. The analysis showed that kindergarten teachers had positive opinion towards the app as they perceived the prototype to be useful, easy to use, simple and that learners would be eager to use it. The results of this study can inform policymakers and educators on optimising technology based early teaching and learning at school and home.
Keywords: COVID-19, kindergarten, mobile apps, home-based learning, technology acceptance model
Research Article
Kasim Karatas, Ibrahim Arpaci
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep300
ABSTRACT
This study investigated role of the self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting readiness for online learning during the COVID-19 pandemic. 21st Century Skills and Competences Scale, Self-Directed Learning Skills Scale, Metacognitive Awareness Inventory, and Readiness for Online Learning Scale were used to collect data from 834 prospective teachers. Structural equation modelling (SEM) results indicated that self-directed learning skills, metacognitive awareness, and 21st century skills and competences positively predict prospective teachers’ readiness for online learning. These findings suggested that enhancing prospective teachers’ self-directed learning, metacognitive awareness, and 21st century skills and competences may promote their readiness for online learning.
Keywords: self-directed learning, metacognitive awareness, 21st century skills, readiness for online learning, teacher education
Research Article
Imam Fitri Rahmadi, Zsolt Lavicza, Tony Houghton
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep299
ABSTRACT
Educational games have great potential for learning, however the potential of user-generated microgames for supporting learning is still not completely understood. The present study reviews the design quality of user-generated microgames based on microgame design fundamentals and explores the potential of the games for facilitating learning from the perspective of elementary teachers in terms of the strengths, weaknesses, opportunities, and threats. This is exploratory research organised within the GeoGebra application and with the participation of elementary teachers in Indonesia. The study found that the games met the microgame design fundamentals but the mechanics and aesthetics were in need of some improvements. The major strength of the games is simplicity for learning, however their user interfaces are their major weakness. Learning resources and environments in Indonesian elementary schools are relatively supportive of games integration into learning processes whilst senior teachers and rural areas are less so. These findings suggest users should pay more attention to audios, visuals and special effects as well as winning conditions when creating microgames in open platforms. It is of pivotal importance to provide playing instructions and games that fit to mobile screens. Furthermore, teachers have to carefully select the games and consider the context before utilising user-generated microgames for assisting learning.
Keywords: user-generated microgames, microgame-based learning, microgame design fundamentals, exploratory study
Research Article
Mailizar Mailizar, Abdulsalam Almanthari, Suci Maulina
CONT ED TECHNOLOGY, Volume 13, Issue 2, Article No: ep298
ABSTRACT
The aim of this study was to examine factors that influenced experienced teachers’ intention to use E-learning in their teaching of mathematics. Data were collected using a questionnaire from 161 secondary school mathematics teachers who completed a six-month in-service online training provided by the Indonesian Ministry of Education. The Technology Acceptance Model (TAM) was used as the framework while E-learning experience was included as an additional construct. An extended TAM model was proposed and tested in this study. It consisted of five constructs, namely: intention to use, perceived usefulness, perceived ease of use, attitude toward using, and experience. Data were analyzed using Structural Equation Modelling with SMARTPLS 3.0. The findings showed that attitude toward E-learning use and E-learning experience were the two most significant constructs in predicting E-learning use. Contrary to previous studies, perceived ease of use and perceived usefulness were non-significant factors for the prediction of the behavioral intention. Implications for future research and practices are discussed.
Keywords: behavioral intention, teachers’ intention to use e-learning, extended TAM model, teachers’ e-learning experience, e-learning in mathematics classroom
Research Article
Emeka Joshua Chukwuemeka, Samaila Dominic, Mary Ayanjoke Kareem, Ibrahim Ango Mailafia
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep292
ABSTRACT
Education has been one of the worst-hit sectors of the economy since the detection of the first index case of Covid-19 in Nigeria on February 27, 2020. Like many affected countries of the world, the Federal government of Nigeria has taken several necessary precautionary measures to curtail the spread of the disease. This has led to the suspension of all educational activities especially in-class teaching and learning processes. This paper studied the state of education in Nigeria and the effort of government towards continuous education in comparison to the measures put in place by other developing countries during the COVID-19 pandemic. The paper equally reviewed five different available and popular online learning platforms that can be implemented by the government to provide start-up educational programs that would help to keep students on course by learning remotely from home throughout the period of Covid-19 pandemic. These include Distance Learning, Social media, Virtual Classroom, M-Learning, and Flipped classroom. Implementation of these online forms of education will successfully offer alternatives and ensure continuous education presently and in the future. The recommendations of this study would be useful even for other developing countries that are yet to discover any alternative to the disrupted in-class learning activities so that their students will start to learn from home.
Keywords: COVID-19, Coronavirus, open and distance learning, social media, virtual classroom, mobile learning, flipped classroom
Research Article
Umut Akcil, Mert Bastas
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep291
ABSTRACT
The COVID-19 pandemic has had an impact on people’s social interaction and has brought changes on education, environment and economy. COVID-19, which affects every aspect of life, has produced results that require re-evaluating the perspective on education. Distance learning, digital learning, e-learning has reshaped education in many ways. There can be a chance of the pandemic in the digital age to turn into an advantage for the education sector. In this period, it can be said that those who have high interest in technology move more easily in distance education and e-learning processes. In this context, expressing the best skills in the digital age, it was thought that the concept of digital citizenship would have positive effects on e-learning. This study is a relational survey and tested by establishing a relationship between digital citizenship and e-learning. The study was conducted among higher education students. It has been observed that there is a positive relationship between digital citizenship behaviors and e-learning attitudes. In addition, it has been observed that the negative anxiety of students due to the pandemic is reflected in their e-learning processes. However, overall results show that digital citizenship behavior digital learning process could be a positive response to COVID-19 closure period.
Keywords: COVID-19 pandemic, e-learning, digital citizenships, digital age, higher education
Research Article
Lera A. Kamalova, Makhabbat Zh. Umbetova, Narine S. Putulyan
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep288
ABSTRACT
The aim of this work is to determine the most effective technologies and practices for the linguistic and sociocultural adaptation of foreign students studying in Russian and foreign universities, the use of which will help foreign students overcome barriers in academic performance, mastery of the Russian language, psychological and sociocultural adaptation in the host country. The fundamental basis of this study is the experimental work carried out at the Institute of Psychology and Education of Kazan Federal University, Arkalyk State Pedagogical Institute named after Y. Altynsarin, St. Petersburg National Research University of Information Technologies, Mechanics and Optics. Sociocultural and linguistic adaptation of foreign students is organized on the basis of an integrated approach, which is a combination of intercultural, humanistic, personality-oriented, activity-based approaches to learning. Education and training of foreign students should be organized on the basis of modern technologies and practices (authoring online simulators in Russian, interactive whiteboard, case method, brainstorming, role-playing game, discussion) contributes to effective language, socio-cultural adaptation of students. An effective tool to promote the sociocultural and linguistic adaptation of foreign students is a specially organized tolerant developing educational environment of the university, organized taking into account the specifics of social problems and the psychological state of migrants, contributing to the leveling of emerging problems of socio-cultural adaptation, the integration of foreign students in the host community. In this study, the most effective diagnostics were identified that affect the mechanisms of linguistic and sociocultural adaptation of foreign students studying in Russian and foreign universities: diagnostics of the level of social isolation of a person, determination of the level of depression, methods for determining sociocultural identity, adaptation of a person to a new sociocultural environment, methodology for determining level of knowledge of Russian as a foreign language. The scientific novelty of this study is to determine the most effective technologies and practices of linguistic and sociocultural adaptation of foreign students in the context of globalization and the Eurasian integration of sociocultural and educational space.
Keywords: foreign students, migrants, adaptation, linguistic, sociocultural, technology, pedagogical, learning, Russian
Research Article
Ardita Todri, Petraq Papajorgji, Howard Moskowitz, Francesco Scalera
CONT ED TECHNOLOGY, Volume 13, Issue 1, Article No: ep287
ABSTRACT
This paper presents the perceptions on distance learning approaches, assessed through an online survey, using experimental design of ideas (Mind Genomics). Students and professors of higher education institutions who had not yet experienced distance learning before COVID-19 pandemic period participated in the study. The participants belong to the universities located in Mediterranean basin, e.g., Albania, Italy, Morocco, Algeria and few African countries.
Results suggest that distance learning will shift many of the responsibilities formerly on the professors to those of the students. The data suggests the need for emotional support during this transition, specifically to maintain interaction among students and professor as well as among students themselves in distance learning platforms as in traditional classrooms. The study shows that the effectiveness and the interactivity of this new paradigm are very important and any further developments of distance learning should provide strong support for these components. The position of the professor is indispensable as the guide to the entire process, suggesting that at least at the time of this writing (2020) distance learning approach is perceived only to be an intermittent complementary path to in-person interactions.
Keywords: distance learning, Mind Genomics, survey, user’s perceptions
Research Article
Ricardo-Adán Salas-Rueda, Jesús Ramírez-Ortega, Ana-Libia Eslava-Cervantes
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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
CONT ED TECHNOLOGY, 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