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
Fatimah Alhashem, Abdullah Alfailakawi
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep474
ABSTRACT
This research studied the impact of integrating virtual laboratories in chemistry lessons among 22 pre-service teachers who were enrolled in a Bachelor of Education program, focusing on middle and high school science. These participants were systematically divided into an experimental group (EG) and a control group. Both groups engaged in the same organic chemistry lesson and subsequent lab session, the only difference being that EG received additional training via a virtual laboratory prior to the hands-on lab session. A survey, conducted both before and after the experiment, was utilized to measure participants’ attitudes towards the use of virtual laboratories. The quantitative data analysis revealed a significant positive shift in EG’s attitudes post-intervention, suggesting that virtual laboratory experiences enhance their learning and engagement. Specifically, participants exhibited improved understanding of the educational methodologies and heightened engagement during the physical lab work. However, no significant differences were observed between the two groups concerning the technical aspects of the experiments, implying that the virtual labs’ impact on perspectives about the technical components of a chemistry lab was consistent across both groups. These findings support the view of virtual laboratories as a viable supporting tool for science education, promoting technology integration into teaching practices to meet the demands of 21st century learning outcomes. This research concludes with recommendations for future studies to explore further the implications of virtual labs on various aspects of science education.
Keywords: virtual laboratory, chemistry, organic chemistry, pre-service teacher, training, science education, laboratory
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
Review Article
Roza S. Akhmadieva, Natalia N. Udina, Yuliya P. Kosheleva, Sergei P. Zhdanov, Maria O. Timofeeva, Roza L. Budkevich
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep460
ABSTRACT
A descriptive bibliometric analysis of works on artificial intelligence (AI) in science education is provided in this article to help readers understand the state of the field’s research at the time. This study’s main objective is to give bibliometric data on publications regarding AI in science education printed in periodicals listed in the Scopus database between 2002 and 2023 end of May. The data gathered from publications scanned and published within the study’s parameters was subjected to descriptive bibliometric analysis based on seven categories: number of articles and citations per year, countries with the most publications, most productive author, most significant affiliation, funding institutions, publication source and subject areas. Most of the papers were published between 2016 and 2022. The United States of America, United Kingdom, and China were the top-3 most productive nations, with the United States of America producing the most publications. The number of citations to the publications indexed in Scopus database increased in a progressive way and reached to maximum number in 2022 with 178 citations. Most productive author on this topic was Salles, P. with four publications. Moreover, Carnegie Mellon University, University of Memphis, and University of Southern California have the maximum number of publications as affiliations. The National Science Foundation was the leader funding institution in terms of number of publications produced. In addition, “Proceedings Frontiers in Education Conference Fie” have the highest number of publications by year as a publication source. Distribution of the publications by subject area was analyzed. The subject areas of the publications were computer sciences, social sciences, science education, technology and engineering education respectively. This study presents a vision for future research and provides a global perspective on AI in science education.
Keywords: artificial intelligence, science education, STEM, bibliometric review
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
Research Article
Adisti Yuliastrin, Rian Vebrianto, Mery Berlian, Musa Thahir
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep420
ABSTRACT
The Open University is a university that has been around for a long time, so that it is able to develop a learning process that demands the development of science and technology, both online and offline independently. Therefore, this study aims to describe and analyze the process and results of the development of a virtual science laboratory to support UT’s role as a pioneer of cyber-university in Indonesia. This research is a development-research that uses the ADDIE model. The instruments used were validation sheets filled in by 64 validators, practicality sheets and effectiveness sheets filled out by 237 respondents. The data analysis used to answer the research objectives was descriptive and inferential statistical tests using the IBM SPSS 23.00 program. The results showed that product development in the form of textbooks based on the virtual laboratory of science met the valid, practical and effective criteria for use in the process learning. The results of this study have implications for stakeholders and teachers to be able to implement this media in a more appropriate and interesting learning process and can be a source of inspiration for conducting current research.
Keywords: developing media, virtual laboratory, science, ADDIE model
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
Review Article
Sandra Erika Gutiérrez-Núñez, Aixchel Cordero-Hidalgo, Javier Tarango
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep367
ABSTRACT
This article analyzes the way in which educators and researchers have pronounced themselves for incorporating computer programming in the K-12 curricula (basic and secondary education), recognizing its cognitive benefits in those who practice it, which can be useful in contexts other than computing, by influencing the development of higher order thinking skills and problem solving, both concepts integrated in the so-called computational thinking (CT). The proposal includes the vision of various authors, who conclude that the transfer of cognitive programming skills does not happen correctly given the prevalence of educational interventions designed under the belief that it occurs as an automatic and spontaneous process. The structure of the article is made up of three fundamental aspects: (1) historical account of the definition of knowledge transfer (KT), its main theoretical and classificatory taxonomies; (2) integration of existing definitions on CT and the way in which the formulation of various study plans in different countries has resulted; and (3) the investigation of different challenges and implications present in the CT, as well as recommendations for its improvement, taking as a reference the results of experiments carried out in different academic fields, proposed in order to strengthen both the KT as well as the CT.
Keywords: computational thinking, computer-like thinking, computational-informatics thinking, computational literacy, problem solving, computer science education
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
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
Nuri Kara
CONT ED TECHNOLOGY, Volume 13, Issue 2, Article No: ep295
ABSTRACT
The aim of this study was to conduct a systematic literature review on the use of serious games in science education between 2016 and 2020 years. A total of 39 articles were included from Science Citation Index- Expanded (SCI-Expanded), Social Science Citation Index (SSCI), Arts & Humanities Citation Index (A&HCI) and Emerging Sources Citation Index (ESCI) listed in the Web of Science database. The results showed that experiential science was the most emphasized subject area in the articles. The results also indicated that learning/academic achievement was the common examined topic in the articles. For the research designs, more than half of the articles implemented quantitative research design. Considering the data collection tools, achievement tests were the most used data collection tool. Regarding the use of sampling methods, convenience sampling was preferred in more than half of the articles. Secondary and primary school students were the most used sampling groups. The sample size of 31-100-person group was commonly chosen in the articles. Considering the data analysis methods, a majority of articles implemented descriptive analyses methods. It was also found that computer game was the most used game type. Regarding the game genres, adventure was the most preferred one in serious games.
Keywords: serious games, educational games, science education, literature review
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
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
Book Review
Olivia Nichole Ritter
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 99-102
ABSTRACT
This book’s value lies in the succinct provision of evidence that confounds simplistic views of the objectives and potential directions of STEM education. More importantly, this book elicits significant questions about how the proposed alternative conceptions of STEM may materialize. As an educator in a system dominated by high-stakes standardized testing, the authors’ perspectives concerning the importance of the intrinsic value of genuine learning and the aesthetics underlying the subjects of mathematics and science are refreshing and provide hope for potential change.
Keywords: STEM, science education, mathematics education, technology education
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
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
Kennedy O. Odu
CONT ED TECHNOLOGY, Volume 2, Issue 3, pp. 238-249
ABSTRACT
The importance of science and technology education cannot be over-emphasized. Human capital development in science and technology education is the gateway to a scientific, technological, and progressive society. It is also the very bedrock upon which modern and advanced nations are based. However, science was featured in a few secondary and teacher training schools in Nigeria between 1859 and 1929. The major subjects taught in the schools were astronomy, chemistry, physiology, geology, and botany. These were later systematized and then changed first to Nature Study and later General Science. Training of technology education teachers in Nigeria started in 1962 with the establishment of the Department of Vocational Teacher Education at the University of Nigeria-Nsukka under the supervision of Michigan State University (USA) at its formative years. Human capital development in science and technology education is faced with a lot of challenges such as retraining of science and technology teachers, dearth of qualified technology trainers, and inadequate funding among others. This paper addressed how these challenges could be forestalled for successful implementation of human capital development and also the new responsibilities of the teachers for science and technology education in Nigeria.
Keywords: Human capital development, Technology education, Science education, Training of science and technology teachers
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