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Social Sciences › Education

Online and Blended Learning

Works Count: 166613

Description

This cluster of papers explores the transformative potential of blended learning in higher education, focusing on topics such as student satisfaction, community of inquiry, instructional design, social presence, and cognitive engagement. It delves into the comparison of online and traditional classroom instruction, factors influencing learner satisfaction in e-learning, and the effectiveness of different types of interaction in distance education.

Keywords

Blended Learning; Online Learning; Distance Education; Student Satisfaction; Community of Inquiry; E-Learning; Instructional Design; Social Presence; Cognitive Engagement; Virtual Learning Environments

Instructional Design Theories and Models

1983-11-01
Charles M. Reigeluth
Contents: Unit 1:Instruction: What the Discipline is Like. C.M. Reigeluth, Instructional Design: What Is It Like and Why Is It? G.L. Gropper, A Metatheory of Instruction: A Framework for Analyzing … Contents: Unit 1:Instruction: What the Discipline is Like. C.M. Reigeluth, Instructional Design: What Is It Like and Why Is It? G.L. Gropper, A Metatheory of Instruction: A Framework for Analyzing and Evaluating Instructional Theories and Models. L.N. Landa, Descriptive and Prescriptive Theories of Learning and Instruction: An Analysis of their Relationships and Interactions. Unit 2:Models and Theories of Instruction. D.T. Aronson, L.J. Briggs, Contributions of Gagn and Briggs to a Prescriptive Model of Instruction. G.L. Gropper, A Behavioral Approach to Instructional Prescription. L.N. Landa, The Algo-Heuristic Theory of Instruction. J.M. Scandura, Instructional Strategies Based on the Structural Learning Theory. A. Collins, A.L. Stevens, A Cognitive Theory of Inquiry Teaching. M.D. Merrill, Component Display of Theory. C.M. Reigeluth, F.S. Stein, The Elaboration Theory of Instruction. J.M. Keller, Motivational Design of Instruction. Unit 3:Commentary. G.E. Snelbecker, Is Instructional Theory Alive and Well? Concluding Remarks.

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

2009-05-01
Barbara Means , Yukie Toyama , Robert F. Murphy +2 more
A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that … A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education).

Handbook of Complementary Methods in Education Research

2012-01-04
Judith L. Green , Gregory Camilli , Patricia B. Elmore +2 more
Contents: L.A. Shepard, Preface. J.L. Green, G. Camilli, P.B. Elmore, Introduction to the Handbook: What's Complementary About Complementary Methods. A. Skukauskaite, E. Grace, On Reading and Using the Volume: Notes … Contents: L.A. Shepard, Preface. J.L. Green, G. Camilli, P.B. Elmore, Introduction to the Handbook: What's Complementary About Complementary Methods. A. Skukauskaite, E. Grace, On Reading and Using the Volume: Notes to Students. Part I: Foundations. E. Bredo, Philosophies of Educational Research. G.J. Kelly, Epistemology and Educational Research. K.A. Strike, The Ethics of Educational Research. Part II: Introduction to Design & Analysis. C. Bazerman, Analyzing the Multidimensionality of Texts in Education. T. Barone, Arts-Based Educational Research. R.K. Yin, Case Study Methods. K.M. Borman, C. Clarke, B. Cotner, R. Lee, Cross-Case Analysis. A.C. Porter, Curriculum Assessment. K.H. Kim, P.M. Bentler, Data Modeling: Structural Equation Modeling. F. Erickson, Definition and Analysis of Data From Videotape: Some Research Procedures and Their Rationales. A.H. Schoenfeld, Design Experiments. H-Z. Ho, S.L. O'Farrell, S. Hong, S. You, Developmental Research: Theory, Method, Design, and Statistical Analysis. D. Bloome, C. Clark, Discourse-In-Use. H. Braun, Empirical Bayes. J.P. Shaffer, Estimation. K.M. Anderson-Levitt, Ethnography. J. Nespor, Finding Patters With Field Notes. R.J. Shavelson, N.M. Webb, Generalizability Theory. J.L. Rury, Historical Research in Education. A. Henry, Historical Studies: Groups/Institutions. M.E. Brenner, Interviewing in Educational Research. L. Crocker, Introduction to Measurement Theory. S. Embretson, X. Yang, Item Response Theory. D.M. Harrison, S.W. Raudenbush, Linear Regression and Hierarchical Linear Models. G.V. Glass, Meta-Analysis: The Quantitative Synthesis of Research Findings. C.A. Chinn, The Microgenetic Method: Current Work and Extensions to Classroom Research. M.L. Smith, Multiple Methodology in Education Research. F.M. Connelly, D.J. Clandinin, Narrative Inquiry. N.C. Burbules, B.R. Warnick, Philosophical Inquiry. M. Cochran-Smith, K. Donnell, Practitioner Inquiry: Blurring the Boundaries of Research and Practice. J.R. Levin, Probability and Hypothesis Testing. W.R. Shadish, J.K. Luellen, Quasi-Experimental Design. T.D. Cook, V. Sinha, Randomized Experiments in Educational Research. M. Eisenhart, Representing Qualitative Data. B. Thompson, Research Synthesis: Effect Sizes. H. Wainer, P.F. Velleman, Statistical Graphics: A Guidepost for Scientific Discovery. M. Berends, Survey Methods in Educational Research. J. Chromy, Survey Sampling. Part III: Programs of Research. C. Genishi, T. Glupczynski, Language and Literacy Research: Multiple Methods and Perspectives. L.M. McNeil, E.M. Coppola, Official and Unofficial Stories: Getting at the Impact of Policy on Educational Practice. M.E. Goertz, Policy Analysis: Studying Policy Implementation. S. Kushner, C. Adelman, Program Evaluation: A Democratic Practice. L.A. Rex, S.C. Steadman, M.K. Graciano, Researching the Complexity of Classroom Interaction. J.A. Banks, Researching Race, Culture, and Difference: Epistemological Challenges and Possibilities. J.G. Greeno, Theoretical and Practical Advances Through Research on Learning. S. Noffke, K. Zeichner, Programs of Research in Teacher Education.

The Cambridge handbook of multimedia learning

2006-06-01
Richard E. Mayer
During the past 10 years, the field of multimedia learning has emerged as a coherent discipline with an accumulated research base that has never been synthesized and organized in a … During the past 10 years, the field of multimedia learning has emerged as a coherent discipline with an accumulated research base that has never been synthesized and organized in a handbook. The Cambridge Handbook of Multimedia Learning constitutes the world's first handbook devoted to comprehensive coverage of research and theory in the field of multimedia learning. Multimedia learning is defined as learning from words (e.g., spoken or printed text) and pictures (e.g. illustrations, photos, maps, graphs, animation, or video). The focus of this handbook is on how people learn from words and pictures in computer-based environments. Multimedia environments include online instructional presentations, interactive lessons, e-courses, simulation games, virtual reality, and computer-supported in-class presentations. The Cambridge Handbook of Multimedia Learning seeks to establish what works (that is, to ground research in cognitive theory), and to consider when and where it works (that is, to explore the implications of research for practice). (http://books.google.fr/books?id=duWx8fxkkk0C&printsec=frontcover&hl=fr#v=onepage&q&f=false)

Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

2006-12-04
Khe Foon Hew , Thomas Brush

From Teaching<i>to</i>Learning —<i>A New Paradigm For Undergraduate Education</i>

1995-11-01
Robert B. Barr , John Tagg
(1995). From Teaching to Learning — A New Paradigm For Undergraduate Education. Change: The Magazine of Higher Learning: Vol. 27, No. 6, pp. 12-26. (1995). From Teaching to Learning — A New Paradigm For Undergraduate Education. Change: The Magazine of Higher Learning: Vol. 27, No. 6, pp. 12-26.

The Handbook of Research on Teaching

1962-03-01
David G. Ryans , N. L. Gage

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education

1999-03-01
D. Randy Garrison , Terry Anderson , Walter Archer

Classrooms as Communities

1997-11-01
Vincent Tinto
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsVincent TintoVincent Tinto is Distinguished University Professor in the School of Education at Syracuse University. Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsVincent TintoVincent Tinto is Distinguished University Professor in the School of Education at Syracuse University.

Critical thinking, cognitive presence, and computer conferencing in distance education

2001-01-01
D. Randy Garrison , Terry Anderson , Walter Archer
Abstract This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference. A model of a critical community of inquiry frames the … Abstract This article describes a practical approach to judging the nature and quality of critical discourse in a computer conference. A model of a critical community of inquiry frames the research. A core concept in defining a community of inquiry is cognitive presence. In turn, the practical inquiry model operationalizes cognitive presence for the purpose of developing a tool to assess critical discourse and reflection. The authors present encouraging empirical findings related to an attempt to create an efficient and reliable instrument to assess the nature and quality of critical discourse and thinking in a text‐based educational context. Finally, the authors suggest that cognitive presence (i.e., critical, practical inquiry) can be created and supported in a computer‐conference environment with appropriate teaching and social presence.

Change Forces: Probing the Depths of Educational Reform

1995-03-01
Scott Davies , Michael Fullan
The Problem and the Potential of Educational Change Moral Purpose and Change Agentry The Complexity of the Change Process The School as a Learning Organization The Learning Organization and Its … The Problem and the Potential of Educational Change Moral Purpose and Change Agentry The Complexity of the Change Process The School as a Learning Organization The Learning Organization and Its Environment Teacher Education - Society's Missed Opportunity The Individual and the Learning Society.

Media will never influence learning

1994-06-01
Richard E. Clark

Editorial: Three types of interaction

1989-01-01
Michael G. Moore
(1989). Editorial: Three types of interaction. American Journal of Distance Education: Vol. 3, No. 2, pp. 1-7. (1989). Editorial: Three types of interaction. American Journal of Distance Education: Vol. 3, No. 2, pp. 1-7.

How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature

2004-09-01
R Bernard , Philip C. Abrami , Yiping Lou +6 more
A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall … A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures and wide variability. This suggests that many applications of DE outperform their classroom counterparts and that many perform more poorly. Dividing achievement outcomes into synchronous and asynchronous forms of DE produced a somewhat different impression. In general, mean achievement effect sizes for synchronous applications favored classroom instruction, while effect sizes for asynchronous applications favored DE. However, significant heterogeneity remained in each subset.

THE SIGNIFICANCE OF LEARNER'S ERRORS

1967-01-01
S. Pit Corder

The Theory and Practice of Online Learning

2008-12-31
Terry Anderson
The revised version of the Theory and Practice of Online Learning, edited by Terry Anderson, brings together recent developments in both the practice and our understanding of online learning.Five years … The revised version of the Theory and Practice of Online Learning, edited by Terry Anderson, brings together recent developments in both the practice and our understanding of online learning.Five years have since passed between this new edition and the first version.Five years is certainly a long time in this business as this second edition illustrates.The improvement in versatility and sophistication of the technologies that have been coming into common use has been so significant that a revisit of our knowledge of learning technologies and their application was becoming increasingly necessary.Anderson and the other authors of this text have responded to the need and have done the higher education community a great service by bringing it out in the electronic open access format under a Creative Commons License.Those of us from the other world are beneficiaries of this generosity and intellectual benevolence.Online learning has begun to embed itself as a part of our educational environment, especially in the higher education and training Theory and Practice of Online Learning
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ASSESSING TEACHING PRESENCE IN A COMPUTER CONFERENCING CONTEXT

2019-03-19
Terry Anderson , Liam Rourke , D. Randy Garrison +1 more
This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this … This paper presents a tool developed for the purpose of assessing teaching presence in online courses that make use of computer conferencing, and preliminary results from the use of this tool. The method of analysis is based on Garrison, Anderson, and Archer’s model of critical thinking and practical inquiry in a computer conferencing context. The concept of teaching presence is constitutively defined as having three categories – design and organization, facilitating discourse, and direct instruction. Indicators that we search for in the computer conference transcripts identify each category. Pilot testing of the instrument reveals interesting differences in the extent and type of teaching presence found in different graduate level online courses.
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Educational Research: An Introduction

1965-11-01
R. R. Dale , W. R. Borg
I. INTRODUCTION. 1. The Nature of Educational Research II. PLANNING A RESEARCH STUDY. 2. The Research Process: From Proposal to Final Report 3. Ethics and Site Relations 4. Reviewing the … I. INTRODUCTION. 1. The Nature of Educational Research II. PLANNING A RESEARCH STUDY. 2. The Research Process: From Proposal to Final Report 3. Ethics and Site Relations 4. Reviewing the Literature III. RESEARCH METHODS. 5. Statistical Techniques 6. Selecting a Sample 7. Collecting Research Data with Tests and Self-Report Measures 8. Collecting Research Data with Questionnaires and Interviews 9. Collecting Research Data through Observation and Content Analysis IV. QUANTITATIVE RESEARCH DESIGN. 10. Nonexperimental Research: Descriptive and Causal-Comparative Designs 11. Nonexperimental Research: Correlational Designs 12. Experiment Research: Designs, Part 1 13. Experimental Research: Designs, Part 2 V. APPROACHES TO QUALITATIVE RESEARCH. 14. Case Study Research 15. Qualitative Research Traditions 16. Historical Research VI. APPLICATIONS OF RESEARCH. 17. Evaluation Research 18. Action Research

Blended learning: Uncovering its transformative potential in higher education

2004-04-01
D. Randy Garrison , Heather Kanuka

Assessing Social Presence In Asynchronous Text-based Computer Conferencing

1999-01-01
Liam Rourke , Terry Anderson , D. Randy Garrison +1 more
Instructional media such as computer conferencing engender high levels of student-student and student-teacher interaction; therefore, they can support models of teaching and learning that are highly interactive and consonant with … Instructional media such as computer conferencing engender high levels of student-student and student-teacher interaction; therefore, they can support models of teaching and learning that are highly interactive and consonant with the communicative ideals of university education. This potential and the ubiquity of computer conferencing in higher education prompted three of the authors of the this article to develop a community of inquiry model that synthesizes pedagogical principles with the inherent instructional and access benefits of computer conferencing (Garrison, Anderson, & Archer, 2000). This article explicates one element of the model, social presence. Social presence is defined as the ability of learners to project themselves socially and affectively into a community of inquiry. A template for assessing social presence in computer conferencing is presented through content analysis of conferencing transcripts. To facilitate explication of the scheme and subsequent replication of this study, selections of coded transcripts are included, along with interrater reliability figures. The article concludes with a discussion of the implications and benefits of assessing social presence for instructors, conference moderators, and researchers. Les medias educatifs, tel le forum electronique, sont susceptibles d'engendrer un niveau eleve d'interaction entre les etudiants et entre le tuteur et chaque etudiant; par consequent, ils peuvent soutenir des modeles d'enseignement et d'apprentissage qui mettent en valeur l'interaction et qui sont compatibles avec les ideaux communicationnels d'une education universitaire. Ce potentiel, ainsi que l'ubiquite du forum asynchrone dans l'education superieure, ont mene trois des auteurs de cet article a developper un modele de communaute de recherche qui resume les principes pedagogiques applicables au forum electronique en incluant les benefices que l'enseignement peut en retirer et les avantages relatifs a l'accessibilite (Garrison, Anderson, & Archer, 2000). Cet article explique un element du modele : la presence sociale. On y definit la presence sociale comme la capacite des apprenants de se projeter sur le plan social et emotionnel dans une communaute de recherche. On y decrit un gabarit utilise pour evaluer la presence sociale lors d'une analyse de contenu de transcriptions de forums electroniques. Afin d'aider la comprehension des modalites d'evaluation et de faciliter la reproduction subsequente de cette etude, un echantillonnage de transcriptions codees ainsi que les baremes de fiabilite inter-evaluateurs sont fournis. L'article se termine par une discussion des consequences et des avantages de l'evaluation de la presence sociale du point de vue des formateurs, des animateurs de conference et des chercheurs.

Reconsidering Research on Learning from Media

1983-12-01
Richard E. Clark
Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing … Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance or time-saving gains from one or another medium are shown to be vulnerable to compelling rival hypotheses concerning the uncontrolled effects of instructional method and novelty. Problems with current media attribute and symbol system theories are described and suggestions made for more promising research directions.
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Connectivism: A Learning Theory for the Digital Age

2004-01-01
George Siemens
International Journal of Instructional Technology and Distance Learning (ITDL), January 2005 International Journal of Instructional Technology and Distance Learning (ITDL), January 2005

First principles of instruction

2002-09-01
Margaret Merrill

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

2006-05-26
Punya Mishra , Matthew J. Koehler
Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building … Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

e-Learning, online learning, and distance learning environments: Are they the same?

2010-11-04
Joi L. Moore , Camille Dickson-Deane , Krista Galyen

The Impact of E-Learning in Medical Education

2006-02-17
Jorge G. Ruiz , Michael J. Mintzer , Rosanne M. Leipzig
The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for … The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.

The adequacy of response rates to online and paper surveys: what can be done?

2008-04-23
Duncan David Nulty
Abstract This article is about differences between, and the adequacy of, response rates to online and paper‐based course and teaching evaluation surveys. Its aim is to provide practical guidance on … Abstract This article is about differences between, and the adequacy of, response rates to online and paper‐based course and teaching evaluation surveys. Its aim is to provide practical guidance on these matters. The first part of the article gives an overview of online surveying in general, a review of data relating to survey response rates and practical advice to help boost response rates. The second part of the article discusses when a response rate may be considered large enough for the survey data to provide adequate evidence for accountability and improvement purposes. The article ends with suggestions for improving the effectiveness of evaluation strategy. These suggestions are: to seek to obtain the highest response rates possible to all surveys; to take account of probable effects of survey design and methods on the feedback obtained when interpreting that feedback; and to enhance this action by making use of data derived from multiple methods of gathering feedback.
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Teacher beliefs and technology integration practices: A critical relationship

2012-02-13
Peggy A. Ertmer , Anne Ottenbreit‐Leftwich , Olgun Sadık +2 more

Likert Scale: Explored and Explained

2015-01-10
Ankur Joshi , Saket Kale , Satish Chandel +1 more
Likert scale is applied as one of the most fundamental and frequently used psychometric tools in educational and social sciences research. Simultaneously, it is also subjected to a lot of … Likert scale is applied as one of the most fundamental and frequently used psychometric tools in educational and social sciences research. Simultaneously, it is also subjected to a lot of debates and controversies in regards with the analysis and inclusion of points on the scale. With this context, through reviewing the available literature and then clubbing the received information with coherent scientific thinking, this paper attempts to gradually build a construct around Likert scale. This analytical review begins with the necessity of psychometric tools like Likert scale andits variants and focuses on some convoluted issues like validity, reliability and analysis of the scale.

<scp>COVID</scp> ‐19 and online teaching in higher education: A case study of Peking University

2020-04-01
Bao Wei
Starting from the spring of 2020, the outbreak of the COVID-19 caused Chinese universities to close the campuses and forced them to initiate online teaching. This paper focuses on a … Starting from the spring of 2020, the outbreak of the COVID-19 caused Chinese universities to close the campuses and forced them to initiate online teaching. This paper focuses on a case of Peking University's online education. Six specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concludes with five high-impact principles for online education: (a) high relevance between online instructional design and student learning, (b) effective delivery on online instructional information, (c) adequate support provided by faculty and teaching assistants to students; (d) high-quality participation to improve the breadth and depth of student's learning, and (e) contingency plan to deal with unexpected incidents of online education platforms.
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The Difference between Emergency Remote Teaching and Online Learning

2024-09-25
Charles B. Hodges , Stephanie Moore , Barbara B. Lockee +2 more
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Age of Surveillance Capitalism – The Fight for a Human Future at the New Frontier of Power.

2020-09-04
David Kendell
As an educator have you recently heard the term or perhaps even been told to be data driven? Inherent in this simple two-word statement is a quagmire of ethical and … As an educator have you recently heard the term or perhaps even been told to be data driven? Inherent in this simple two-word statement is a quagmire of ethical and privacy concerns that educators must confront to reach the goal and realize the expected results. Central to the concept of data-centered collection, interpretation, and prediction is surveillance capitalism from which many of the tools, methods, and ideology used originate. This review of Shoshana Zuboff's work narrows the focus to the implications for education both in the classroom and in research. As an educator, Zuboff describes three central areas of concern for education's adoption of surveillance capitalist methodologies: changes to the division of learning, private money in research, and the impacts on student development. The work presents many quesitons that can be raised at all levels of educaiton to quesiton technological adoption in and for the classroom.

Online teaching-learning in higher education during lockdown period of COVID-19 pandemic

2020-01-01
Lokanath Mishra , Tushar Gupta , Abha Shree
The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the … The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system.

Handbook of Research on Educational Communications and Technology

2013-01-11
pointers to exemplary work that has implications for research in educational communications and technology.This part of the Handbook consists of seven chapters covering: (1) historical foundations, (2) theoretical foundations, (3) … pointers to exemplary work that has implications for research in educational communications and technology.This part of the Handbook consists of seven chapters covering: (1) historical foundations, (2) theoretical foundations, (3) complexity theory, (4) experiential perspectives, (5) empirical perspectives, (6) contextualistic perspectives, and (7) philosophical perspectives.
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Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

2006-06-01
Punya Mishra , Matthew J. Koehler
Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building … Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

Quarterly Review of Distance Education

2002-11-01
Richard E. Clark
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The Implementation and Challenges Impact of E-Learning Among Asnaf Students in Perlis: Analyzing using SPSS AMOS

2025-06-26
Wan Azani Mustafa , Noor Hidayah Che Lah , Ernie Adnan +3 more | Journal of Advanced Research Design
The rapid expansion of e-learning in Malaysia, accelerated by the COVID-19 pandemic and national education policies, has highlighted significant disparities in digital access among marginalized communities, particularly the Asnaf students … The rapid expansion of e-learning in Malaysia, accelerated by the COVID-19 pandemic and national education policies, has highlighted significant disparities in digital access among marginalized communities, particularly the Asnaf students in Perlis. Despite national initiatives like CERDIK improving device accessibility, systemic challenges such as poor internet connectivity, limited digital literacy, and socio-economic constraints continue to hinder effective e-learning adoption. This study investigates the implementation and challenges of digital learning among Asnaf students, employing a quantitative survey of 105 Form 3 and Form 4 students from three secondary schools in Perlis. Data were collected through a structured questionnaire assessing awareness, engagement, and obstacles related to e-learning. Statistical analyses, including Confirmatory Factor Analysis (CFA), Composite Reliability (CR), and Discriminant Validity, were conducted using Statistical Package for the Social Sciences (SPSS), Analysis of Moment Structures (AMOS) (IBM SPSS AMOS) to ensure data reliability and construct validity. Results indicate that while 91% of students have access to digital devices, 71% struggle with unstable internet, 72% face technical difficulties, and 59% lack conducive study environments. CR (CR larger than or equivalent 0.70) confirmed internal consistency, yet engagement’s Average Variance Extracted (AVE) (0.38) fell below the threshold, signaling measurement limitations. This low AVE indicates weak convergent validity, suggesting that the engagement construct may not robustly capture students’ actual participation in e-learning. This study contributes to the discourse on digital equity by advocating for inclusive strategies that ensure sustainable and meaningful e-learning adoption among underprivileged students in Malaysia.

An Analysis of Online Learning Platforms: A Study on Coursera at P P Savani University

2025-06-25
Supriti Kushwaha | Journal of Informatics Education and Research
Online learning has transformed student learning by offering flexible, easily accessible, and self-paced learning. At P P Savani University, the students have free access to Coursera for a limited period, … Online learning has transformed student learning by offering flexible, easily accessible, and self-paced learning. At P P Savani University, the students have free access to Coursera for a limited period, within which they must complete some mandatory courses as part of the academic curriculum. The study aims to understand students' perceptions regarding Coursera, the challenges, and motivational factors for completing the course, while also considering some aspects such as their background. Department, academic year, and the number of courses they have enrolled in. The study uses a quantitative research method; data were collected through a Google Forms survey from the students across diverse departments and academic years. This study also explores the reasons cited by the students for opting for Coursera courses, the perception of students about the same, the challenges they face in completing those courses, and how they believe Coursera certification can improve their resumes.

Correcting Students’ Essays Interactively in Face-to-face mode: A Study of Yemeni EFL Undergraduates' Attitudes

2025-06-25
Wagdi Rashad Ali Bin-Hady | Mextesol journal.
Written correction feedback (WCF) has been a part of the field of English as a foreign language (EFL) writing for decades. Much research has been conducted on WCF in various … Written correction feedback (WCF) has been a part of the field of English as a foreign language (EFL) writing for decades. Much research has been conducted on WCF in various contexts. In Yemen, it seems that WCF has still not been touched. This study explores Yemeni EFL undergraduates’ attitudes on having their written essays corrected using a face-to-face (FTF) interactive mode with their instructor. It also investigates some of the advantages that Yemeni EFL undergraduates get from engaging in face-to-face interactive feedback. A quantitative research design was used to gather information from 4th level Yemeni EFL undergraduates studying at English department during the academic year 2021-2022. The intake class (17) students were recruited in this study. The study found that all the students liked to get feedback on their writing interactively in a face-to-face mode with their instructors. All the students also reported that their instructors focused on (grammar, vocabulary, and content. Findings showed that students got benefits including correcting their writing mistakes, avoiding mistakes in future writing, writing without difficulty, and applying the steps of essays. Students indicated that their writing improved and some even said they felt they could teach essay writing to other students. It is recommended for EFL teachers to focus on face-to-face interactive feedback with their individual students due to its suitability in the EFL context, especially when the students are at a basic level.

Öğretmen Adaylarının Derslerde Kullanılan Bilgisayar Sunumlarına Yönelik Görüşlerinin İncelenmesi

2025-06-25
Dilek Yaralı , Zühre Üçgül | ASYA STUDIES
Bu çalışmanın amacı, derslerde kullanılan bilgisayar sunumlarına yönelik öğretmen adaylarının görüşlerini incelemektir. Çalışma, karma araştırma desenlerinden biri olan yakınsayan desene göre tasarlanmıştır. Araştırmanın çalışma grubu, 2022-2023 bahar döneminde Türkiye'nin güneyindeki … Bu çalışmanın amacı, derslerde kullanılan bilgisayar sunumlarına yönelik öğretmen adaylarının görüşlerini incelemektir. Çalışma, karma araştırma desenlerinden biri olan yakınsayan desene göre tasarlanmıştır. Araştırmanın çalışma grubu, 2022-2023 bahar döneminde Türkiye'nin güneyindeki bir devlet üniversitesinde öğrenim gören ve çalışmaya gönüllü olarak katılan öğretmen adaylarından oluşmaktadır. Araştırmanın verileri, nicel bölümde 161, nitel bölümde ise 78 öğretmen adayından elde edilmiştir. Araştırmada veri toplamak için “Bilgisayar Sunumlarına Yönelik Görüşler Ölçeği” ve yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma sonunda nicel ve nitel bulgular, öğretmen adaylarının bilgisayar sunumlarına yönelik olumlu görüşlere sahip olduklarını göstermiştir. Öğretmen adayları bilgisayar sunumlarının içerik ve tasarım (metin ve içerik, görsel yönler) ile uygulama sürecine (sunum yönetimi ve etkileşim) yönelik eksiklikleri olduğunu belirtmişlerdir. Ayrıca öğretmen adayları bilgisayar sunumlarının dikkat yönetimi ile öğrenme ve görsel hafıza üzerindeki olumlu etkilerinden, ulaşılabilir, kullanışlı ve ekonomik olduğundan bahsetmişlerdir. Etkili sunumlara ilişkin ise, öğretmen adayları bilgisayar sunumlarının içerik ve tasarım (görsel ve işitsel yönlerini iyileştirme, metin ve içerik) ile uygulama sürecine (sunum yönetimi ve etkileşim) yönelik çeşitli önerilerde bulunmuşlardır.

The Effectiveness of Technological Education in Preparing Students of the Faculty of Education from Their Point of View: Irbid National University as a Model

2025-06-25
Walaa Jawdat Tawalbeh , Hadi Mohammed Altawalbeh , Lama Khaled Maabreh | Science of law.
This study aimed to explore the effectiveness of technological education in preparing students of the Faculty of Education from their own perspectives, using Irbid National University as a model. The … This study aimed to explore the effectiveness of technological education in preparing students of the Faculty of Education from their own perspectives, using Irbid National University as a model. The qualitative approach was adopted due to its appropriateness to the objectives and nature of the study, and interviews were conducted with ten students from the Faculty of Education at Irbid National University. Through the analysis of the interviews, a set of main and sub-traits was identified. The study revealed that the methods of technological education employed in preparing education students were reflected in three main traits: The current reality of technological preparation, the challenges and difficulties facing technological preparation, and students’ proposals from their point of view. These main traits included a total of eleven sub-traits. The study indicates that the educational technology methods used in preparing students of the Faculty of Education can be summarized in several traits that could be enhanced through the involvement of concerned parties. The proposed recommendations could be considered in efforts to activate and advance the educational process.

Effective, Scalable, and Low Cost: The Use of Teacher‐Made Digital Flashcards Improves Student Learning

2025-06-24
Magnus Ingebrigtsen , Åshild Odden Miland , Jarle Bastesen +1 more | Applied Cognitive Psychology
ABSTRACT Spaced retrieval practice can improve learning but is often underutilized. We hypothesized that providing students with digital flashcards via a spaced repetition app could improve academic performance by increasing … ABSTRACT Spaced retrieval practice can improve learning but is often underutilized. We hypothesized that providing students with digital flashcards via a spaced repetition app could improve academic performance by increasing use of spaced retrieval practice. In a controlled nationwide quasi‐experiment, involving 799 first‐year nursing students across 19 Norwegian campuses, we randomly assigned 10 campuses to an intervention. Although only one‐third of the intervention group utilized the flashcards, evidence for self‐selection bias was limited. Card users significantly outperformed non‐users on the final exam (d = 0.42, p &lt; 0.001), were nearly three times more likely to pass (OR = 2.84 [1.35, 6.01]), and over twice as likely to achieve the highest grade (OR = 2.31 [1.35, 3.98]). Flashcard use remained a significant predictor of exam performance after controlling for age, prior academic performance, study time, and study material covered. This suggests that teacher‐made digital flashcards can be a cost‐effective intervention to improve learning outcomes.

Usability in learning management systems: A mixed-method analysis

2025-06-24
Pembe Pelin Koca , Hakan Özcan | International Journal of Pioneering Technology and Engineering
Usability analysis in software has a critical role in creating useful products for users and obtaining the necessary feedback. Learning Management Systems (LMSs) are among the most frequently used software … Usability analysis in software has a critical role in creating useful products for users and obtaining the necessary feedback. Learning Management Systems (LMSs) are among the most frequently used software in distance education. The usability of these systems is crucial for both student success and the quality of the service offered. This study examines LMS usability through faculty perceptions at a state university, employing a mixed-methods design. Quantitative data were collected using the System Usability Scale (SUS) from 109 faculty members, while qualitative insights were gathered from semi-structured interviews with nine participants. Statistical and thematic content analyses were employed to interpret and compare results. The quantitative analysis yielded an average SUS score of 63.85 ± 16, indicating moderate usability concerns. Based on findings from both the SUS responses and interview data, several recommendations were proposed, such as enhancing system infrastructure, simplifying the interface, improving instructional guidance, strengthening interaction features, optimizing file management, refining notification systems, addressing character encoding issues, and streamlining listing and reporting functions. The results underscore the importance of a user-centered development approach, incorporating participatory design principles. Future research should track how faculty adapt to LMS updates over time. We hope these findings will guide future usability studies.

The relationship between faculty members’ perceptions of technology leadership and their technology integration into higher education—Evidence from China

2025-06-24
Yanle Zhang , Dandan Chen , Jinfen Xu | British Educational Research Journal
Abstract In the era of digital education, enhancing faculty members’ technology integration has become a primary concern in higher education. This study aimed to examine the relationship between faculty members’ … Abstract In the era of digital education, enhancing faculty members’ technology integration has become a primary concern in higher education. This study aimed to examine the relationship between faculty members’ perceptions of their deans’ technology leadership practices and their integration of technology into teaching. An online survey was conducted among faculty members of second‐level colleges within higher education institutions in Wenzhou, China, ensuring a diverse and representative sample. A further sample of eight faculty members was then interviewed to supplement the findings from the survey, and to enable a deeper exploration of the underlying interactive mechanism concerning leadership practices and faculty members’ technology integration competency. The results revealed a significant correlation between various dimensions of faculty members’ perception of deans’ technology leadership and their technology integration, as well as pinpointing specific areas where deans’ leadership practices could be enhanced, including modelling citizen behaviours, strategic planning, policy orientation, feedback input, professional development and resource support relating to professional growth. These findings contribute to a deeper understanding of how leadership practices can shape the technological development within educational institutions, offering valuable insights for academic leaders and providing a foundation for future studies on technology integration in higher education.

Enhancing Alumni Connectivity through a Web Portal Developed via Iterative Methods

2025-06-24
Younten Tshering , Karma Jigme Wangchuk | Journal of Applied Engineering Technology and Management
Connecting with alumni is vital for educational institutions as it raises professional networking opportunities, enhances the institution's reputation, and provides valuable opportunities for both students and graduates. It is observed … Connecting with alumni is vital for educational institutions as it raises professional networking opportunities, enhances the institution's reputation, and provides valuable opportunities for both students and graduates. It is observed that Jigme Namgyel Engineering College (JNEC) faces constant challenges in connecting with its alumni due to the lack of a comprehensive alumni database since data are saved in document-based. To address this, a web-based called JNEC Alumni Portal was proposed to create a centralized repository for alumni data where users can search and retrieve the data anytime or anywhere. The portal was developed using the Laravel framework, utilizing PHP for the backend and a MariaDB database for data storage. During the development, Reverse Engineering and Iterative methodologies were followed to ensure a systematic approach with detailed planning and documentation. The portal can enable networking, and collaboration, and provide valuable resources for the college administration, faculty, and students. The portal features a comprehensive database of alumni profiles, including names, contact details, graduation years, and affiliations. The search functionality also enables easy access to specific alumni based on conditions such as graduation year or programme of study. Additionally, an event sub-system keeps the alumni informed about college activities.

Challenges of integrating technology in East African higher education systems in the post-pandemic era: emerging academic cultures

2025-06-23
Emnet Tadesse Woldegiorgis | Technology Pedagogy and Education

Centralised Blackboard courses: implications for lecturer professional identities through the lens of positioning theory

2025-06-23
Natalie-Jane Howard , Agariadne Dwinggo Samala | Journal of Further and Higher Education

A Protocol for Minimalist Curriculum Mapping

2025-06-23
Sama Agahi , Håkan Salwén | Teaching & Learning Inquiry The ISSOTL Journal
Curriculum mapping is a powerful tool that teachers and pedagogical developers can use to improve courses. It can, however, be both costly and time-consuming. This article describes a protocol for … Curriculum mapping is a powerful tool that teachers and pedagogical developers can use to improve courses. It can, however, be both costly and time-consuming. This article describes a protocol for minimalist curriculum mapping that is easy to implement, highly flexible, and requires no specialized software. The described method is paired with the use of supplemental instruction, allowing access to high-quality information without the need to conduct interviews or distribute questionnaires. In the case described, minimalist curriculum mapping was used to determine the optimal use of digital tools for online courses. The protocol described can easily be adapted to serve other purposes. It can also be used without reliance on supplemental instruction. It is argued that this makes the protocol a simple and flexible way to reap some of the benefits of curriculum mapping without incurring all of the costs.

Networking Opportunities for Educational Leaders

2025-06-23
Kakembo Aisha Annet | Research Invention Journal of Research in Education
Networking is a critical component of effective educational leadership, providing opportunities for collaboration, professional growth, and systemic improvement. This paper examines the multifaceted dimensions of networking for educational leaders, including … Networking is a critical component of effective educational leadership, providing opportunities for collaboration, professional growth, and systemic improvement. This paper examines the multifaceted dimensions of networking for educational leaders, including the types of networking opportunities available, strategies for building effective relationships, and the role of social media. It highlights the importance of addressing cultural and gender biases within professional networks and emphasizes the challenges educational leaders face in establishing and leveraging these networks. Through a combination of conceptual analysis and case studies, this study offers insights into the measurable impacts of networking initiatives and proposes strategies for enhancing their effectiveness. Ultimately, fostering strong networking environments is essential for equipping educational leaders to drive meaningful reforms and promote equity in education. Keywords: Educational Leadership, Professional Learning Networks (PLNs), Networking Strategies, Gender Bias in Leadership, Social Media in Education, Professional Development.

Developing Online Professional Development Platforms for Educators

2025-06-23
Nevena Mitranić | Research Invention Journal of Research in Education
The increasing need for adaptable teaching methods and professional growth opportunities has pressured educational institutions to transform traditional professional development for educators. This paper examines the development of effective online … The increasing need for adaptable teaching methods and professional growth opportunities has pressured educational institutions to transform traditional professional development for educators. This paper examines the development of effective online professional development (PD) platforms, focusing on designing engaging learning experiences, utilizing technology tools, building communities of practice, and addressing challenges such as digital inequity and assessment mechanisms. Through an extensive literature review and empirical analysis across multiple cases, the study highlights critical factors influencing the success of online PD initiatives, including instructional design choices, feedback mechanisms, and community engagement strategies. A comprehensive design framework is proposed to guide the creation of robust online PD environments that foster teacher learning, collaboration, and student achievement. The findings provide actionable insights for educational leaders, instructional designers, and policymakers aiming to enhance the effectiveness and accessibility of online professional development programs. Keywords: Online Professional Development, Teacher Training, E-learning Design, Community of Practice, Instructional Design, Digital Tools for Educators.

Learning and development culture, technology adoption, and change management strategies: Basis for a dynamic and positive learning environment framework

2025-06-23
Zhengyang Gao | International Journal of Research Studies in Management

Effective Instructional Strategies for Coping With Stressors in a Synchronous Online Technology Integration Course for Pre-Service Teachers

2025-06-23
Aymen Khazaal , Hyung Hwan Moon , Min Lun Wu | Oxford University Press eBooks
Abstract As many higher institutions adopt online learning in their educational systems, the quality of online learning becomes paramount. This qualitative case study examined the stressors that students experience in … Abstract As many higher institutions adopt online learning in their educational systems, the quality of online learning becomes paramount. This qualitative case study examined the stressors that students experience in synchronous online learning environments and investigated effective instructional strategies to address them. The study conducted 5 oral interviews and 15 written response interviews with pre-service teachers enrolled in an educational technology course at a Midwestern research university. Findings pinpointed four main strands of stressors in feelings of disconnection, distraction, methods of assessment, and confusing instructions, and they underscored the significance of leveraging optimal instructional strategies such as collaborative tasks, giving students options on assignments, and allowing revisions and resubmissions to support online students’ sense of belonging and construct an effective and engaging learning environment. This research contributes to the fields of education, instructional technology, and online learning. The importance of this research lies in identifying the challenges and stressors faced by learners with their corresponding instructional strategies. This offers valuable insights to solve these common issues in the online learning environment and therefore improve the quality of online education.

Unveiling key e-learning ingredients for enhancing higher-order thinking skills

2025-06-22
Chua Yan Piaw , Fung Ying Loo , Loo Fung Chiat | Discover Education

Roadblocks to Digital Classrooms for Better Learning Outcomes: An Interpretive Structural Modelling Approach

2025-06-21
Kriti Dhingra , Isha Narula | SN Computer Science

A comparison of traditional, online, and hybrid learning models in accounting and finance education: Student perceptions and academic outcomes

2025-06-21
Raed Awashreh , Hisham Al Ghunaimi , Hassiba Almi | International Journal of ADVANCED AND APPLIED SCIENCES
This study investigates the learning preferences of undergraduate and postgraduate students in accounting and finance, focusing on the influence of academic level, nationality, and cultural background. A survey of 600 … This study investigates the learning preferences of undergraduate and postgraduate students in accounting and finance, focusing on the influence of academic level, nationality, and cultural background. A survey of 600 students from Algeria, Egypt, Palestine, and Oman revealed significant differences in learning approaches across these groups. The results show that postgraduate students tend to prefer digital tools and interactive methods, reflecting their greater familiarity with technology, while undergraduate students are more inclined toward traditional face-to-face learning. National and cultural factors were found to play an important role in shaping students’ views on both traditional and digital learning methods. The findings are interpreted through the lenses of differentiated learning theory, blended learning, and the cultural theory of education. This study suggests that educational institutions should consider these diverse preferences when designing curricula, promoting the integration of both traditional and digital approaches. The potential of hybrid learning models to enhance academic performance and student satisfaction is highlighted, supporting the need for more personalized teaching strategies. Future research is recommended to explore regional and subject-specific differences, examine the effects of hybrid learning on student outcomes, and assess how instructors adapt to digital teaching tools.

The Contribution of Instructors’ Usability of ICT Infrastructure on Students Learning Outcomes: The Case of Selected Higher Learning Institutions in Tanzania

2025-06-20
Marystella Baynit , Cosmas Mnyanyi , Mohamed Salum Msoroka | Huria Journal of the Open University of Tanzania
Higher learning institutions in Tanzania are undergoing a paradigm shift in the delivery of academic programs, transitioning from traditional face-to-face instruction to digital platforms. In this context, instructors’ ability to … Higher learning institutions in Tanzania are undergoing a paradigm shift in the delivery of academic programs, transitioning from traditional face-to-face instruction to digital platforms. In this context, instructors’ ability to effectively utilize ICT infrastructure is a critical determinant of successful education delivery and enhanced student learning outcomes. This study investigates the extent to which instructors’ ICT usability influences students’ academic performance. The study adopted a mixed-methods approach with a cross-sectional design, focusing on two higher learning institutions in Tanzania: The Open University of Tanzania (OUT) and the Institute of Accountancy Arusha (IAA). A total of 237 instructors were randomly selected to participate in the study. Data were collected using self-administered questionnaires, key informant interviews, and focus group discussions. Descriptive statistics and binary regression analysis were employed for data analysis. The findings indicate that instructors’ proficiency in using ICT infrastructure significantly influences students’ learning outcomes. The usability of ICT tools by instructors was said to account for up to 29% of the variation in learning outcomes. Key usability parameters such as operating smart screens/projectors, setting up audio equipment, and using online response clickers for quizzes and surveys showed a statistically significant and positive impact on student learning. The study concludes that instructors’ effective use of ICT infrastructure plays a vital role in enhancing student learning outcomes, particularly when core ICT functionalities are well understood and applied. It is recommended that higher learning institutions in Tanzania strengthen instructors’ competencies in ICT tools and software to optimize their impact on student learning. Additionally, education policies should mandate ICT training for instructors to align with the ongoing digital transformation in the education sector.

Reflection on microteaching practice among health training institutions newly recruited tutors who attended teaching methodology short course at CEDHA, Arusha Tanzania: A qualitative study

2025-06-20
Pilar Sala | International Journal of Science and Research Archive
Introduction: Microteaching is technique which helps the teacher trainee to master the teaching skills by practice teaching with a reduced number of pupils in a reduced period of time with … Introduction: Microteaching is technique which helps the teacher trainee to master the teaching skills by practice teaching with a reduced number of pupils in a reduced period of time with emphasis on a narrow and specific teaching skill. Objective: The study examined the views of newly recruited HTI tutors on microteaching practice Method: A qualitative method where open ended question survey approach was used Results: The study findings revealed that micro teaching practice has provided an opportunity for newly HTI recruited tutors to: improve their facilitation skills, confidence, use of teaching materials and teaching aids and expand their network in teaching and learning Conclusion: Newly recruited HTI tutors reveled that micro teaching has improved their teaching competencies It recommended that all newly recruited HTI Tutors should attend this course just before they start teaching

University lecturers' perceptions of Padlet and its impact on classroom practices

2025-06-20
Farah Naaz Abd Yunos , Gurdip Kaur Saminder Singh , M Suresh Kumar +2 more | International Journal of Innovative Research and Scientific Studies
This study delves into university lecturers' perceptions of Padlet as an educational tool, emphasizing its ease of use, usefulness, and impact on teaching productivity. Conducted as a qualitative case study, … This study delves into university lecturers' perceptions of Padlet as an educational tool, emphasizing its ease of use, usefulness, and impact on teaching productivity. Conducted as a qualitative case study, data were gathered through in-depth, semi-structured interviews with lecturers selected through purposive sampling, to ensure participants met predefined criteria of having Padlet experience, thereby enhancing the relevance and richness of the data collected. Thematic analysis, following Braun and Clarke’s framework, revealed five key themes: lecturers’ familiarity and impressions of ease of use, perceived usefulness and functionality, integration of Padlet into teaching practices, Padlet as a classroom management tool, and perceived impact on teaching practices. Overall, the study highlights Padlet’s potential as a powerful educational tool, particularly in supporting blended learning environments in higher education. Findings of this study provide insights for educators and institutions seeking to promote the effective integration of digital tools into teaching and learning, especially in the context of higher education.

The Reality of Implementing the Educational Technology Teacher Preparation Program at Al-Aqsa University in Accordance with the International Society for Technology in Education (ISTE)

2025-06-20
Ahmed A. M. Almabhouh , Mohanad Abed Allah Al-Taban | International Journal of Academic Research in Progressive Education and Development

Impact of Learning Motivation on Student Learning Outcomes from the Perspective of Educational Psychology

2025-06-20
Tianchi Ai | Lecture Notes in Education Psychology and Public Media
As educational reform advances and student individuality becomes more pronounced, learning motivation has become a key factor in improving teaching quality and supporting the holistic development of students. This paper … As educational reform advances and student individuality becomes more pronounced, learning motivation has become a key factor in improving teaching quality and supporting the holistic development of students. This paper aims to examine the key features, classifications, and determinants of learning motivation, as well as evaluate its role in learning strategies and academic performance. By reviewing and analyzing relevant literature from recent years, the paper investigates the distinction between intrinsic and extrinsic motivation and their impact on the learning process. The results indicate that intrinsic motivation is key to long-term success in learning and applying complex learning strategies, while extrinsic motivation, although useful in the short term, can result in a loss of interest if relied upon for extended periods. Learning motivation is determined by the interaction between personal traits, environmental factors, and the broader socio-cultural context. This paper may provide a theoretical overview that may help inform educational practices and suggest areas for further investigation into learning motivation, especially in light of cultural globalization and the increasing influence of technology.

Teaching journalism and mass communication during the COVID-19 pandemic: Zambian lecturers’ experiences of the transition to online instruction

2025-06-20
Carole Phiri-Chibbonta , Roberta Muchangwe , Elastus Mambwe | Discover Education

Analysis of Teachers' Technological Competencies and Their Performance at Higher Education Level

2025-06-20
Muhammad Hafeez , Vajiha Naz , Fatima Tahira | Jurnal Cakrawala Pendidikan
Technology has become the main game changer in all the fields of study including education. The main purpose of this research study was to analyze the teachers' technological competencies and … Technology has become the main game changer in all the fields of study including education. The main purpose of this research study was to analyze the teachers' technological competencies and their performance at higher education level. The teachers' technological competencies were analysed in six elements of technology including perceptions, technological knowledge, perceived ease of use, perceived usefulness and skills in using technology. The performance of teachers in using technology in teaching and learning process was also determined. The study consisted of two samples one form the teachers of the six social sciences departments of the six public universities of the South Punjab, Pakistan and other sample was the students of 6th, 7th and 8th semesters of the six social sciences departments of the six public universities of South Punjab, Pakistan. The samples size consisted of 497 teachers and 611 students. The samples were selected by using stratified random sampling technique. Two questionnaires one for teachers and other for students were adopted from the literature to collect the data from the samples. The collected data were analysed by using SPSS-25. Frequency distribution, descriptive statistics and correlation analysis were done to analyze the data and to interpret the results. The findings of the study indicated that most of the teachers of the social sciences departments of the public universities of South Punjab, Pakistan had lack of technological competencies and their performance was also not good. The results also indicated a high positive correlation between teachers' technological competencies and their performance at higher education level. Some serious steps are required to improve the technological competencies and performance of teachers at higher education level.

The Reality of Implementing the Educational Technology Teacher Preparation Program at Al-Aqsa University in Accordance with the International Society for Technology in Education (ISTE)

2025-06-20
Ahmed A. M. Almabhouh , Mohanad Abed Allah Al-Taban | International Journal of Academic Research in Business and Social Sciences

Does adaptive learning improve student performance? Evidence from a Kuwaiti university

2025-06-19
Edo Omerčević , Akeel M. Lary , Kate O’Neill | Journal of Education for Business

Qualitative insights into online-based learning barriers: The case of social studies majors during the community quarantine

2025-06-19
Bryan V. Catama , Mary Linda A Sonza , Kezzel S Dinangwatan +7 more | International Journal of Research Studies in Education

Randomized controlled trial of asynchronous vs. synchronous online teaching formats: equal knowledge after training, greater acceptance and lower intrinsic motivation through asynchronous online learning

2025-06-19
Monika Zsifkovits , Lukas Amplatz , Nina Triebner +3 more | BMC Medical Education
Abstract Background The growing importance of online education in recent years has led to an increased focus on implementing and optimizing online learning formats. This study investigated how a lecture … Abstract Background The growing importance of online education in recent years has led to an increased focus on implementing and optimizing online learning formats. This study investigated how a lecture delivered in an asynchronous or synchronous online teaching format affects acceptance, intrinsic motivation and knowledge levels after training. The results can be used to optimize online education by identifying format-specific advantages and adapting them to learners’ needs. Methods All the Styrian paramedics ( N = 5910) were invited to participate in the study and randomly assigned to one of two groups. A total of 1044 participants completed the trial, with one group receiving asynchronous training via a learning platform ( N = 545) and the other group participating in synchronous training via webinars ( N = 499) providing the same content. After completing a two-hour psychiatric emergency course, the participants were invited to complete a multiple-choice test and a survey assessing acceptance, preferences and intrinsic motivation. Linear regression, t tests and mediation analyses were conducted. Results The asynchronous training format was significantly more accepted ( p &lt;.001) and preferred overall. The participants’ preferences depended significantly on the type of learning format ( p &lt;.001). The synchronous learning format fostered greater intrinsic motivation ( p =.001) and greater perceived autonomy ( p &lt;.001) but also a higher level of perceived pressure/tension ( p =.003). The analysis revealed no significant difference in test results ( p =.449) or perceived competence between the groups ( p =.420). Furthermore, the difference in intrinsic motivation was fully mediated by perceived autonomy. Conclusions There are different advantages and disadvantages to providing a lecture via webinar or online learning platform. Both formats are equally effective in terms of knowledge levels after training, highlighting the importance of adapting teaching strategies to learners’ preferences.

From Colonialism to Code

2025-06-19
Nina Grünberger | Seminar net
There is currently a growing debate on the hegemonic power and ubiquity of IT monopolies and the implications of digital technologies in the context of education, especially media education. The … There is currently a growing debate on the hegemonic power and ubiquity of IT monopolies and the implications of digital technologies in the context of education, especially media education. The debate is being conducted under the banner of digital capitalism and is mainly framed from the perspective of the Global North regarding the consequences of global developments for the 'West'. In the rare cases where a global, post- or decolonial perspective is adopted, social challenges such as inequalities are at the centre of the debate. These are framed in terms of the Global North exploiting the Global South through postcolonial dependencies, for example in the extraction of resources for technologies. This article goes beyond such perspectives. It outlines phenomena of digital capitalist power and domination in the context of education from a global, decolonizing perspective. The article primarily establishes a theoretical approach to the topic.

Online learning readiness and satisfaction in English as a foreign language at higher education context: the moderating role of engagement

2025-06-19
Ertan ALTINSOY , Serkan Boyraz | Frontiers in Psychology
Introduction With the rapid advancement of technology and the unexpected outbreak of COVID-19, educational institutions worldwide were compelled to shift to e-learning, especially in the field of foreign language instruction … Introduction With the rapid advancement of technology and the unexpected outbreak of COVID-19, educational institutions worldwide were compelled to shift to e-learning, especially in the field of foreign language instruction such as English as a Foreign Language (EFL). While online learning environments offer advantages like flexibility, accessibility, and interactivity, challenges persist in sustaining student engagement and ensuring satisfaction. This study was prompted by low student attendance in online EFL classes at a public university in Türkiye. The primary aim was to explore the mediating role of Engagement in Online Learning (EOL) in the relationship between Online Learning Readiness (OLR) and Online Learning Satisfaction (OLS). Method The study employed a quantitative research design, involving a sample of 945 associate and undergraduate students enrolled at a state university in Türkiye. Standardized instruments were used to measure OLR, EOL, and OLS. Data were analyzed using correlation and mediation analyses, along with tests for moderation by demographic variables such as age and gender. Results and discussion Findings indicated a medium-level, positive, and statistically significant relationship between students’ OLR and their OLS. A strong positive correlation was also found between OLR and EOL. Furthermore, engagement (EOL) was shown to significantly mediate the relationship between readiness (OLR) and satisfaction (OLS), suggesting that students’ active participation plays a crucial role in achieving satisfaction in online learning environments. Age was not a moderating factor in the readiness-satisfaction link, whereas gender was found to have a significant moderating effect. Additionally, a moderate, positive, and significant relationship was observed between engagement and satisfaction. These results highlight the importance of fostering engagement to enhance students’ online learning experiences and outcomes in EFL contexts.

Innovative Task-Based Teaching Methods in Internet-Based Distance Learning for English

2025-06-18
Miaomiao Shen , Peng Cui | International Journal of Web-Based Learning and Teaching Technologies
This paper explores the application and efficacy of task-based teaching (TBT) methods within the context of internet-based distance learning for English, with a particular focus on integrating environmental education. Through … This paper explores the application and efficacy of task-based teaching (TBT) methods within the context of internet-based distance learning for English, with a particular focus on integrating environmental education. Through an empirical study involving two groups of college students, the authors examine how TBT can enhance students' language proficiency, motivation, and engagement compared to traditional lecture-based instruction. Utilizing a mixed-methods approach, the findings indicate significant improvements in various aspects of language skills among students exposed to the TBT method. Moreover, the integration of environmental content into digital teaching materials not only enriches the learning experience but also raises awareness about critical global issues. This study highlights the potential of TBT in online environments as a transformative pedagogical tool that fosters deeper cognitive engagement, practical language application, and autonomous learning.

Fostering Human Capital and Youth Empowerment in Northwest Nigeria through Edutainment, EdTech and Digital Workshops

2025-06-18
Ericka Gabriela Rascon Ramirez , Víctor Orozco-Olvera | AEA Randomized Controlled Trials

Connecting Students: Improving Engagement and Participation Through Technological Solutions

2025-06-18
Charles Rice , Sun Cheng , Garret Van Dyke +1 more | International Journal of Information Technology Research and Applications
Student engagement and participation in extracurricular activities are vital for a thriving campus community. However, many clubs at Messiah University face challenges with low engagement due to limited information dissemination … Student engagement and participation in extracurricular activities are vital for a thriving campus community. However, many clubs at Messiah University face challenges with low engagement due to limited information dissemination and poor communication channels. To address this, the development of goSHARC, which stands for Student Happenings and Recommendations for Clubs, is proposed. It is a comprehensive web platform designed to foster a more connected and engaged student body. goSHARC will provide a centralized hub for all club activities, featuring a user-friendly interface with a calendar of events, discussion boards, and a notification system. This platform will streamline communication, improve information accessibility, and ultimately encourage greater student involvement in campus life. The development process will prioritize user experience and involve gathering detailed requirements through surveys and focus groups with various clubs. This collaborative approach will ensure that goSHARC effectively addresses the specific needs and preferences of the student population. By creating a sustainable technological solution that promotes a thriving and interconnected campus community, goSHARC aims to enhance the overall student experience at Messiah University.

Collaborative Pedagogy for Deeper Learning in an Asynchronous Classroom

2025-06-18
Taryrn T. C. Brown , Tara Mathien , Lindsey A. Chapman +1 more | IGI Global eBooks
Centering collaborative pedagogies, this paper captures faculty reflections in the asynchronous classroom. Through this reflection we conceptualize a three-pronged approach in analyzing, thinking, and implementing collaborative pedagogies for online learners … Centering collaborative pedagogies, this paper captures faculty reflections in the asynchronous classroom. Through this reflection we conceptualize a three-pronged approach in analyzing, thinking, and implementing collaborative pedagogies for online learners and suggest these recommendations as strategy for other instructors aiming to think intentionally about their online course design approach. Our work directly responds to continued interest in pedagogical strategies for online instruction, as well as the attempt to humanize online courses to be engaging, critical, and inclusive places for learning. We demonstrate how asynchronous engagement online can support thoughtful and impactful collaborative learning experiences for students in asynchronous formats.