Social Sciences › Education

Technology-Enhanced Education Studies

Works Count: 53206

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Description

This cluster of papers focuses on the use of technology, particularly Google Classroom, for e-learning and online education in higher education. It explores topics such as student satisfaction, teacher perception, virtual classroom design, and the integration of technology in pedagogical frameworks.

Keywords

E-Learning; Google Classroom; Online Learning; Technology Integration; Student Satisfaction; Teacher Perception; Virtual Classroom; Pedagogical Framework; Mobile Learning; Educational Technology

Applied Behavior Analysis for Teachers

2024-05-13

Paul A. Alberto , Anne Troutman , Judah B. Axe

Análisis aplicado de conducta para maestros, el mítico texto que durante 40 años ha sido el manual de referencia sobre el uso de aplicaciones conductuales en el aula, se edita … Análisis aplicado de conducta para maestros, el mítico texto que durante 40 años ha sido el manual de referencia sobre el uso de aplicaciones conductuales en el aula, se edita por primera vez en español. El libro te muestra cómo utilizar los principios del análisis de conducta para crear tu propia receta hacia el éxito educativo. Lleno de prácticas educativas basadas en la evidencia, estrategias concretas y ejemplos divertidos que podrás identificar con tu práctica docente. El texto te ofrece además poderosos métodos para el manejo eficaz y ético de conductas desafiantes en el aula.

Instructional Technology Adoption in Higher Education: An Action Research Case Study

2000-01-01

Melissa M. Groves , Paula C. Zemel

Implementation of Educational Innovation

1976-03-01

Paul Schiff Berman , Milbrey Wallin McLaughlin

(1976). Implementation of Educational Innovation. The Educational Forum: Vol. 40, No. 3, pp. 345-370. (1976). Implementation of Educational Innovation. The Educational Forum: Vol. 40, No. 3, pp. 345-370.

Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature

2009-01-22

Khalid Bingimlas

The use of ICT in the classroom is very important for providing opportunities for students to learn to operate in an information age. Studying the obstacles to the use of … The use of ICT in the classroom is very important for providing opportunities for students to learn to operate in an information age. Studying the obstacles to the use of ICT in education may assist educators to overcome these barriers and become successful technology adopters in the future. This paper provides a meta-analysis of the relevant literature that aims to present the perceived barriers to technology integration in science education. The findings indicate that teachers had a strong desire for to integrate ICT into education; but that, they encountered many barriers. The major barriers were lack of confidence, lack of competence, and lack of access to resources. Since confidence, competence and accessibility have been found to be the critical components of technology integration in schools, ICT resources including software and hardware, effective professional development, sufficient time, and technical support need to be provided to teachers. No one component in itself is sufficient to provide good teaching. However, the presence of all components increases the possibility of excellent integration of ICT in learning and teaching opportunities. Generally, this paper provides information and recommendation to those responsible for the integration of new technologies into science education.

Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions.

2016-03-31

Simin Ghavifekr , Thanusha Kunjappan , Logeswary Ramasamy +1 more

In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. Hence studying the issues and challenges … In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. Hence studying the issues and challenges related to ICT use in teaching and learning can assist teachers in overcoming the obstacles and become successful technology users. Therefore, the main purpose of this study is to analyze teachers’ perceptions of the challenges faced in using ICT tools in classrooms. A quantitative research design was used to collect the data randomly from a sample of 100 secondary school teachers in the state of Melaka, Malaysia. Evidence has been collected through distribution of a modified‐ adopted survey questionnaire. Overall, the key issues and challenges found to be significant in using ICT tools by teachers were: limited accessibility and network connection, limited technical support, lack of effective training, limited time and lack of teachers’ competency. Moreover, the results from independent ttest show that use of ICT tools by male teachers (M =2.08, SD = .997) in the classroom is higher compared to female teachers (M = 2.04, SD = .992). It is hoped that the outcome of this research provides proper information and recommendation to those responsible for integrating new technologies into the school teaching and learning process

A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome

2017-06-15

Ming-Hung Lin , Huang-Cheng Chen , Kuang-Sheng Liu

Background: In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for … Background: In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. Material and methods: In this study, students are tested and proceeded questionnaire survey to understand the opinions about digital learning. To effectively achieve the research objectives and test the research hypotheses, quasi-experimental research is applied in this study. Total 116 students in 4 classes are selected as the research subjects for the instructional research. Results: The research results conclude that 1.digital learning presents better positive effects on learning motivation than traditional teaching does, 2.digital learning shows better positive effects on learning outcome than traditional teaching does, 3.learning motivation reveals significantly positive effects on learning effect in learning outcome, and 4.learning motivation appears remarkably positive effects on learning gain in learning outcome. Conclusions: It is expected to combine with current teaching trend and utilize the advantages of digital learning to develop practicable teaching strategies for the teaching effectiveness.

Smart social networking: 21st Century teaching and learning skills

2017-01-01

Helen B. Boholano

Education in the 21st century highlights globalization and internationalization. Pre-service teachers in the 21st century are technology savvy. To effectively engage and teach generation Z students, pre-service teachers will help … Education in the 21st century highlights globalization and internationalization. Pre-service teachers in the 21st century are technology savvy. To effectively engage and teach generation Z students, pre-service teachers will help the educational system meet this requirement. The educational systems must be outfitted with a prerequisite of ICT resources both hardware and software, and curricula must be designed to promote a collaborative learner-centered environment to which students will relate and respond. This study determines the 21st century skills possessed by the pre-service teachers in terms of social networking. Pre-service teachers use computers in very advanced ways, but educators must remember that they still need guidance to use technology safely and effectively. Through social media the pre-service teachers can use a multitude of applications, including Web 2.0, for their projects. Smart social networking requires critical-thinking skills and the ability to integrate and evaluate real-world scenarios and authentic learning skills for validation.

Teachers’ Instructional Adaptations: A Research Synthesis

2017-11-16

Seth A. Parsons , Margaret Vaughn , Roya Q. Scales +5 more

Researchers recognize adaptive teaching as a component of effective instruction. Educators adjust their teaching according to the social, linguistic, cultural, and instructional needs of their students. While there is consensus … Researchers recognize adaptive teaching as a component of effective instruction. Educators adjust their teaching according to the social, linguistic, cultural, and instructional needs of their students. While there is consensus that effective teachers are adaptive, there is no consensus on the language to describe this phenomenon. Diverse terminology surrounding the same phenomenon impedes effective communication and comprehensive understanding of this important aspect of classroom instruction. Moreover, researchers have studied this phenomenon using a variety of methods, in various disciplines, with different results. Therefore, our research team completed a comprehensive literature review of the empirical research studying adaptability across academic disciplines. In this article, we describe how adaptive teaching is defined and conceptualized in the education research literature from 1975 to 2014, the methods used to study instructional adaptations, and the results of these studies.

Students Acceptance of Google Classroom: An Exploratory Study using PLS-SEM Approach

2018-05-29

Rana Saeed Al-Maroof , Mostafa Al‐Emran

Google classroom can work in unidirectional process as it can serve the teachers’ strategies and styles on one hand and students’ perception, understanding, and effective participation in different classroom skills … Google classroom can work in unidirectional process as it can serve the teachers’ strategies and styles on one hand and students’ perception, understanding, and effective participation in different classroom skills on the other hand. The ac-ceptance of Google classroom is affected by different factors. Some of them are still not clearly specified and discussed in previous research; therefore, they need further investigation. Based on the previous assumption, this study is an attempt to examine the factors that affect the students’ acceptance of Google classroom at Al Buraimi University College (BUC) in Oman. The Technology Acceptance Model (TAM) was adopted to formulate the hypotheses of the current study. The data was collected through an online questionnaire with 337 respondents. The Partial Least Square-Structural Equation Model (PLS-SEM) approach was used to assess both the measurement and structural models. The results of the study prove that both the perceived ease of use (PEOU) and perceived usefulness (PU) positively influence the behavioral intention, which in turn influence the actual usage of Google classrooms. This study helps the decision makers of the higher educational institutions to have a better understanding of the effectiveness of us-ing Google classroom by their students. It is assumed that it helps in measuring the level of students’ acceptance to the previously mentioned technology.

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Education 4.0 Made Simple: Ideas For Teaching

2018-07-31

Anealka Aziz Hussin

Almost everyone is talking about the 4th Industrial Revolution (4IR). The 4IR wave is so strong that change is inevitable, including within the education setting, making Education 4.0 the famous … Almost everyone is talking about the 4th Industrial Revolution (4IR). The 4IR wave is so strong that change is inevitable, including within the education setting, making Education 4.0 the famous buzzword among educationists today. What is Education 4.0? Do educators really understand it or they simply follow what others are doing. Education 4.0 is a respond to the needs of IR4.0 where human and technology are aligned to enable new possibilities. The paper explains the nine trends of Education 4.0, preference of the 21st century learners, skills for 21st century teachers, share some ideas on how to implement Education 4.0 trends in the language classrooms and students’ feedback on their experience in learning in the Education 4.0 classroom.

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Digital learning: Developing skills for digital transformation of organizations

2018-09-13

Maria José Sousa , Ãlvaro Rocha

Competency Profile of the Digital and Online Teacher in Future Education

2019-04-30

Mohamed Ally

As education progresses in the digital era and in the Fourth Industrial Revolution, learning will be adaptive and individualized to meet the needs of individual learners. This is possible because … As education progresses in the digital era and in the Fourth Industrial Revolution, learning will be adaptive and individualized to meet the needs of individual learners. This is possible because of emerging technology, artificial intelligence, and the internet of things. This study is making significant contribution to future education by identifying forces that are shaping education and developing a competency profile for the digital teacher of the future. The research conducted focus groups and interviews with education experts from six countries to identify the forces shaping education in the future and the competencies required by the digital teacher to function effectively. The Competency Profile for the Digital Teacher (CPDT) can be used to train and orient the digital teacher of the future.

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The Condition of Education 2019. NCES 2019-144.

2019-05-01

Joel McFarland , Bill Hussar , Jijun Zhang +7 more

Developing student 21st Century skills in selected exemplary inclusive STEM high schools

2019-11-25

Stephanie M. Stehle , Erin E. Peters‐Burton

Abstract Background There is a need to arm students with noncognitive, or 21 st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created … Abstract Background There is a need to arm students with noncognitive, or 21 st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21 st Century skills. Results We found of the 67 lesson plans collected at the inclusive STEM high schools, 50 included instruction on 21 st Century skills. Most of these lesson plans designed instruction for 21 st Century skills at an introductory level. Few lesson plans encouraged multiple 21 st Century skills and addressed higher levels of those skills. Although there was not a significant difference between levels of 21 st Century skills by grade level, there was an overall trend of higher levels of 21 st Century skills demonstrated in lesson plans designed for grades 11 and 12. We also found that lesson plans that lasted three or more days had higher levels of 21 st Century skills. Conclusions These findings suggest that inclusive STEM high schools provide environments that support the development of 21 st Century skills. Yet, more can be done in the area of teacher professional development to improve instruction of high levels of 21 st Century skills.

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Secondary School Mathematics Teachers’ Views on E-learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia

2020-05-06

Mailizar Mailizar , Abdulsalam Almanthari , Suci Maulina +1 more

School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an … School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers' demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers' backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students' voices.

Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic

2020-05-18

Wahab Ali

In light of the rising concerns about the spread of COVID-19 and calls to contain the Corona Virus, a growing number of tertiary institutions have shut down in regards to … In light of the rising concerns about the spread of COVID-19 and calls to contain the Corona Virus, a growing number of tertiary institutions have shut down in regards to face-to-face classes globally. The Corona virus has revealed emerging vulnerabilities in education systems around the world. It is now clear that society needs flexible and resilient education systems as we face unpredictable futures. A meta-analysis methodology was adopted for this study and pertinent literature was visited to capture the essence of continued learning during these unprecedented times. Findings reveal that universities worldwide are moving more and more towards online learning or E- Learning. Findings also reveal that apart from resources, staff readiness, confidence, student accessibility and motivation play important function in ICT integrated learning. This exploratory paper proposes that staff members should use technology and technological gadgets to enhance learning especially during these exceptional times. Findings also propose online and remote learning as a necessity in times of lock downs and social distancing due to COVID-19 pandemic. It also provides a strong platform for further research.

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EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia

2020-05-28

Arief Eko Priyo Atmojo , Arif Nugroho

In view of the COVID-19 pandemic and government policy to carry out online learning, the present research is aimed at investigating how EFL teachers carry out online EFL learning and … In view of the COVID-19 pandemic and government policy to carry out online learning, the present research is aimed at investigating how EFL teachers carry out online EFL learning and its challenges. 16 EFL teachers volunteered to participate in this research through invitation. The EFL teachers were requested to make written reflections regarding their practices in carrying out online EFL learning and the challenges they encounter. Five of them were involved in a follow-up interview individually. Semi-structured interview was administered. Data coding was done and appropriate extracts were informed in results section. To validate the data, data coding was done independently by both researchers, continued by several cycles of discussion. As results, the EFL teachers have carried out online learning through a series of activities ranging from checking the students’ attendance to giving score on the students’ works synchronously or asynchronously depending on each school policy. Various applications and platforms ranging from learning management system to additional resource are employed. However, many problems emerge from the students, the teachers, and the students’ parents along with the valid reasons. Therefore, the online learning does not run well since it lacks of preparation and planning. Implications for better online learning are discussed. Future prospective researches are directed and encouraged. Keywords: COVID-19, EFL teachers, online EFL learning, technology enhanced language learning, technology in language learning.

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The impact of online learning during COVID-19: students’ and teachers’ perspective

2020-06-25

Deepika Nambiar

The purpose of this study was to conduct an online survey regarding teacher’s and student’s perception and experience related to online classes. Delivery of classes through online medium has been … The purpose of this study was to conduct an online survey regarding teacher’s and student’s perception and experience related to online classes. Delivery of classes through online medium has been a recent modification brought out by the education system in India in the wake of the current pandemic situation. Thus, this survey describes college and university teachers and students’ perceptions and concerns with regard to taking online classes that have been made mandatory in the wake of COVID19. The sample consisted of 70 teachers and 407 students from colleges and universities in Bangalore city. Online survey method was used for the purpose of data collection. The findings show that the following areas are important for teacher and student satisfaction with online classes, these areas are: quality and timely interaction between student and professor, technical support availability, structured online class modules, and modifications to accommodate conduction of practical classes.

Student’s Responses on Learning in the Early COVID-19 Pandemic

2020-06-30

Wildana Wargadinata , Iffat Maimunah , Eva Meizara Puspita Dewi +1 more

The coronavirus disease (COVID-19) pandemic forced many universities to apply online learning. The purpose of this study was to break down the online learning process in the early pandemic as … The coronavirus disease (COVID-19) pandemic forced many universities to apply online learning. The purpose of this study was to break down the online learning process in the early pandemic as well as effective and optimal online learning. The design of this research is descriptive qualitative research. The data were collected through observation, questionnaires, interviews, and documentation. Interestingly, this study found online learning using the WhatsApp Group to be the most effective in the early COVID-19 pandemic. WhatsApp is easy, simple, and does not require a large data quota package. Through WhatsApp accounts, learning took place optimally because students and lecturers could communicate and share PowerPoint files, Microsoft Word files, JPGs, Voice Notes, Videos, and other learning resource links. The study recommends that other researchers uncover the solution to obstacles experienced by students in online learning and the development of other media to implement effective online lectures.

Teachers’ Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards Institutional Readiness and Challenges

2020-06-30

Aris Alea Lapada , Frosyl F. Miguel , Dave Arthur Robledo +1 more

Amidst the threat of COVID-19 pandemic in the Philippines, the educators, students, and the school are still coping and adjusting to the distance learning education. This study explored teachers' awareness … Amidst the threat of COVID-19 pandemic in the Philippines, the educators, students, and the school are still coping and adjusting to the distance learning education. This study explored teachers' awareness about the COVID-19 pandemic and their opinion on their respective schools' readiness, as well as their response to the challenges of conducting distance learning education in the Philippines. A validated questionnaire was developed to collect the relevant data for this study. The initial reliability test obtained 8.9 Cronbach's alpha. Data gathering procedure was done through Google forms, which, after validation from the respective DepEd divisions and universities, were subsequently sent to the teachers via email. The results show that the teachers were highly aware of the presence and consequences caused by the COVID-19 pandemic. The correlation between teacher's demographic profiles and awareness to COVID-19 shows no relationship at all. Nevertheless, the length of teaching experience and specialization is very strongly correlated to readiness to distance learning education. Simultaneously, the teachers' geographic location is strongly correlated to readiness to adapt to distance learning education. Furthermore, only the teachers' gender has a significant difference in their awareness of the COVID-19 pandemic. In contrast, teachers' gender, length of teaching experience, and geographic location have significant differences with their readiness to distance learning education. This study can be used as a basis for further research particularly in developing institutional plans to better understand the status of their teachers and educational organizations, and schools' readiness to teach and learn through distance learning approach; hence, preserving and continuing educational mission during the current or future pandemic as well as be prepared for any natural disasters. https://doi.org/10.26803/ijlter.19.6.8

EFL Students Perspective towards Online Learning Barriers and Alternatives Using Moodle/Google Classroom during COVID-19 Pandemic

2020-08-10

Like Raskova Octaberlina , Afif Ikhwanul Muslimin

Covid-19 pandemic has made many countries adapt on new situations in different sectors including education. The Indonesia government has decided to adjust the education mode from face-to-face to online meeting … Covid-19 pandemic has made many countries adapt on new situations in different sectors including education. The Indonesia government has decided to adjust the education mode from face-to-face to online meeting using various learning management systems (LMS) such as moodle and google classroom. Moreover, the present research depicted the online learning barriers faced by students as well as their alternatives to cope them. The research implemented descriptive mixed-method survey design. The participants were 25 students of English Education Department. The instruments used to gather the data were the questionnaires and interview regarding the topics. The results showed that students experienced three barriers during the online learning including infamiliriaty of e-learning, slow internet connection, and physical condition e.g. eye strain. The alternatives they proposed were providing training to implement the LMS before the real class, converting high-definition or big-size files into smaller one, and giving break during the online class. The conclusion stated that students had to be creatives to find any solutions and innovations regarding learning barriers including maintaining good communication with teacher and understanding best learning styles individually

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E-Learning Critical Success Factors during the COVID-19 Pandemic: A Comprehensive Analysis of E-Learning Managerial Perspectives

2020-08-20

Ammar Y. Alqahtani , Albraa A. Rajkhan

During the COVID-19 pandemic, educational institutions were shut down all over the world, which impacted over 60% of students and caused a massive disruption of the education system. The goal … During the COVID-19 pandemic, educational institutions were shut down all over the world, which impacted over 60% of students and caused a massive disruption of the education system. The goal of this paper was to identify the critical success factors for E-learning during COVID-19 using the multi-criteria Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) techniques to enhance the educational process. Data were generated by interviewing 69 E-learning managers in educational institutions during COVID-19 based on defined evaluation criteria and E-learning approaches through several channels. We found that technology management, support from management, increased student awareness to use E-learning systems, and demanding a high level of information technology from instructors, students, and universities were the most influential factors for E-learning during COVID-19. Among the five learning systems, blended learning was the most suitable learning system to practice. These results demonstrated that, regardless of how extraordinary the technology is in an educational institution, the readiness of E-learning execution played a large role in boosting the educational process during the COVID-19 pandemic.

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The effect of online learning on communication between instructors and students during Covid-19 pandemic

2020-08-24

Mohammad Alawamleh , Lana Mohannad Al-Twait , Gharam Raafat Al-Saht

Purpose This study aims to explore whether online learning has an effect on communication between instructors and students in a negative way, whether online learning affects students' productivity levels and … Purpose This study aims to explore whether online learning has an effect on communication between instructors and students in a negative way, whether online learning affects students' productivity levels and to evaluate and suggest ways of improving effective online communication between instructors and students. Design/methodology/approach This study used is a quantitative research study which was conducted through a semi-structured online survey through a random sample technique. Findings Results revealed that the vast majority agree with the questions of the study. Students still prefer classroom classes over online classes due to many problems they face when taking online classes, such as lack of motivation, understanding of the material, decrease in communication levels between the students and their instructors and their feeling of isolation caused by online classes. Research limitations/implications This research studied the impact from students' perspective only as the sample was selected only from students. Originality/value This research reached the students’ point of view in a broader way which will help understanding the issues and provide effective solutions. This research suggested that instructors must communicate with their students and vice versa in more informal channels (instant messages online chat groups, audio calls, private video calls …) in parallel with the formal channels (online platforms, email …). Finally, instructors should encourage students to participate and study more by providing different kind of incentives.

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A Case Study of Students’ and Teachers’ Perceptions in a Finnish High School during the COVID Pandemic

2020-09-02

Hannele Niemi , Päivi Kousa

This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ … This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.

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Students’ Perception of Online Learning during COVID-19 Pandemic: A Case Study on the English Students of STKIP Pamane Talino

2020-07-31

Antonius Setyawan Sugeng Nur Agung , Monika Widyastuti Surtikanti

The pandemic of COVID-19 has forced the Indonesian government through its Ministry of Education and Culture to implement policies moving conventional classroom to online classroom. The current study is a … The pandemic of COVID-19 has forced the Indonesian government through its Ministry of Education and Culture to implement policies moving conventional classroom to online classroom. The current study is a collective case study consisting of analysis of survey on students' perceptions of their online learning during the pandemic. Sixty-six students of English Language Education Study Program at Pamane Talino College of Education (STKIP Pamane Talino) were involved. Their perceptions of their online classroom that were recorded through a survey. The recorded perceptions are in terms of students' participation, accessibility, material and assignment delivery, and the use of e-learning platforms. The results were then summarized into tables and narrative descriptions. The study identified three major obstacles in conducting online learning in English Language Education Study Program at STKIP Pamane Talino: the first is availability and sustainability of internet connection, the second is accessibility of the teaching media, and the last is the compatibility of tools to access the media. The result of the current study suggests that accessibility is still the major factor influencing the success of online learning. Online learning for English Language Education Study Program at STKIP Pamane Talino, and potentially Indonesia in general, requires some more friendly platforms so that students' participation can be increased. This is especially for students who reside in rural areas with limited internet connections and other support systems

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Students’ perceptions toward vocational education on online learning during the COVID-19 pandemic

2020-11-23

Khusni Syauqi , Sudji Munadi , Mochamad Bruri Triyono

The impact of the Covid-19 pandemic has spread almost throughout the world. It makes all educational institutions in Indonesia experienced a lockdown in an undetermined time. As a result, teachers … The impact of the Covid-19 pandemic has spread almost throughout the world. It makes all educational institutions in Indonesia experienced a lockdown in an undetermined time. As a result, teachers must switch to online teaching methods, while students must adapt to the online learning environment in a short time. Vocational education emphasizes not only the mastery of knowledge but also skills. In the learning process, students' perceptions can be used as evaluations to improve the quality of learning. This study aimed to provide an overview of students' perceptions of Mechanical Engineering Education on online learning as a result of the impact of the Covid-19 pandemic. This study used survey methods and data collection in the form of instruments with a Likert scale with a sample of 56 students. The results of this study indicate that teachers in managing online learning are not in line with student expectations. Students feel that online learning has not provided better experience and productivity in mastering competencies, but can provide motivation and ease in their learning. Some students stated that they had the ease of access to resources, but students were still reluctant to use it sustainably in the future.

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Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19

2020-09-15

Lori Xingzhen Gao , Lawrence Jun Zhang

The sudden global outbreak of COVID-19 in late 2019 has led to thriving online teaching, including the teaching of languages, across the world. As the online teaching of English-as-a-foreign-language (EFL) … The sudden global outbreak of COVID-19 in late 2019 has led to thriving online teaching, including the teaching of languages, across the world. As the online teaching of English-as-a-foreign-language (EFL) in Chinese universities is facing new challenges, EFL teachers have been positively exploring new solutions. To understand how EFL teachers were coping with the challenges, we set up this research as part of a larger study to examine EFL teachers' cognitions about online teaching in response to the disruption of normal teaching plans. We did so by taking a qualitative approach through analyzing in-depth interviews with three EFL teachers from a Chinese university. Through thematic analysis we found that teachers had clear cognitions about features, advantages, and constraints of online EFL teaching and that they acquired information and communication technology (ICT) literacy through understanding students' learning needs, online teaching practice, and the necessity of integrating traditional classroom teaching methods into online delivery. We conclude this study with a discussion on its pedagogical implications for similar contexts or colleagues facing similar challenges in other parts of the world.

Online Learning in Higher Education during COVID-19 Pandemic: A case of Ghana

2020-09-30

Edmond Kwesi Agormedah , Eugene Adu Henaku , Desire Mawuko Komla AYİTE +1 more

The COVID-19 pandemic has been a major concern across the globe affecting nation’s socio-economic development including education. It has pushes many HEIs in world to move into remote learning as … The COVID-19 pandemic has been a major concern across the globe affecting nation’s socio-economic development including education. It has pushes many HEIs in world to move into remote learning as a substitute of in-person instruction. The study explored students’ response to online learning in higher education in Ghana. The study was guided by three research questions. Descriptive survey design was adopted and online questionnaire was used to gather data from 467 students in a higher education of Ghana. The data was analysed using frequency and percentage. Overall, the study found that students had positive response to online learning. They knew of online learning and some of the platforms like UCC Moodle platform, Alison and Google classroom. They would also like to use other social media platforms. They would use smart phone and laptop for the online learning. However, they had negative response to the online learning (not ready/prepared) because they lacked formal orientation and training, perceived lack of constant access to internet connectivity and financial unpreparedness. Management of the university should provide resources to help students assess whether they are ready to take an online course and offer suggestions for preparation. Since internet accessibility is expensive in Ghana at the moment, management of the university should hold negotiations with Cellular operators for educational discount for distance students. Academic staff should provide instructional support through instructional activities that can help students in appraising their readiness, gaining the needed skills to learn online and consider using flexible approaches to teaching and deadlines to accommodate students with constraints or lack reliable Wi-Fi or broadband access

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Online Education: Benefits, Challenges and Strategies During and After COVID-19 in Higher Education

2020-09-27

Pitambar Paudel

The pandemic COVID-19 has forcefully shifted the mode of teaching and learning from only face to face to online in the higher education of Nepal, which is new experiences and … The pandemic COVID-19 has forcefully shifted the mode of teaching and learning from only face to face to online in the higher education of Nepal, which is new experiences and practices for many of the teachers and students. In this context, this study investigated teachers’ and learners’ perspectives on online education in relation to its benefits, challenges and strategies during and after COVID-19 in higher education of Nepal. To achieve this objective, online survey research design was employed. Survey questionnaire were used in the study to determine the perspectives of 280 teachers and students from five universities of Nepal. The results showed that the participants experienced online education beneficial primarily for promoting online research, connecting the practitioners to the global community and getting huge and authentic resource of knowledge though they have found time-management skills, more freedom to the teachers and learners, and reliable internet at workplace as the extreme challenges. The research also revealed time management skills, technological prepared and computer literate are the basic qualities for the practitioners who want to have online education. The participants suggested that ICT policy should be clear and courses should be developed accordingly. Only online mode of teaching and learning in the context of Nepal cannot be effective so the participants preferred blended learning. The findings of the research indicated that online education can be an alternative means of traditional education. Thus, if blended approach is implemented, the education process would be more effective and successful in the contexts like Nepal.

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Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

2020-10-01

Rome B. Moralista , Ryan Michael Oducado

This research determined the perception toward online education among faculty in a State College in the Philippines.This study used a descriptive online survey involving a sample of 27 faculty members.Statistical … This research determined the perception toward online education among faculty in a State College in the Philippines.This study used a descriptive online survey involving a sample of 27 faculty members.Statistical tools employed were descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis test.Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching, with only a few having a very stable internet connection.Faculty considered online education to result in more academic dishonesty, impersonal and lack feeling compared to face-to-face classes, and difficult to manage in terms of technology.Additionally, faculty were undecided if they are in favor of online education.The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught, and employment status.Faculty of Higher Education Institutions must be provided with continued support and training as they adapt to the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

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How teachers experienced the COVID-19 transition to remote instruction

2020-10-26

David T. Marshall , David Shannon , Savanna M. Love

The COVID-19 viral pandemic affected all facets of life, including schooling. In March 2020, schools abruptly ended face-to-face instruction and transitioned to emergency remote instruction. David Marshall, David Shannon, and … The COVID-19 viral pandemic affected all facets of life, including schooling. In March 2020, schools abruptly ended face-to-face instruction and transitioned to emergency remote instruction. David Marshall, David Shannon, and Savanna Love surveyed teachers nationally between mid-March and early April 2020 to understand their experiences during this time. Teachers found all aspects of teaching more challenging during remote instruction and shared a range of experiences related to training opportunities, barriers to student learning, as well as support for English learners and students with special needs. Based on the teachers' comments, the authors recommend incorporating digital learning days in future school calendars and putting clear plans in place for future emergencies.

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Students’ perception and preference for online education in India during COVID -19 pandemic

2021-01-01

T Muthuprasad , S Aiswarya , Aditya Korekallu Srinivasa +1 more

Educational institutes across the world have closed due to the COVID-19 pandemic jeopardizing the academic calendars. Most educational institutes have shifted to online learning platforms to keep the academic activities … Educational institutes across the world have closed due to the COVID-19 pandemic jeopardizing the academic calendars. Most educational institutes have shifted to online learning platforms to keep the academic activities going. However, the questions about the preparedness, designing and effectiveness of e-learning is still not clearly understood, particularly for a developing country like India, where the technical constraints like suitability of devices and bandwidth availability poses a serious challenge. In this study, we focus on understanding Agricultural Student's perception and preference towards the online learning through an online survey of 307 students. We also explored the student's preferences for various attributes of online classes, which will be helpful to design effective online learning environment. The results indicated that majority of the respondents (70%) are ready to opt for online classes to manage the curriculum during this pandemic. Majority of the students preferred to use smart phone for online learning. Using content analysis, we found that students prefer recorded classes with quiz at the end of each class to improve the effectiveness of learning. The students opined that flexibility and convenience of online classes makes it attractive option, whereas broadband connectivity issues in rural areas makes it a challenge for students to make use of online learning initiatives. However, in agricultural education system where many courses are practical oriented, shifting completely to online mode may not be possible and need to device a hybrid mode, the insights from this article can be helpful in designing the curriculum for the new normal.

Remote teaching during COVID-19: Implications from a national survey of language educators

2020-12-11

Kelly Moser , Tianlan Wei , Devon Brenner

Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners

2020-12-15

Mohammad Mahyoob

COVID-19 has disrupted most of the industries in the world. Education is the only industry that is completely transferred to online mode in most countries around the world. Online learning … COVID-19 has disrupted most of the industries in the world. Education is the only industry that is completely transferred to online mode in most countries around the world. Online learning was the best solution for continuing education during the pandemic, especially in tertiary education. This study aims to determine the challenges and obstacles confronted by English language learners (EFL) in Science and Arts College, Alula, Taibah University, Saudi Arabia, during switching to online learning in the second semester of 2020 due to the COVID-19 pandemic. The contribution of this study is to evaluate the learners’ new experiences in online education and to assess the feasibility of the virtual methods of learning. This is achieved by analyzing 184 learners’ responses to the survey-based questionnaire. A descriptive statistical method was used to test the validation of the study. It is found that the main problems that influence and impact online EFL learning during COVID-19 are related to technical, academic, and communication challenges. The study results show that most EFL learners are not satisfied with continuing online learning, as they could not fulfill the expected progress in language learning performance.

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Successful design and delivery of online professional development for teachers: A systematic review of the literature

2021-02-15

Leicha A. Bragg , Christopher S. Walsh , Marion Heyeres

Teachers’ Perception of Online Learning during Pandemic Covid-19

2020-12-31

Retno Puji Rahayu , Yanty Wirza

Since March 2020, the case of coronavirus disease or known as Covid-19, has become a global pandemic. According to UNESCO, schools are closed in about 100 countries due to a … Since March 2020, the case of coronavirus disease or known as Covid-19, has become a global pandemic. According to UNESCO, schools are closed in about 100 countries due to a public health emergency, including Indonesia. The condition forces teachers to make the transition of the way they teach from face to face learning to online learning. This study investigated EFL teachers’ Perception of online English language learning. Their perceptions were analyzed in three aspects: perceived usefulness, perceived ease of use, and their attitude toward online English language learning. This study employed a descriptive design with a qualitative approach. A survey questionnaire and interview were used in this study to elicit the responses of 102 Junior High School English teachers in Bandung. This study's findings revealed that the participants showed a positive perception of the usefulness and ease of use of online learning systems during pandemic Covid-19. Still, more than half of the teachers didn’t agree on the effectiveness of it. Even though the teachers face many online teaching problems, they could show the right attitude toward using technology to teach online.

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Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector

2021-04-08

Yuk Ming Tang , Pen Chung Chen , Kris M. Y. Law +5 more

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Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19

2021-04-21

Ram Gopal , Varsha Singh , Arun Aggarwal

E-Learning vs. Face-To-Face Learning: Analyzing Students’ Preferences and Behaviors

2021-04-14

Vasile Gherheș , Claudia E. Stoian , Marcela Alina Fărcașiu +1 more

Educational life worldwide has been shaken by the closure of schools due to the outbreak of the coronavirus pandemic. The ripple effects have been felt in the way both teachers … Educational life worldwide has been shaken by the closure of schools due to the outbreak of the coronavirus pandemic. The ripple effects have been felt in the way both teachers and students have adapted to the constraints imposed by the new online form of education. The present study focuses exclusively on the beneficiaries of the educational process and aims to find out their perceptions of face-to-face and e-learning and their desire to return, or not, to the traditional form of education. These perceptions are represented by 604 students of the Politehnica University of Timisoara, who were asked to respond anonymously to an 8-question questionnaire between December 2020 and February 2021. The results show the respondents’ levels of desire to return to school (especially of those who have only benefited from e-learning) and their degree of involvement during online classes. The results also specify the advantages and disadvantages of the two forms of education from a double perspective, namely that of first-year students (beneficiaries of e-learning exclusively), and of upper-year students (beneficiaries of both face-to-face and e-learning). The study points out key information about e-learning from the students’ perspectives, which should be considered to understand the ongoing changes of the educational process and to solve its specific problems, thus ensuring its sustainability.

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Effect of pandemic based online education on teaching and learning system

2021-06-08

A. Selvaraj , Vishnu Radhin , Nithin KA +2 more

Coronavirus outbreak mediated pandemic impacted most of the sectors globally. This includes the academic world that consists of millions of enrolled learners and active teachers who previously had regular classes … Coronavirus outbreak mediated pandemic impacted most of the sectors globally. This includes the academic world that consists of millions of enrolled learners and active teachers who previously had regular classes in their institutions, and due to the pandemic, got stuck at the home. To continue the education process, the online class was introduced in most of the countries, including India. In this mode, both teaching and learning happen through electronic devices which are relatively new to the entire teaching-learning community. This study aimed to understand how online classes had fared for the teachers and students in India. Besides, it tried to understand the users' experience and the unique set of challenges that this mode of education brings. Four separate questionnaires were created for school students, school teachers, college students, and college professors. The questions inquired about various aspects of online classes such as setting up online education at home, knowledge transfer, comfort, evaluation, and future aspects. The questionnaires were circulated electronically as google forms. The responses were received from the teachers (school teachers and college professors considering all courses) and learners (school and college students considering all courses) of various educational institutions across the country. The data was compiled and the results were discussed in two ways, firstly, the perspectives of teaching versus the learning group and secondly, school versus college groups on online versus regular classes. Though online training/distance education is practiced for a long time, the research on the mentioned aspects was limited. This study is the first of its kind which reflects the merits and demerits of the new-normal online education from home in the compiled voice of teachers and learners group in India. The study addresses the participant's compliments and grievances of online education compared to regular classes. This further enlightens how to improve the technologies to make them use more efficiently. Besides, this study gives a proper framework to modify or create educational policies, laws, and schemes to obtain equal access to resources for all.

Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic

2021-12-05

Turgut Karaköse , Hakan Polat , Stamatios Papadakis

The current study investigates the perspectives and experiences of teachers regarding their school principal’s digital leadership roles and technology capabilities during the COVID-19 pandemic. The research was conducted using a … The current study investigates the perspectives and experiences of teachers regarding their school principal’s digital leadership roles and technology capabilities during the COVID-19 pandemic. The research was conducted using a case study-based qualitative approach, and with a study group consisting of 89 teachers holding a Master’s degree. Maximum diversity sampling, one of the purposive sampling methods, was preferred in the determination of the study group, and the data obtained from the research were analyzed through content analysis. The five main themes determined based on the perceptions and experiences of the participants are listed as: “Digital technology usage, support for the digital transformation, support for technology-based professional development, support for digital learning culture, and digital leadership skills”. The results of the research revealed that the level of use of digital technologies by school principals during the COVID-19 pandemic was perceived as adequate by teachers. In addition, it was determined that school principals support digital transformation and technology-based professional development in schools. Furthermore, within the scope of the research, it was determined that school principals contribute to the construction of a digital learning culture in schools. The results of the study revealed that school principals’ digital leadership skills were clustered under three categories: technology use, managerial skills, and individual skills. As a result, in order to realize digital transformation within the context of K-12 education, school principals must first demonstrate their digital leadership and actively support the establishment of a digital learning culture in their schools.

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Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

2022-01-27

Laura Icela González-Pérez , María Soledad

Responsive educational proposals to develop skills to meet the demands of Industry 4.0 have become imperative to guarantee inclusive, equitable, and quality education and promote lifelong learning opportunities for all, … Responsive educational proposals to develop skills to meet the demands of Industry 4.0 have become imperative to guarantee inclusive, equitable, and quality education and promote lifelong learning opportunities for all, also reducing the negative impact of COVID-19 and the major post-pandemic social issues. This article analyzes which components of Education 4.0 have been considered in 21st century skills frameworks and identifies the teaching and learning methods and key stakeholders impacted. We conducted a systematic literature review (SLR) with research questions to highlight studies that address 21st century frameworks worldwide, identifying which teaching-–earning strategies contain 4.0 components, their learning dimensions, and the targeted stakeholders. The findings allowed us to identify opportunities to create or improve 21st century skills frameworks with the required Education 4.0 components to develop future skills. Our study revealed the absence of these frameworks for teachers and schools. Most are oriented toward students, developing competencies through the dimensions of character, meta-learning, and linking active learning teaching strategies. This work presents studies incorporating innovative educational practices and the core Education 4.0 components. It concludes with a reflection on creating educational models to develop complex-reasoning competencies and auto-systemic thinking to support problem-solving and address social needs.

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Constructing 21st- Century Teacher Education

2007-01-01

Linda Darling‐Hammond

Instructional Technology: Foundations.

1988-01-01

Anne Hawkins , Robert M. Gagne

Contents: R.M. Gagn , Introduction. R.A. Reiser, Instructional Technology: A History. R.M. Gagn , R. Glaser, Foundations in Learning Research. B.H. Banathy, Instructional Systems Design. R. Kaufman, S. Thiagarajan, Identifying … Contents: R.M. Gagn , Introduction. R.A. Reiser, Instructional Technology: A History. R.M. Gagn , R. Glaser, Foundations in Learning Research. B.H. Banathy, Instructional Systems Design. R. Kaufman, S. Thiagarajan, Identifying and Specifying Requirements for Instruction. P.F. Merrill, Job and Task Analysis. C.M. Reigeluth, R.V. Curtis, Learning Situations and Instructional Models. S. Tobias, Learner Characteristics. M.L. Fleming, Displays and Communication. G.C. Nugent, Innovations in Telecommunications. C.V. Bunderson, D.K. Inouye, The Evolution of Computer-Aided Educational Delivery Systems. R.D. Tennyson, O.C. Park, Artificial Intelligence and Computer- Based Learning. E.L. Baker, H.F. O'Neil, Jr., Assessing Instructional Outcomes. R.M. Morgan, Planning for Instructional Systems. R.K. Branson, G. Grow, Instructional Systems Development. E. Burkman, Factors Affecting Utilization.

GAMIFIED VOCABULARY LEARNING THROUGH GIMKIT: EVIDENCE FROM AN INDONESIAN SECONDARY SCHOOL

2025-06-25

Erlis Saputra , Rahma Yunita Ansi , Endang Dorisday Sitorus | ELP (Journal of English Language Pedagogy)

Vocabulary retention is a persistent challenge for beginner EFL learners. This classroom action research investigated the effectiveness of Gimkit, a digital game-based learning tool, in improving vocabulary mastery among seventh-grade … Vocabulary retention is a persistent challenge for beginner EFL learners. This classroom action research investigated the effectiveness of Gimkit, a digital game-based learning tool, in improving vocabulary mastery among seventh-grade students at UPTD SMPN 2 Kisaran. The study was conducted over two action-research cycles based on the Kemmis and McTaggart (1988) model and involved 32 students from class VII-9 who had low initial vocabulary scores. Data were gathered through vocabulary tests and student interviews. The results demonstrated a notable improvement in mastery: only 18.75% of students passed the minimum criterion in the pre-test, which increased to 46.87% in Cycle 1 and 90.6% in Cycle 2. The integration of visual aids and the use of Gimkit’s rematch feature in Cycle 2 enhanced student engagement and memory retention. Interviews indicated that students found the learning process more enjoyable and motivating. Nonetheless, some learners continued to experience difficulties in vocabulary retention due to external factors such as health issues and personal challenges. These findings highlight the potential of Gimkit as an effective and engaging digital tool to support vocabulary acquisition in EFL classrooms, particularly at the beginner level.

Efforts To Increase Students' Learning Motivation Through Audio-Visual Media

2025-06-25

Muhammad Mizwar Pasaribu , Darliana Sormin , Jumaita Nopriani Lubis | Tafkir Interdisciplinary Journal of Islamic Education

This study aims to enhance students' learning motivation in the subject of Al-Qur'an through the use of audio-visual media. Audio-visual media combine sound (audio) and still or moving images (visual) … This study aims to enhance students' learning motivation in the subject of Al-Qur'an through the use of audio-visual media. Audio-visual media combine sound (audio) and still or moving images (visual) to deliver information. The type of research used in this study is Classroom Action Research (CAR). CAR is a classroom-based research activity conducted to solve instructional problems faced by teachers, improve the quality and outcomes of learning, and experiment with new teaching methods to enhance the overall learning process. Data collection techniques include observation and documentation. The data analysis techniques involve data reduction, data presentation, drawing conclusions, and formulating findings. The research procedure begins with a pre-cycle phase, followed by Cycle I and Cycle II, ensuring that learning outcomes exceed the set competency criteria, with each cycle consisting of three meetings. The findings of this study indicate that various types of audio-visual media, such as educational videos and animations, were used to present the content of the Al-Qur'an in a more creative and engaging manner. By utilizing a combination of images and sound, the learning process becomes more engaging, interactive, and easier to comprehend. With proper implementation, audio-visual media not only enhance students' motivation to learn but also help them acquire knowledge in a more enjoyable and efficient way.

Exploring the Remote Learning Process of ELT Students during the Covid-19 Pandemic*

2025-06-25

Müfit Şenel | Mextesol journal.

The present study explored the psychological states and attitudes, teaching-learning process, learner support and autonomy, technological challenges, and preferences of English as a foreign language students studying via remote learning … The present study explored the psychological states and attitudes, teaching-learning process, learner support and autonomy, technological challenges, and preferences of English as a foreign language students studying via remote learning throughout the Covid-19 period. Participants in this study included 186 students in the 2nd, 3rd and 4th years at an English language teaching (ELT) department of a state university in Turkey. For data collection, an adapted and modified Likert-type scale with 60 questions was applied. A quantitative research method was implemented to explore factors that impacted remote learning during the pandemic. Participants reported challenges such as high internet fees, slow or unstable connections experienced during remote learning, as well as their worries about achieving learning outcomes. The results of the quantitative analyses also revealed that their university performed well for the online learning quality framework regarding student satisfaction and access. In brief, this study ascertained that readiness for remote learning and the preparation of institutional facilities for blended learning would be necessary for the future lesson planning programs at education system.

Gamified Mobile Learning: EFL Students’ Attitudes Toward Quizizz for Grammar Instruction

2025-06-25

Duc Thuan Pham | International Journal of Interactive Mobile Technologies (iJIM)

This study explores Vietnamese English as a Foreign Language (EFL) students’ attitudes toward the application of Quizizz as a mobile-assisted language learning (MALL) tool for grammar instruction. With the increasing … This study explores Vietnamese English as a Foreign Language (EFL) students’ attitudes toward the application of Quizizz as a mobile-assisted language learning (MALL) tool for grammar instruction. With the increasing integration of gamified platforms in language education, understanding students’ perceptions and engagement with such tools is essential. The study employs a quantitative research design, collecting data from 102 students enrolled in a general English course at a university in northern Vietnam. Using a questionnaire, students’ attitudes were examined across affective, behavioral, and cognitive dimensions, along with their level of satisfaction with Quizizz. The findings indicate that students generally hold highly positive attitudes toward Quizizz, with high mean scores in affective (M = 4.4828, SD = 0.70383), behavioral (M = 4.3652, SD = 0.60594), and cognitive (M = 4.5025, SD = 0.61690) dimensions, highlighting strong emotional engagement, motivation, and perceived usefulness. A significant positive correlation between attitudes and satisfaction (r = .861, p < .01) underscores the effectiveness of Quizizz in fostering an engaging learning experience. However, an analysis of gender differences revealed no statistically significant variations in attitudes, suggesting that both male and female students perceive the platform similarly. The study concludes that Quizizz is a valuable tool for grammar learning, reinforcing motivation, engagement, and satisfaction. Findings contribute to theoretical discussions on MALL and gamification, offering practical implications for EFL educators seeking to integrate technology effectively into grammar instruction.

Teachers’ motivation in developing quality learning in rural schools in Indonesia

2025-06-25

M. Dahlan R , Samsuri Samsuri , Elih Malihatun +4 more | Frontiers in Education

This study examines teachers’ interests influenced by school culture and organizational and civic behavior through life satisfaction in developing quality learning. The researcher conducted this study in the province of … This study examines teachers’ interests influenced by school culture and organizational and civic behavior through life satisfaction in developing quality learning. The researcher conducted this study in the province of West Java, Indonesia. The subjects of this study are 193 elementary school teachers. Data collection techniques used school culture instruments, organizational, civic behavior, life satisfaction, teacher interests, and data analysis techniques using structural equations (SEM). This research shows that school culture and organizational and civic behavior through life satisfaction play an essential role in fostering teachers’ interest. Teachers’ interest results from the school’s cultural encouragement, organizational, civic behavior, and life satisfaction. This research implies that programs must develop teachers’ interests by optimizing school culture, managerial and civic behavior, and meeting life needs as influential factors. The results of this study show a positive and significant relationship between the variables studied. These findings can serve as a basis for institution owners and policymakers to assess the effects of teachers’ interests and develop strategies to improve the quality of learning.

Evaluating the Impact of Blended Learning on Student Engagement and Performance in Management Education within the Framework of Education 4.0: An Empirical Study

2025-06-25

Gurdip Singh Chanpreet Kaur Gulati | Journal of Informatics Education and Research

Rapidly evolving patter and standard of education, inspired by “Fourth Industrial Revolution (Education 4.0),” has demanded the innovative approach of pedagogical to enhance learning outcomes of students. Blended learning is … Rapidly evolving patter and standard of education, inspired by “Fourth Industrial Revolution (Education 4.0),” has demanded the innovative approach of pedagogical to enhance learning outcomes of students. Blended learning is a combination of traditional method of face-to-face teaching and learning along with digital tools and technologies is adopted increasingly in management institutes to match with the capabilities required in digital economy. This study is conducted to evaluate the impact of blended learning on student engagement and their academic performance in management education program. Student engagement connects with the important educational outcomes that include academic achievements and satisfaction. The study has also highlighted the importance of matching the design of blended learning with principles of Education 4.0 including personalization, flexibility and integration of smart technologies. Digital and innovative technologies are used in Education 4.0; it also provides learning spaces for improving the educational quality. It imitates the transformation brought by the fourth industrial revolution with the aim to develop skills that are relevant to present and future technological scenario. A sample of 253 was collected from students and faculty of management college. The factors Evaluating the Impact of Blended Learning on Student Engagement and Performance in Management Education within the Framework of Education 4.0 are Curriculum Design and Flexibility, Student Engagement Strategies, Learning Outcomes and Academic Performance, and Technological Infrastructure & Accessibility.

Improving Students’ Role in Group Work Through Problem-Based Learning in English Language Learning for Grade X at SMA Negeri 3 Bogor

2025-06-25

Yuli Rahmawati , Syarifah Mawaddah , Ima Yosi Antari +1 more | Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia

The current classroom action research aims to enhance the active participation of the students in group tasks through the application of Problem-Based Learning (PBL) approaches in the context of English … The current classroom action research aims to enhance the active participation of the students in group tasks through the application of Problem-Based Learning (PBL) approaches in the context of English language learning for Grade X students of SMA Negeri 3 Bogor. This study addresses the problem of the lack of student participation and contribution in group tasks, which has negatively affected the effectiveness of collective learning results. The research was conducted in two cycles, with planning, action, observation, and reflection in each cycle. The data were obtained from observation, students’ test scores to assess their grammar mastery, and from reflective journals to gain insight into their learning experiences and engagement with the instructional methods. The results showed that PBL approach, particularly after integrating game-based learning elements in the second cycle, was effective in increasing students’ engagement during group work by encouraging better communication, cooperation, and responsibility among members. Students became more confident in sharing ideas, showed greater enthusiasm, and demonstrated improved understanding of gerunds and to-infinitives, which was also reflected in the increase of their average test scores from 41,08 to 66,27. This indicates that when PBL is applied in a structured and interactive way, it can significantly enhance student participation and improve grammar learning outcomes.

A Systematic Review of Research Engagement in TESOL Teacher Preparation: Pathways for Research-based Teacher Education

2025-06-24

| International Journal of TESOL Studies

Teachers’ Classroom Management Style on Learners’ Motivation for Learning

2025-06-24

Raisly B. Guinontao , Estrella S. Ferenal | INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS

This study is crucial for understanding the complex interplay between classroom management and student motivation. This study was conducted to determine teachers' classroom management styles on learners’ motivation for learning … This study is crucial for understanding the complex interplay between classroom management and student motivation. This study was conducted to determine teachers' classroom management styles on learners’ motivation for learning in selected districts of Bukidnon school year 2024-2025. Specifically, this aimed to assess the level of teachers’ classroom management styles, examine the learners’ motivation for learning, and determine the significant relationship between teacher’s classroom management styles and students’ motivation for learning. The study involved (150) public elementary school teachers currently teaching grade 6 with the sampling is universal. The questionnaire was patterned and modified from Tomlinson and Adedigba. Employing a descriptive correlational research design, the study gathered quantitative data through surveys. Data analysis included descriptive statistics, such as mean and standard deviation, along with the Pearson product-moment correlation coefficient is to determine the relationship between teachers’ classroom management styles and learners motivation for learning The findings revealed that the level of teacher’s classroom management styles was very high especially on mentoring. Additionally, the level of learner’s motivation for learning was also very high. However, there was no significant relationship between teacher’s classroom management styles and learning motivation for learning except on mentoring. The study concludes that while mentoring enhances student motivation, it is essential for educators to employ a variety of classroom management strategies to effectively cater to diverse student needs. It is recommended that teachers should balance authoritative and supportive methods in their classrooms, focusing on interactive engagement strategies to boost motivation, and seek professional development in laissez-faire and modified practices to improve learning outcomes.

Mitigating Academic Risk among Agribusiness Students through the Integration of a Cognitive Socioneuroscience Approach: The Case of the Fun Accounting Double Entry Table at Universitas Jenderal Soedirman

2025-06-24

Sawitania Christiany Dwi Utami Boru Situmorang , Irene Kartika Eka Wijayanti , Ratna Satriani +1 more | Unram Journal of Community Service

This community service initiative addresses the high academic risk in double-entry bookkeeping comprehension among agribusiness students at Universitas Jenderal Soedirman through the implementation of the Fun Accounting Double Entry Table—a … This community service initiative addresses the high academic risk in double-entry bookkeeping comprehension among agribusiness students at Universitas Jenderal Soedirman through the implementation of the Fun Accounting Double Entry Table—a certified HKI educational tool based on cognitive socioneuroscience principles. A structured socialization program engaged 94 students (50 from diploma and, 44 from undergraduate), including activities such as guided practice and independent application using HOTS question on 25 minutes assessment quiz. Facility Index (FI) analysis of the pre-test and post-test assessments evaluated question’s difficulty, while qualitative testimonials captured user feedback. The result is: average scores increased by 48.7% (D3) and 42.6% (S1), systematic journaling mistakes decreased by 84%, 89% of participants reported reduced learning anxiety, and 100% of attendees endorsed table integration into curricula.

THE USE OF QUIZ CREATOR SOFTWARE AS AN EDUCATIONAL TOOL IN PROFESSIONAL LEARNING ENVIRONMENTS

2025-06-24

Bruna Braga Volpe , João Paulo Aires , Simone Bello Kaminski Aires | Aracê.

Technology has become an indispensable ally in education, especially for the digital generation, which demands active and interactive methodologies. This study investigates the applicability of Quiz Creator, an online real-time … Technology has become an indispensable ally in education, especially for the digital generation, which demands active and interactive methodologies. This study investigates the applicability of Quiz Creator, an online real-time question-and-answer software, as a tool to optimize the teaching and learning process in a vocational education context. The action research was conducted with young apprentices at SENAC – Ponta Grossa Unit, in the Commercial Professional Apprenticeship in Supermarket Services course, aiming to assess how gamification can impact content assimilation regarding customer service. The methodology involved dividing students into groups, who engaged in readings, seminars, and the creation of interactive quizzes on the covered topics. The activity culminated in a competition among teams, encouraging active participation and quick thinking. The results showed increased engagement, collaboration, and content retention, with progressive improvement in students' performance throughout the quiz stages. It was observed that the use of ICTs promotes meaningful learning and transforms the educational environment, making it more engaging and efficient. The study reinforces the potential of digital tools to innovate in vocational education, providing a dynamic and stimulating learning experience.

DEVELOPING SPEAKING SKILLS IN ESP CLASSES IN THE DIGITAL ERA

2025-06-24

Утегенова Б.Д. Кисметова Г.Н. | Deleted Journal

Annotation. Mastering speaking skills are necessary for high school students in order to face the globalization era in this modern world. However, the speaking competences improved by the high school … Annotation. Mastering speaking skills are necessary for high school students in order to face the globalization era in this modern world. However, the speaking competences improved by the high school students are still needed to be increased. That is why this research tried to answer some questions: the lack of ESP speaking innovative approaches for students of high schools; what kinds of ESP speaking digital technologies high school students needed; and how effective was the implementation of digital tools in ESP classes. Teachers of English had been asked about using digital tools in ESP lessons and the eleventh grades had been chosen. In conducting the study, students were observed and interviewed about using ICT tools in ESP classes to level up their speaking skills and educators were interviewed about the effectiveness of using digital tools in ESP classes to develop students’ speaking abilities. The interviews were conducted; questionnaires were given to the students to identify their needs and interests to develop speaking skills in classes. It was found out that the researching was considered effective based on the interview results and very good based on the questionnaire analysis.

The Influence of Differentiated Instruction and the Perception of Teachers on the Use of Technology on the Engagement of Students with Learning Disabilities

2025-06-24

Jean Lea T. Climaco , ALDRIN V. CLIMACO , Roselyn M. Ricaforte | Asian Journal of Education and Social Studies

This study addressed the persistent issue of low engagement among students with learning disabilities (LDs), particularly in resource-limited areas like Davao del Norte. It aimed to determine the influence of … This study addressed the persistent issue of low engagement among students with learning disabilities (LDs), particularly in resource-limited areas like Davao del Norte. It aimed to determine the influence of differentiated instruction and teachers' perceptions of technology on student engagement. Using a descriptive-correlational quantitative design, the research involved 150 high school teachers from Sto. Tomas National High School during the School Year 2024–2025. Anchored on Vygotsky’s Sociocultural Theory, the study examined how tailored teaching strategies and positive technological perceptions support learners within their Zone of Proximal Development. Results revealed that both differentiated instruction (M=4.29) and teacher perceptions of technology use (M=4.62) were rated very high, while student engagement (M=3.94) was rated high. A moderate positive correlation (r=0.539, p<.001) was found between differentiated instruction and engagement, and a low to moderate correlation (r=0.352, p<.001) existed between technology perception and engagement. Regression analysis showed that both variables significantly influenced engagement (R²=23.5%, F=14.15, p=.029). The study concludes that differentiated instruction and technology use meaningfully contribute to student engagement but do not fully account for it. Thus, it is recommended that educators and policymakers also explore other contributing factors, such as classroom environment and student support systems, to holistically enhance engagement among students with learning disabilities.

A STUDY ON THE ROLE OF INDIAN TEACHERS AND THEIR WILLINGNESS TO ADOPT EDUCATIONAL TECHNOLOGY

2025-06-24

Tarananum | Journal of Informatics Education and Research

Educational Technology (ET) has become a revolutionary force in global education since the starting of 21st century by leveraging traditional methods of teaching and learning into more innovative approaches. Teachers' … Educational Technology (ET) has become a revolutionary force in global education since the starting of 21st century by leveraging traditional methods of teaching and learning into more innovative approaches. Teachers' characters and their inclination towards ET become prime movers in this direction. In the majority of developing countries like India, a vast majority of teachers continue to desire traditional, authoritative roles of teaching as opposed to newer roles such as facilitators or delegators. But the demands of education in the 21st century necessitate a transition from traditional knowledge transfer to more active roles. This study examines the perceptions of Indian teachers about their changing roles and their readiness to embrace ET in their teaching. A case study was conducted involving 175 teachers from primary and secondary schools of Aligarh, India by examining five major roles of teachers—expert, authority, personal model, facilitator and delegator—as discussed by Anthony Grasha (1990). The findings reveal that teachers oriented towards facilitator and delegator roles are more likely to embrace Educational Technology (ET). In addition, the study identifies cultural constraints in India that hinder the adoption of ET. This study is particularly pertinent to developing countries like India where the quality of education needs to be enhanced while the governments are finding it difficult to realize benefits from limited resources and traditional cultural practices to enhance education in a technological era.

The Impact of AI-Based Corrective Feedback on Students’ Writing Motivation

2025-06-24

Josiel P. Caseres , Arlene Opina | GEO Academic Journal

The goal of this study is to bridge this literary gap and see if AI-based corrective feedback has an impact on the writing motivation of students. This study was built … The goal of this study is to bridge this literary gap and see if AI-based corrective feedback has an impact on the writing motivation of students. This study was built upon Deci and Ryan's Self-determination Theory of motivation. The mixed-methods approach – Explanatory sequential was used to analyze the results of this study. The quantitative data were obtained from the survey uestionnaire, while the qualitative data were obtained based on thematic analysis from a focus group discussion. A total of 28 Senior High School students participated in the study. Results showed that AI-based corrective feedback has a positive impact on writing motivation. Moreover, the respondents perceived that AI-based corrective feedback reinforces writing motivation through learner autonomy, learner competence, and learner social connection. Meanwhile, themes such as increased error awareness, immediate corrective feedback, Improvement in writing, less teacher apprehension, and a boost of confidence were prominently observed in the focus group discussion. Keywords: AI-based corrective feedback, grammar checkers, writing motivation, learner autonomy, learner competence

THE ROLE OF ZOOM AND GOOGLE MEET IN ONLINE EDUCATION OF FUTURE MANAGERS

2025-06-24

Olha Derbak , Natalija V. Bespalova , Anna Voloboieva | Вісник науки та освіти

CHALLENGES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE AT THE AGE OF ARTIFICIAL INTELLIGENCE

2025-06-24

Olesia Reshetar | Вісник науки та освіти

THE IMPACT OF GAMIFICATION ON THE MOTIVATION AND ACADEMIC PERFORMANCE OF HIGHER EDUCATION STUDENTS

2025-06-24

Iryna Maksymova | Вісник науки та освіти

ENHANCING INSTRUCTIONAL OUTCOMES THROUGH THE TRANSFORMATIONAL- INSTRUCTIONAL LEADERSHIP MODEL

2025-06-24

Nana Yaw Brenya Agyeman , Vanessa Aphane | Sukma Jurnal Pendidikan

School leadership as a discipline continues to recognise the important role of transformational and instructional leadership models (TILM) in enhancing teaching and learning in schools. This leadership model has proven … School leadership as a discipline continues to recognise the important role of transformational and instructional leadership models (TILM) in enhancing teaching and learning in schools. This leadership model has proven effective in creating a supportive school environment, even in the face of challenges. This study aims to explore how TILM can improve instructional outcomes in schools. Using a qualitative approach and a case study design, the research gathered insights into the experiences and perceptions of participants. Eight individuals were purposively selected from a school, and data was collected through semi-structured interviews. Thematic analysis was employed to identify patterns and themes in the data. The findings indicate that transformational and instructional leaders establish and communicate clear visions and goals to foster collaboration and improvement. However, challenges such as resistance to change and increased workloads can hinder the achievement of these visions and goals. Additionally, while professional development and training empower educators, their effectiveness largely depends on how well they equip teachers to apply theory to practice. These findings highlight the significant role that transformational and instructional leadership plays in enhancing instructional practices within schools. The research suggests that schools should prioritise the implementation of the TILM model to improve teaching and learning outcomes. Ultimately, this study contributes to a deeper understanding of the TILM model's impact on enhancing learning outcomes in educational settings.

Who Cares If the Teacher Has a Cat? The Impact of Affect and Interaction upon Motivation in Online Portuguese L2 Classes during the COVID-19 Pandemic

2025-06-23

BRUNO TELLES HERKENHOFF D ALCANTARA COSTA , Jorge Pinto | Theory and Practice of Second Language Acquisition

This study examined the motivational impact of affect/interaction in emergency remote teaching (ERT) Portuguese L2 classes. Participants were two groups of students from 13 countries living in Portugal (N = … This study examined the motivational impact of affect/interaction in emergency remote teaching (ERT) Portuguese L2 classes. Participants were two groups of students from 13 countries living in Portugal (N = 16). A mixed-method paradigm was adopted, consisting of a closed questionnaire, class observations, and semi-structured interviews. Results showed a generally positive impact of the practices adopted by both teachers. Comparatively, the group whose teacher evidenced a stronger affect-based strategy presented better results in measures related to motivation to learn Portuguese (MLP), perception of the teacher/classes (PTC), perception of individual capacities (PIC) and test anxiety, regardless of learners being more critical of the lack of socialization and reticent about sharing personal information. However, the group whose teacher favored interactive tasks showed greater engagement and enjoyment/flow. Statistical tests revealed a significant positive correlation between PTC and MLP, and a negative correlation between these two and test anxiety. It is proposed that the combination of affect and interaction can compensate for the demotivating effect of lack of face-to-face contact in ERT L2 classes.

The Effectiveness of a Teaching Strategy Based on Smart Learning in Developing Design Thinking Skills among Fifth scientific grade Female Students in Mathematics

2025-06-23

Hiba Mohammed Nadheer Saeed , Areej Khuder Hassan | Journal of Posthumanism

The aim of this research was to determine the effectiveness of a teaching strategy based on smart learning on design thinking skills among fifth scientific grade students in mathematics. To … The aim of this research was to determine the effectiveness of a teaching strategy based on smart learning on design thinking skills among fifth scientific grade students in mathematics. To achieve this goal, the experimental approach was adopted using a two-group design equivalent to several variables. The research sample consisted of (60) female students, who were divided into two groups (experimental and control), with (30) students in each group. The experimental group was taught using a proposed strategy based on smart learning, while the control group was taught using the traditional method. A design thinking test consisting of (10) essay-type items was prepared. SPSS was used to analyze the data, and the results showed the superiority of the experimental group compared to the control group.

Effectiveness of instructional design process on employee performance in the technology development industry

2025-06-23

Zhengxu Mo | International Journal of Research Studies in Management

Improving Students’ Reading Comprehension Through Mind Mapping Technique

2025-06-23

Addini Fadhilah , Indra Jayanti Damanik , Bismar Sibuea +1 more | Deleted Journal

The purpose of this research was to improve students’ reading comprehension through the implementation of Mind Mapping Technique at the eighth grade of MTs Mesra Pematangsiantar. This research used a … The purpose of this research was to improve students’ reading comprehension through the implementation of Mind Mapping Technique at the eighth grade of MTs Mesra Pematangsiantar. This research used a quantitative approach with a pre-experimental design, specifically a one-group pre-test and post-test design. The population of this research was all the eighth grade students consisting of 307 students, and the sample was class VIII-2 with a total of 32 students selected through purposive sampling. The data collection was conducted by administering pre-test and post-test in the form of multiple-choice questions. The data were analyzed by using SPSS version 26.0, including frequency distribution, statistical analysis, normality test, homogeneity test, and hypothesis test. The result showed that there was a significant difference between the students’ pre-test and post-test scores after applying the Mind Mapping Technique. The result of research was Ttest (10,486) > Ttable (1,668) at the significance level α = 0.05 with the degrees of freedom (df) = (32-1=31) for one class so the degrees of freedom within groups is 62. The students’ mean score increased from 51.56 in the pre-test to 70.31 in the post-test. In the pre-test, only 4 students passed the minimum mastery criteria, while after the treatment, 15 students achieved scores above the minimum criteria. It means that H0 is rejected and Ha is accepted. Based on the evidence from the research results, the post-test has a higher score than the pre-test. From these results it was concluded that there was a significant difference in improving students’ reading comprehension before and after being given treatment using Mind Mapping Technique as a learning technique. Therefore, it can be concluded that the use of Mind Mapping Technique significantly improved the students’ reading comprehension at the eighth grade of MTs Mesra Pematangsiantar

The Correlation Between Students’ Motivation in Learning English and Reading Comprehension at Sixth Semester Students of Medical Record Program

2025-06-23

Lidia Deviga , Radian Arum Ardhani | Deleted Journal

The purpose of this research is to find the correlation between students’ motivation in learning English and reading comprehension at sixth semester students of medical record program. This research was … The purpose of this research is to find the correlation between students’ motivation in learning English and reading comprehension at sixth semester students of medical record program. This research was a quantitative approach. The population of this research was two class in medical record program. (STIKES Bhakti Husada Mulia Madiun) Which consisted of 60 students. And then 30 students were selected as the sample using sampling technique. The data of the students’ motivation in learning English were collected by using the questionnaire, while the data of students’ reading comprehension were collecting by reading comprehension test multiple choice. The result showed a correlation between students’ motivation in learning English (Variable X) and students’ reading comprehension (Variable Y). The result showed that there was a statistically significant correlation (0.756) is higher than the r value of significant level at 5 % (0.304). Theoretically, Null Hypothesis (Ho)is rejected and Alternative Hypothesis (Ha) is accepted. It meant that the students’ motivation in learning English contributed.

Uncovering the mediation of disciplinary literacy in the effect of GAI prompt engineering on pre - service teachers’ instructional design

2025-06-23

Lingjun Kang , Xiaoxue Shi , Zhu Ke | Education and Information Technologies

Impact of Information Communication Technology and Faculty Readiness on Teaching Effectiveness

2025-06-23

Ali Ateeq , Ranyia Ali , Mohammed Alzoraiki +2 more | International Review of Management and Marketing

This study aimed to examine the impact of Information communication technology (ICT) and faculty readiness on teaching effectiveness in universities, particularly in the Kingdom of Bahrain. This study collected data … This study aimed to examine the impact of Information communication technology (ICT) and faculty readiness on teaching effectiveness in universities, particularly in the Kingdom of Bahrain. This study collected data from 181 participants using a convenient online sampling technique. Researchers gathered participants who fulfilled the inclusion criteria for the study through an online platform. The collected data were then analysed using SPSS and SmartPLS4. The results revealed a significant positive effect of ICT and faculty readiness on teaching effectiveness. The study underscores the significance of both faculty readiness and ICT integration in promoting teaching effectiveness. Educational Universities should prioritize efforts to enhance faculty readiness by providing professional development opportunities and support. Additionally, investment in ICT infrastructure and the effective integration of ICT tools can contribute to improved teaching outcomes. Hence, the study is helpful to policymakers, stakeholders, researchers, and society in general to re-evaluate and strengthen teaching effectiveness.

Effectiveness of integrated learning, problem-based learning, and direct learning models on HOTS in badminton

2025-06-22

Sefri Hardiansyah , Nurlan Kusmaedi‪ , Amung Ma’mun +3 more | Retos

Introduction: Higher-Order Thinking Skills (HOTS) are needed by students in higher education as a provision for them to enter the world of work, therefore it is important for every student … Introduction: Higher-Order Thinking Skills (HOTS) are needed by students in higher education as a provision for them to enter the world of work, therefore it is important for every student to master HOTS well, including physical education students at Universitas Negeri Padang. Objective: The purpose of this study was to examine the effectiveness of integrated learning models, problem-based and direct instruction on students' HOTS development. Methodology: This study used pretest-posttest control group design. The sampling technique used was purposive sampling so that 62 students were obtained. This study used HOTS instrument consisting of 15 questions. Data analysis was conducted using paired sample t test and ANOVA test. Results: The results of the paired sample t test analysis of pre-test and post-test data showed that the three learning models had a p-value <0.05 (hypothesis accepted) and based on the ANOVA test (testing the effectiveness of the learning model) obtained a p-value> 0.05 (hypothesis rejected). Discussion: Although the integrated learning model and problem-based learning explicitly guide students to analyze and solve problems, a well-planned direct instruction model can also develop students' HOTS as well as integrated and problem-based learning models. Conclusions: Integrated learning, problem-based learning and direct instruction models provide significant improvements to students' HOTS, but the improvements of the three models are not significantly different.

Motivational Impact of ‘Face2Face’ Coursebook in a University Language Preparatory Program

2025-06-22

Turgay Küçük | Arab World English Journal

In this study, the opinions of students at the language preparatory school of Tishk University, a private educational institution in Iraq, regarding the Face2Face coursebook were collected through Google Forms … In this study, the opinions of students at the language preparatory school of Tishk University, a private educational institution in Iraq, regarding the Face2Face coursebook were collected through Google Forms and examined. The primary purpose of this study is to assess the utility of the Face2Face book, which students studied in the preparatory course they took before enrolling in the first course, on their academic development. In addition to these, the advantages and challenges of the workbook’s usefulness and functionality, as well as its activities, teacher resources, and I-tools, are examined for students and teachers. As a result of all the studies and when the questionnaire data were examined, 83% of the students were satisfied with the book, and it was recommended that the face2face book be taught in future preparation courses.

The Impact of Digital Learning Competence on the Academic Achievement of Undergraduate Students

2025-06-22

Yanbo Song , Shuqi Lv , Meng Wang +2 more | Behavioral Sciences

Digital learning competence has gradually become one of the core qualities essential for undergraduate students. To effectively enhance undergraduates’ digital learning abilities and their positive impact on academic performance, this … Digital learning competence has gradually become one of the core qualities essential for undergraduate students. To effectively enhance undergraduates’ digital learning abilities and their positive impact on academic performance, this study developed a validated survey on digital learning competence and academic achievement. A total of 312 valid questionnaires were collected from undergraduate students. Descriptive statistical analysis revealed that the overall academic achievement of the sample students was at an upper-middle level, with course achievements and practical achievements being higher than scholarly achievements. Differential analysis showed that male students scored higher than female students in scholarly achievements, practical achievements, and overall academic performance. Additionally, senior students generally outperformed junior students in course achievement, academic research, and overall academic performance, while undergraduates from key universities generally achieved higher academic results than those from ordinary undergraduate institutions. Correlation and regression analyses indicated that digital learning evaluation competence as a sub-competence under digital learning competence has significant positive predictive effects on undergraduates’ academic achievement. When other factors remained constant, for each unit increase in digital learning evaluation ability, academic achievement increased by 0.480 units. Therefore, universities can improve existing student development processes through measures such as enriching carriers, optimizing methods, and creating supportive environments to foster undergraduates’ digital learning competence, thereby enhancing their academic achievement.

The Influence of Organizational Activity, Motivation and Discipline through Self Efficey on Learning Achievement

2025-06-22

Shinta Sari , Muhammad Khafid , Widiyanto Widiyanto | Journal of Economic Education

Learning achievement is the result achieved by a person to achieve predetermined goals. This study is to test organizational activity, learning motivation and learning discipline on student learning achievement by … Learning achievement is the result achieved by a person to achieve predetermined goals. This study is to test organizational activity, learning motivation and learning discipline on student learning achievement by presenting self-efficiency as an intervening variable. In addition, seven hypotheses were proposed in this study to ascertain whether the independent variables of organizational activeness have a direct influence on each other, learning motivation and learning discipline, through intervening variables of self-efficiency on the dependent variable of learning achievement. The population in quantitative research amounted to 381 students of Economic Education, Semarang State University in 2020. A sample of 195 respondents from Semarang State University Economic Education was selected using proportional random sampling method. Data collection using questionnaires, descriptive statistical data analysis, and path analysis. The results of this study show: (1) organizational activity has a direct influence on learning achievement positively and insignificantly, (2) direct influence of learning motivation on learning achievement positively and significantly, (3) direct influence of learning discipline on learning achievement positively and significantly, (4) direct influence of self efficiency On learning achievement positively and significantly, (5) the direct influence of organizational activity on learning achievement through self efficiency positively and significantly, (6) the direct influence of learning motivation on learning achievement through self efficiency positively and significantly , (7) the direct influence of learning discipline on learning achievement through self efficiency positively and significantly.

ENHANCING THE EFFICIENCY OF PUBLIC ADMINISTRATION IN EDUCATION QUALITY THROUGH DIGITAL TRANSFORMATION

2025-06-21

Мykhailo Bachynsky | Суспільство та національні інтереси.

IMPLEMENTASI MEDIA PEMBELAJARAN DIGITAL WORDWOLL MELALUI PENDEKATAN ADDIE (STUDI KASUS PADA GURU SENI BUDAYA DI SMKS PARIWISATA BUBOHU)

2025-06-21

Nurlia Herman , Mimy Astuty Pulukadang , La Ode Karlan +2 more | Deleted Journal

This research is motivated by field issues, particularly the continued use of one-way (lecture-based) teaching methods by educators, who predominantly rely on theoretical explanations from printed textbooks rather than engaging … This research is motivated by field issues, particularly the continued use of one-way (lecture-based) teaching methods by educators, who predominantly rely on theoretical explanations from printed textbooks rather than engaging in practical activities. Furthermore, educators have not fully optimized the integration of digital media in the learning process, resulting in low student motivation and interest in learning dance. Meanwhile, based on the expected learning outcomes, students are required to create simple, creative dance performances according to their individual potential. This research aims to implement the digital learning media Wordwall, which can assist teachers in the teaching process while enhancing the understanding and learning motivation of Grade X students at SMKS Pariwisata Bubohu. Delivering material through lectures based on printed textbooks is considered ineffective in improving student’s understanding and experience in dance creation. The research employs a mixed methods approach. Data were collected through observation, interviews, documentation, and research instruments. The research subjects included individuals associated with the implementation of this research: the principal, arts and culture teacher, Grade X students of SMKS Pariwisata Bubohu, and lecturers from Universitas Negeri Gorontalo with expertise and interest in the fields of dance and language. This research employs the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research was carried out through several stages: needs analysis, media design of Wordwall, expert validation, classroom implementation, and evaluation. The results showed that the Wordwall learning media was highly valid for use, with validation scores of 92.5 from material experts, 90 from language experts, and 97.22 from educational media experts. The classroom implementation also showed an increase in understanding and learning interest, as seen in the teacher’s pretest-posttest results: the pretest yielded a score of -1.42 (indicating a decline), while the posttest yielded a score of 0.90 (high). Moreover, students’ responses to the Wordwall media were very positive, with final results categorized as “Very interesting/no revision needed.” This media has proven to enhance student’s comprehension and motivation, as well as support teachers in optimizing the learning process. The research also demonstrated that the ADDIE approach is an effective framework for developing learning media.

Technology Integration in Teaching: Opportunities and Challenges for Secondary School Teachers in District Swat

2025-06-21

Fazal Wajid , Farooq Nawaz Khan , Alam Zeb +2 more | The Knowledge

Teaching strategies have transformed significantly in the past few decades because of technology integration. Teachers and students are now increasingly benefiting from these modern technologies such as Artificial Intelligence (AI) … Teaching strategies have transformed significantly in the past few decades because of technology integration. Teachers and students are now increasingly benefiting from these modern technologies such as Artificial Intelligence (AI) in their teaching learning process. The integration of these digital technologies is extremely crucial in today’s world. Therefore, this study explores the experiences of teachers about the technology integration in teaching at secondary school level in District Swat of Khyber Pakhtunkhwa (KPK). Phenomenological research design was used in this study and data were collected through semi-structured interviews. Eight participants were selected through purposive sampling with varied subject background from different secondary Schools. The data obtained were transcribed for themes with Thematic Analysis technique. The prominent themes identified included enhanced content delivery through digital tools, subject-specific support via AI technologies, improved lesson planning, and extended learning beyond the classroom. Despite all these benefits, teachers are also faced with significant challenges to integrate technologies in teaching, such as poor internet connectivity, lack of digital resources, resistance to change, particularly among older teachers and inadequate professional training. The study offers awareness for educators, policymakers, and institutions seeking to support effective and equitable technology integration at secondary level.

Investigating ESL Teachers’ Experience in Teaching Online Classes

2025-06-21

Siti Fatimah Abd. Rahman , Nor Fairuz Mohamed Idris | Arab World English Journal

The rapid transformation of traditional classrooms to online platforms during the COVID-19 pandemic has presented numerous challenges for educators, particularly those teaching English as a Second Language. This research aims … The rapid transformation of traditional classrooms to online platforms during the COVID-19 pandemic has presented numerous challenges for educators, particularly those teaching English as a Second Language. This research aims to explore the challenges faced by ESL teachers in adapting to and managing online teaching, as well as the strategies they employ to navigate this new digital landscape. Using a qualitative approach, semi-structured interviews were conducted with three ESL teachers to gather valuable insights into their experiences. Thematic analysis was applied to identify and categorize the challenges encountered by these educators during the implementation of online teaching. Additionally, the study investigated the strategies employed by teachers to overcome these obstacles and enhance the effectiveness of their online instruction. The findings reveal six major challenges faced by ESL teachers, including technical issues, time management, limited student access to technology, monitoring and assessment difficulties, students’ issues, and teachers’ competency issues. To address these challenges, teachers utilized three main strategies: self-empowerment through self-learning and upskilling in technology, effective monitoring and assessment techniques, and enhancing online learning through interactive engagement. The insights garnered from this study can assist educational institutions, policymakers, and educators in identifying areas that require support and improvement for more effective and efficient online teaching practices. Ultimately, the study emphasizes the importance of continuous professional development for ESL teachers to successfully navigate the complexities of online teaching and meet the diverse needs of their students in the digital age.

Innovative Leadership of Secondary School Administrators: A Case Study of Pilot Schools of Education Sandbox

2025-06-21

Ekkarin Sungtong , Anupap Thupa-ang , Attapon Ponlawat | Jurnal Cakrawala Pendidikan

The objectives of this research were to (1) study the innovative leadership of secondary school administrators and (2) examine the challenges in developing innovations within the pilot schools of the … The objectives of this research were to (1) study the innovative leadership of secondary school administrators and (2) examine the challenges in developing innovations within the pilot schools of the education sandbox in Krabi, Thailand. The key informants included six school administrators and six teachers responsible for innovation tasks, totalling 12 participants selected through purposive sampling. A semi-structured interview protocol was used, and data were analyzed using thematic network analysis, with trustworthiness established through rapport building with participants. The findings indicate that the innovative leadership of secondary school administrators in Krabi encompasses four main aspects: (1) Vision for change, which entails establishing a clear direction for innovation; (2) Innovative organization atmosphere, which centers on creating a supportive environment for innovation; (3) Utilizing information and communication technology, which underscores the use of modern tools to enhance communication; and (4) Fostering collaboration, which involves promoting teamwork and partnerships. The challenges in developing innovations include issues related to (1) personnel, such as communication problems, misunderstandings among staff, and frequent turnover; (2) students, including economic status, incomplete family situations, and academic achievement; (3) budget, with insufficient funds; and (4) community, involving community values and support.

Design and Effect Evaluation of College English Software Teaching Platform Based on IoT Integration

2025-06-21

Zhaoxia Liu | International Journal of High Speed Electronics and Systems

The teaching and learning process has changed significantly as a result of the incorporation of Internet of Things (IoT) technology in education, particularly in the area of language learning. Technology … The teaching and learning process has changed significantly as a result of the incorporation of Internet of Things (IoT) technology in education, particularly in the area of language learning. Technology innovations improve learning experiences in college English classes, which are essential for career and academic achievement. Traditional teaching approaches, however, frequently find it difficult to successfully engage learners in large classes. The goal of this research is to design and assess IoT-integrated college English software teaching platforms. By utilizing IoT-enabled devices, the platform gathers real-time data on students’ interactions with the software and learning patterns. These data are analyzed using min–max normalization for pre-processing and Fast Fourier Transform (FFT) to extract frequency-based characteristics from time-domain data. Electric Fish Optimized Deep Belief Network (EFO-DBN) was used to forecast student performance based on the interaction. The DBN algorithms enhance teaching methods and customize the learning process. In particular, EFO techniques are used to optimize the platform’s functionality, guaranteeing a more efficient and flexible learning environment. It measures learning outcomes before and after utilizing the platform in a range of English proficiency levels using a comparative analysis. Performance indicators like accuracy, student engagement, and language competence growth are employed to evaluate the platform’s effectiveness. The performance metrics are accuracy ratio (96.5%), reliability ratio (95.6%), efficiency ratio (97.3%), probability ratio (96.2%), accuracy (98%), specificity (98.43%), sensitivity (96.3%), precision (97.1%), average login time (0.2[Formula: see text]s), evaluation time (0.3[Formula: see text]s), and communication delay (0.44[Formula: see text]s). The findings show that the IoT-based platform greatly improves learning outcomes, including student satisfaction and language proficiency. Ultimately, the incorporation of IoT and Deep Learning (DL) into English learning platforms presents encouraging opportunities for individualized, data-driven learning languages.

Virtual Reality in Biology Assessment: Constructing and Standardizing an Achievement Test for Virtual Rat Dissection

2025-06-21

Simmi Sarpal , Ajay K. Nangia | Journal of Education Method and Learning Strategy

This study presents a detailed process of designing and validating of the biology achievement test for class XI students. The investigator first framed 77 items from the class XI biology … This study presents a detailed process of designing and validating of the biology achievement test for class XI students. The investigator first framed 77 items from the class XI biology NCERT textbook. After writing test items, the researcher consulted subject experts to make sure the items were well-structured, free of language errors, and had the right difficulty level. Incorporating the expert suggestions, a preliminary draft of 80 test items was developed. This preliminary draft was then administered to 100 biology students in private CBSE schools in Chandigarh for item analysis. The difficulty value (DV) and item discrimination (DP) were established using Kelley's (1939) method. Based on item analysis, 38 items were retained in the achievement test. The average item difficulty of the test was calculated as 0.54, and the average item discrimination was 0.49. A high-reliability coefficient of .87 was obtained for the test. The test’s validity was supported through expert evaluation and content validation. The results showed that the biology achievement test is both highly reliable and valid for assessing class XI students' understanding of biology.

AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review

2025-06-21

M. Li , Joshua Wilson | Information

This systematic literature review examines how artificial intelligence (AI)-integrated tools are being used to scaffold writing instruction for K-12 English as a Foreign Language (EFL) students, with a particular focus … This systematic literature review examines how artificial intelligence (AI)-integrated tools are being used to scaffold writing instruction for K-12 English as a Foreign Language (EFL) students, with a particular focus on preserving student agency and creativity. Drawing from sociocultural and cognitive theories of writing, this study synthesizes findings from 14 peer-reviewed empirical studies published between 2018 and 2024. Studies were analyzed using a thematic synthesis approach to identify how AI tools function as cognitive supports, creative collaborators, and language enhancement systems. The results reveal that AI tools, when implemented thoughtfully, can reduce cognitive load, foster ideation, and support self-regulated learning without undermining student autonomy. Three major categories of AI scaffolding emerged, i.e., cognitive support tools (e.g., grammar correction, idea organization), creative support systems (e.g., story generation, narrative feedback), and language enhancement tools (e.g., vocabulary expansion, stylistic refinement). Key themes include the importance of balancing AI support with student decision making, aligning tool use with theoretical models, and ensuring equitable access. Limitations in the current literature include short-term study durations, a lack of standardized metrics for creativity and agency, and the predominance of research in EFL contexts. Future research should expand on ESL settings, adopt rigorous methodologies, and explore long-term impacts on writing development.

DIGITAL APPLICATION OF NEP 2020 IN HIGHER EDUCATION: AN OPEN UNIVERSITY CASE

2025-06-21

Shnaoli Chakraborty Acharya | Deleted Journal

Digital application is an approach to teaching that uses technology to improve and speed up the learning process. It entails delivering instructional information, involving students, and fostering interactive learning experiences … Digital application is an approach to teaching that uses technology to improve and speed up the learning process. It entails delivering instructional information, involving students, and fostering interactive learning experiences through digital technologies and resources. The study's importance stems from its capacity to provide valuable insights for evidence-based decision-making, policy development, and implementation tactics to achieve the goals delineated in NEP 2020 and cultivate a practical digital application in an educational environment. The study identified several stages of digital application in this article, the main initiatives related to digital application at the ODL higher education level, and the specific justifications for the results of these activities by NEP 2020 for Open & Distance Learning. A qualitative study design and primary and secondary data sources have been used. Several efforts, including NKN, NPTEL, NMEICT, e-Shodh Sindhu, SWAYAM, MOOC, NDLI, etc., aim to promote the use of ICT in higher education. Furthermore, a Case study of the NSOU-ODL showed that they have successfully implemented a number of the NEP-2020's suggested initiatives, including digital libraries, blended learning, open educational resources, credit transfer, online assessments, learning management systems, massive open online courses, active learning websites for aspiring learners, and digital infrastructure. Findings explored that the digital application has great promise for transforming education; it is crucial to guarantee that it is accessible to all students, irrespective of their situation or socioeconomic status.

Students’ Viewpoint of Automatic Translation Tools in EFL Classroom

2025-06-20

Heri Yudianto , Monika Widyastuti Surtikanti , Anak Agung Gede Agung | Pedagogy Journal of English Language Teaching

The mismatch between institutional expectations and students' learning needs has become a concern in the digital era, particularly in EFL classrooms. Universities emphasize academic values like originality and critical thinking, … The mismatch between institutional expectations and students' learning needs has become a concern in the digital era, particularly in EFL classrooms. Universities emphasize academic values like originality and critical thinking, while students seek efficient learning methods. A significant technological advancement is the implementation of Automatic Translation Tools (ATTs), which have achieved greater accuracy due to advancements in artificial intelligence. This qualitative case study explores students' viewpoints on using ATTs in a Catholic university in West Kalimantan, which emphasizes originality in academic work. Data were collected from 41 respondents in the 6th semester of the English education program using questionnaires and interviews. Results show that respondents favor ATTs as they help translate complex texts, increase vocabulary, and support task completion. However, reliance on ATTs in communication raises concerns as it can inhibit independent language and critical thinking. This tool is employed for academic and non-academic applications, including social media. They emphasized balancing translation tools with academic integrity and the need for guidelines for responsible use, aligning with the University's values.

Bibliometric Analysis: Utilization Of Kahoot! Application As An Evaluation Tool To Increase Students’ Learning Motivation

2025-06-20

Azwa Mirza Syafina , Hamsi Mansur , Qomario Qomario | Akademika

In the ever-evolving digital era, the integration of technology in education continues to foster the development of more interactive and effective evaluation methods. One widely adopted innovation is the Kahoot! … In the ever-evolving digital era, the integration of technology in education continues to foster the development of more interactive and effective evaluation methods. One widely adopted innovation is the Kahoot! application, used as an evaluation tool in the learning process. This study focuses on the use of Kahoot! and its impact on students' learning motivation. The objective of this research is to analyze to what extent Kahoot! can enhance learning motivation and to identify usage trends over the past five years (2020–2025). By applying bibliometric analysis and using a quantitative descriptive approach along with the VOSviewer software, this study examines the relevance and effectiveness of Kahoot! as an evaluation tool. The results show that Kahoot! significantly contributes to increasing learning motivation through interactive, fun, and innovative evaluation methods. Furthermore, the application’s use has seen rapid growth over the past five years, reflecting the growing interest among researchers in Kahoot!'s role in supporting more engaging and effective learning processes.

Literature Review : The Effect of The Combination of The Flipped Classroom and The Problem Based Learning Model on Problem Solving Ability

2025-06-20

Dewi Mariani , Mustaji Mustaji , Utari Prisma Dewi | Akademika

Problem solving ability is one of the key competencies that students must have in the 21st century education era. However, traditional learning methods are often unable to equip students with … Problem solving ability is one of the key competencies that students must have in the 21st century education era. However, traditional learning methods are often unable to equip students with the critical and analytical thinking skills needed to solve complex problems. This research aims to systematically evaluate the effect of the combination of Flipped Classroom and PBL on students' problem solving abilities through the Systematic Literature Review (SLR) method. Data was collected from various studies published in indexed journals over the last 10 years. Analysis was carried out to identify trends in research results, supporting factors and obstacles that influence the successful implementation of the combination of the two models. The research results show that the combination of Flipped Classroom and PBL has a significant positive impact on students' problem solving abilities. This model not only improves critical and analytical thinking skills but also supports the development of non-cognitive skills, such as collaboration and communication. In addition, the integration of technology in Flipped Classroom increases the flexibility and effectiveness of independent learning, which then strengthens the implementation of PBL in the classroom. However, challenges such as student and teacher readiness, access to technology, and appropriate learning design need to be considered to ensure successful implementation

Enhancing University Students’ Academic Presentation Skills through Mnemonic-Based Strategies

2025-06-20

Octa Pratama Putra , Hazrat Shah Kayen | Pedagogy Journal of English Language Teaching

In university-level education, academic presentations serve as a crucial component in fostering active learning and communication skills. Despite their significance in supporting the teaching and learning process, many students still … In university-level education, academic presentations serve as a crucial component in fostering active learning and communication skills. Despite their significance in supporting the teaching and learning process, many students still find it challenging to deliver effective and structured presentations, particularly when required to adhere to academic conventions and clarity of expression. This study aims to explore how mnemonic-based strategies improve students’ academic presentation skills through an in-depth analysis of a specific group of learners. This study employed a qualitative research methodology using a case study approach. The participants in this study consisted of five students from the English Language and Literature Study Program, Faculty of Communication and Business, who were purposefully selected. Based on the five selected students, several problems in delivering academic presentations include: 1) lacking confidence during the presentation; 2) presenting unstructured points; 3) being unable to present without reading from the text; 4) struggling to create effective and engaging PowerPoint slides; and 5) failing to convey the main points clearly. After being introduced to the mnemonic-based strategy, the five students were able to deliver their academic presentations effectively and confidently. The findings indicate that a single keyword was sufficient to trigger recall and effectively support students in delivering their academic presentations.

EDUCATIONAL TECHNOLOGY ADOPTION AMONG BASIC EDUCATION LEADER SCHOOLS IN THE DAVAO REGION

2025-06-20

Sharra Mae S. Tagaro , Leo D. Rayon | EPRA International Journal of Environmental Economics Commerce and Educational Management

Educational technologies are integral part of basic education, serving a key role in improving teaching methods and learning experiences. However, many schools still lack clear systems for using educational technology, … Educational technologies are integral part of basic education, serving a key role in improving teaching methods and learning experiences. However, many schools still lack clear systems for using educational technology, highlighting the need to study how it is adopted and managed in schools. This study investigated the practices of basic education leader schools in educational technology adoption. A case study with a multiple perspective approach was employed, involving in-depth interviews with 11 school heads and 11 teachers from selected central elementary schools in the Davao Region. Data were analyzed using Braun and Clarke’s (2006) thematic analysis to identify emerging themes. The findings revealed that adoption practices are marked by improving educational technology adoption, utilizing innovative resources in teaching and learning, mobilizing platforms for communication and information dissemination, and simplifying administrative tasks with technology. Basic education leader schools in the Davao Region demonstrated efficient adoption of educational technology. As outcome, this study proposes the creation of an EdTech Partnership Council that may provide inputs to the Basic Education Development Plan and the DepEd Computerization Program. This output may provide a formal system for coordinating resources, policy support, and establishing an environment conducive to EdTech adoption in basic education. Keywords: Educational Technology, Adoption, Practices, School Heads, Philippines