Search results for: technology in learning

Authors: M. Zezou

Abstract:

This paper focuses on the design of a Massive Open Online Course (MOOC) about Content Language Integrated Learning (CLIL) and more specifically about how teachers can use CLIL as an educational approach incorporating technology in their teaching as well. All the four weeks of the MOOC will be presented and a step-by-step analysis of each lesson will be offered. Additionally, the paper includes detailed lesson plans about CLIL lessons with proposed CLIL activities and games in which technology plays a central part. The MOOC is structured based on certain criteria, in order to ensure success, as well as a positive experience that the learners need to have after completing this MOOC. It addresses to all language teachers who would like to implement CLIL into their teaching. In other words, it presents the methodology that needs to be followed so as to successfully carry out a CLIL lesson and achieve the learning objectives set at the beginning of the course. Firstly, in this paper, it is very important to give the definitions of MOOCs and LMOOCs, as well as to explore the difference between a structure-based MOOC (xMOOC) and a connectivist MOOC (cMOOC) and present the criteria of a successful MOOC. Moreover, the notion of CLIL will be explored, as it is necessary to fully understand this concept before moving on to the design of the MOOC. Onwards, the four weeks of the MOOC will be introduced as well as lesson plans will be presented: The type of the activities, the aims of each activity and the methodology that teachers have to follow. Emphasis will be placed on the role of technology in foreign language learning and on the ways in which we can involve technology in teaching a foreign language. Final remarks will be made and a summary of the main points will be offered at the end.

Keywords: CLIL, cMOOC, lesson plan, LMOOC, MOOC criteria, MOOC, technology, xMOOC

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Authors: Lihong Wu, Raymond Young

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The ability to learn is one of the most critical skills in the information age. However, many students do not have a clear understanding of what learning is, what they are learning, and why they are learning. Many students study simply to pass rather than to learn something useful for their career and their life. They have a misconception about learning and a wrong attitude towards learning. This research explores student attitudes to study in management education and explores how to intercede to lead students from shallow to deeper modes of learning.

Keywords: knowledge, surface learning, deep learning, education

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Authors: Clinton Chidiebere Anyanwu

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Secondary education is a vital part of a virtuous circle of economic growth within the context of a globalised knowledge economy. The teaching of Business Education entails teaching learners the essentials, rudiments, assumptions, and methods of business. Hence, it was deemed necessary for the study to investigate technology integration in Business Education. Drawing from the theoretical frameworks of technological pedagogical content knowledge (TPACK), and unified theory of acceptance and use of technology (UTAUT), the study observes teachers’ level of technology use in Business Education classrooms. Using a mixed-methods sequential explanatory design, probability, and purposive sampling, the majority of participants were found to be not integrating technology to an acceptable level and a small percentage was. After an analysis of constructs from UTAUT, some of this could be attributed to the lack of facilitating conditions in the teaching and learning of Business Education. The implication of the study findings is that poor investment in technology integration in secondary schools in Nigeria affects pedagogical implementations and effective teaching and learning of Business Education subjects. The study concludes that if facilitating conditions and professional development are considered to address the shortfalls in terms of TPACK, technology integration will become a reality in secondary schools in Nigeria.

Keywords: business education, secondary education, technology integration, TPACK, UTAUT

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Authors: Mari A. Virtanen, Elina Haavisto, Eeva Liikanen, Maria Kääriäinen

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Rapid technological development and digitalization has affected also on higher education. During last twenty years multiple of electronic and mobile learning (e-learning, m-learning) platforms have been developed and have become prevalent in many universities and in the all fields of education. Ubiquitous learning (u-learning) is not that widely known or used. Ubiquitous learning environments (ULE) are the new era of computer-assisted learning. They are based on ubiquitous technology and computing that fuses the learner seamlessly into learning process by using sensing technology as tags, badges or barcodes and smart devices like smartphones and tablets. ULE combines real-life learning situations into virtual aspects and can be flexible used in anytime and anyplace. The aim of this study was to assess the effects of ubiquitous 360 o learning environment on higher education students’ clinical histotechnology competence. A quasi-experimental study design was used. 57 students in biomedical laboratory science degree program was assigned voluntarily to experiment (n=29) and to control group (n=28). Experimental group studied via ubiquitous 360o learning environment and control group via traditional web-based learning environment (WLE) in a 8-week educational intervention. Ubiquitous 360o learning environment (ULE) combined authentic learning environment (histotechnology laboratory), digital environment (virtual laboratory), virtual microscope, multimedia learning content, interactive communication tools, electronic library and quick response barcodes placed into authentic laboratory. Web-based learning environment contained equal content and components with the exception of the use of mobile device, interactive communication tools and quick response barcodes. Competence of clinical histotechnology was assessed by using knowledge test and self-report developed for this study. Data was collected electronically before and after clinical histotechnology course and analysed by using descriptive statistics. Differences among groups were identified by using Wilcoxon test and differences between groups by using Mann-Whitney U-test. Statistically significant differences among groups were identified in both groups (p<0.001). Competence scores in post-test were higher in both groups, than in pre-test. Differences between groups were very small and not statistically significant. In this study the learning environment have developed based on 360o technology and successfully implemented into higher education context. And students’ competence increases when ubiquitous learning environment were used. In the future, ULE can be used as a learning management system for any learning situation in health sciences. More studies are needed to show differences between ULE and WLE.

Keywords: competence, higher education, histotechnology, ubiquitous learning, u-learning, 360o

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Authors: Evgeniia Surkova, Manal Assaad, Hleb Makeyeu, Juho Makio

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The main objective of STIMEY (Science, Technology, Innovation, Mathematics, Engineering for the Young) project is the delivery of a hybrid learning environment that combines multi-level components such as social media concepts, robotic artefacts, and radio, among others. It is based on a well-researched pedagogical framework to attract European youths to STEM (science, technology, engineering, and mathematics) education and careers. To develop and integrate these various components, STIMEY is executed in iterative research cycles leading to progressive improvements. Scrum was the development methodology of choice in the project, as studies indicated its benefits as an agile methodology in global software development, especially of e-learning and integrated learning projects. This paper describes the project partners’ experience with the Scrum framework, discussing the challenges faced in its implementation and the mitigation practices employed. The authors conclude with exploring user experience tools and principles for future research, as a novel direction in supporting the Scrum development team.

Keywords: e-learning, global software development, scrum, STEM education

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Authors: Abdulwakeel B. Raji

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This paper introduces a concept of an intelligent virtual learning environment that involves communication between learners and an artificially intelligent teaching agent in an attempt to replicate classroom learning interactions. The benefits of this technology over current e-learning practices is that it creates a virtual classroom where real time adaptive learning interactions are made possible. This is a move away from the static learning practices currently being adopted by e-learning systems. Over the years, artificial intelligence has been applied to various fields, including and not limited to medicine, military applications, psychology, marketing etc. The purpose of e-learning applications is to ensure users are able to learn outside of the classroom, but a major limitation has been the inability to fully replicate classroom interactions between teacher and students. This study used comparative surveys to gain information and understanding of the current learning practices in Nigerian universities and how they compare to these practices compare to the use of a developed e-learning system. The study was conducted by attending several lectures and noting the interactions between lecturers and tutors and as an aftermath, a software has been developed that deploys the use of an artificial intelligent teaching-agent alongside an e-learning system to enhance user learning experience and attempt to create the similar learning interactions to those found in classroom and lecture hall settings. Dialogflow has been used to implement a teaching-agent, which has been developed using JSON, which serves as a virtual teacher. Course content has been created using HTML, CSS, PHP and JAVASCRIPT as a web-based application. This technology can run on handheld devices and Google based home technologies to give learners an access to the teaching agent at any time. This technology also implements the use of definite clause grammars and natural language processing to match user inputs and requests with defined rules to replicate learning interactions. This technology developed covers familiar classroom scenarios such as answering users’ questions, asking ‘do you understand’ at regular intervals and answering subsequent requests, taking advanced user queries to give feedbacks at other periods. This software technology uses deep learning techniques to learn user interactions and patterns to subsequently enhance user learning experience. A system testing has been undergone by undergraduate students in the UK and Nigeria on the course ‘Introduction to Database Development’. Test results and feedback from users shows that this study and developed software is a significant improvement on existing e-learning systems. Further experiments are to be run using the software with different students and more course contents.

Keywords: virtual learning, natural language processing, definite clause grammars, deep learning, artificial intelligence

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Authors: Paul Lam, Chi Him Chan, Alan Tse

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Language laboratories have been widely used in language learning, starting in the middle of the last century as one of the earliest forms of educational technology. They are designed to assist students’ language learning with technological innovations. Traditional language laboratories provide individual workstations that allow students to access multimedia language resources. In this type of facility, students can train their listening and speaking abilities, and teachers can also assess the performance of an individual student. Although such a setting promotes a student-centered pedagogy by encouraging students to work at their own pace and according to their own needs, it still favours a traditional, behaviourist language learning pedagogy which focuses on repetitive drilling. The change of pedagogies poses challenges to both the teachers and the facilities. The peer-learning pedagogy advocates that language learning should focus on the social aspect, which emphasizes the importance of everyday communication in language learning. The self-access, individual workstation language laboratories may not be able to provide the flexibility for interaction in the new pedagogies. Modern advancement in technology is another factor that drove our language laboratory renovation. In particular, mobile and wireless technology enabled the use of smaller and more flexible devices, making possible much clever use of space. The Chinese University of Hong Kong (CUHK) renovated nine existing language laboratories to provide lighter and more advanced equipment, movable tables, and round desks. These facilities allow more flexibility and encourage students’ interaction. It is believed that the renovated language laboratories can serve different peer learning activities and thus support peer-learning pedagogies in language teaching and learning. A survey has been conducted to collect comments from the teachers who have used the renovated language laboratories and received forty-four response. The teachers’ comments reveal that they experienced different challenges in using the renovated language laboratories, and there is a need to provide guidance to teachers during the technological and pedagogical transition. For example, teachers need instruction on using the newly installed devices such as touch-monitor and visualizer. They also need advice on planning new teaching and learning activities. Nevertheless, teachers appreciated that the renovated language laboratories are flexible and provide more spaces for different learning activities.

Keywords: language laboratories, language learning, peer-learning, student interaction

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Authors: Rabia Aslam

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Overwhelming evidence from all around the world suggests that high-quality teacher professional development facilitates the improvement of teaching practices which in turn could improve student learning outcomes. The new Continuous Professional Development (CPD) model for primary school teachers in Punjab uses a blended approach in which pedagogical content knowledge is delivered through technology (high-quality instructional videos and lesson plans delivered to school tablets or mobile phones) with face-to-face support by Assistant Education Officers (AEOs). The model also develops Communities of Practice operationalized through formal meetings led by the AEOs and informal interactions through social media groups to provide opportunities for teachers to engage with each other and share their ideas, reflect on learning, and come up with solutions to issues they experience. Using Kirkpatrick’s 4 levels of the learning evaluation model, this paper investigates how school tablets and teacher mobile phones may act as transformational cultural tools to potentially expand perceptions and access to teaching and learning resources and explore some of the affordances of social media (Facebook, WhatsApp groups) in learning in an informal context. The results will be used to inform policy-level decisions on what shape could CPD of all teachers take in the context of a developing country like Pakistan.

Keywords: CPD, teaching & learning, blended learning, learning technologies

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Authors: Odette Umugiraneza, Etienne Nzaramyimana

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Confidence and beliefs are the main contributors to the improvement of teachers’ mathematical knowledge. The objective of this study was to investigate teachers’ confidence and beliefs towards technology use in teaching mathematics subjects in the Musanze District. The data were collected using closed and open questions. These were distributed to 118 secondary school senior 1 to 6 mathematics teachers in Musanze district. The findings revealed that the teachers’ confidence about the use of technology in teaching mathematics needs improvement. Apart from confidence, almost a third of the teachers convoyed negative beliefs that technology plays great importance in promoting the understanding of mathematics. Teachers as knowledge transmitters are required to join various professional courses towards technology integration in the teaching of mathematics, to improve the effectiveness of teaching and learning.

Keywords: knowledge, technology, teachers’ confidence, beliefs, barriers of technology use

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Authors: Yi-Ning Chang

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With the rapid advancement of technology, it has become crucial for educators to adeptly integrate technology into their teaching and develop a robust Computer-Assisted Language Learning (CALL) competency. Addressing this need, the present study adopted a technology-based Lesson Study approach to assess its impact on the CALL competency and professional capabilities of EFL teachers. Additionally, the study delved into teachers' perceptions of the benefits derived from participating in the creation of technologically integrated lesson plans. The iterative process of technology-based Lesson Study facilitated ample peer discussion, enabling teachers to flexibly design and implement lesson plans that incorporate various technological tools. This 15-week study included 10 in- service teachers from a university of science and technology in the central of Taiwan. The collected data included pre- and post- lesson planning scores, pre- and post- TPACK survey scores, classroom observation forms, designed lesson plans, and reflective essays. The pre- and post- lesson planning and TPACK survey scores were analyzed employing a pair-sampled t test; students’ reflective essays were respectively analyzed applying content analysis. The findings revealed that the teachers’ lesson planning ability and CALL competencies were improved. Teachers perceived a better understanding of integrating technology with teaching subjects, more effective teaching skills, and a deeper understanding of technology. Pedagogical implications and future studies are also discussed.

Keywords: CALL, language learning, lesson study, lesson plan

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Authors: Rahimah Abdulrahman, A. Eardle, Wilfred Alan, Abdel Hamid Soliman

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With the rapid development in technology, and advances in learning technologies, m-learning has begun to occupy a great part of our lives. The pace of the life getting together with the need for learning started mobile learning (m-learning) concept. In 2008, Saudi Arabia requested a national plan for the adoption of information technology (IT) across the country. Part of the recommendations of this plan concerns the implementation of mobile learning (m-learning) as well as their prospective applications to higher education within the Kingdom of Saudi Arabia. The overall aim of the research is to explore the main issues that impact the deployment of m-learning in nursing institutes in Saudi Arabia, at the Armed Force Hospitals (AFH), Alhada. This is in order to be able to develop a generic model to enable and assist the educational policy makers and implementers of m-learning, to comprehend and treat those issues effectively. Specifically, the research will explore the concept of m-learning; identify and analyse the main organisational; technological and cultural issue, that relate to the adoption of m-learning; develop a model of m-learning; investigate the perception of the students of the Nursing Institutes to the use of m-learning technologies for their nursing diploma programmes based on their experiences; conduct a validation of the m-learning model with the use of the nursing Institute of the AFH, Alhada in Saudi Arabia, and evaluate the research project as a learning experience and as a contribution to the body of knowledge. Activity Theory (AT) will be adopted for the study due to the fact that it provides a conceptual framework that engenders an understanding of the structure, development and the context of computer-supported activities. The study will be adopt a set of data collection methods which engage nursing students in a quantitative survey, while nurse teachers are engaged through in depth qualitative studies to get first-hand information about the organisational, technological and cultural issues that impact on the deployment of m-learning. The original contribution will be a model for developing m-learning material for classroom-based learning in the nursing institute that can have a general application.

Keywords: activity theory (at), mobile learning (m-learning), nursing institute, Saudi Arabia (sa)

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Authors: Yihao Kuang, Bowen Ding

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With the increasing scale and complexity of knowledge graph, modern knowledge graph contains more and more types of entity, relationship, and attribute information. Therefore, in recent years, it has been a trend for knowledge graph inference to use reinforcement learning to deal with large-scale, incomplete, and noisy knowledge graph and improve the inference effect and interpretability. The Proximal Policy Optimization (PPO) algorithm utilizes a near-end strategy optimization approach. This allows for more extensive updates of policy parameters while constraining the update extent to maintain training stability. This characteristic enables PPOs to converge to improve strategies more rapidly, often demonstrating enhanced performance early in the training process. Furthermore, PPO has the advantage of offline learning, effectively utilizing historical experience data for training and enhancing sample utilization. This means that even with limited resources, PPOs can efficiently train for reinforcement learning tasks. Based on these characteristics, this paper aims to obtain better and more efficient inference effect by introducing PPO into knowledge inference technology.

Keywords: reinforcement learning, PPO, knowledge inference, supervised learning

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Authors: Dina Tareq Ismail, Alexandria A. Proff

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The United Arab Emirates (UAE) is a nation seeking to advance in all fields, particularly education. One area of focus for UAE 2021 agenda is to restructure UAE schools and universities by equipping them with highly developed technology. The agenda also advises educational institutions to prepare students with applicable and transferrable Information and Communication Technology (ICT) skills. Despite the emphasis on ICT and computer literacy skills, there exists limited empirical data on the use of M-Learning in the literature. This qualitative study explores the motivation of higher primary Arabic teachers in private schools toward implementing and integrating M-Learning apps in their classrooms. This research employs a phenomenological approach through the use of semistructured interviews with nine purposefully selected Arabic teachers. The data were analyzed using a content analysis via multiple stages of coding: open, axial, and thematic. Findings reveal three primary themes: (1) Arabic teachers with high levels of procedural knowledge in ICT are more motivated to implement M-Learning; (2) Arabic teachers' perceptions of self-efficacy influence their motivation toward implementation of M-Learning; (3) Arabic teachers implement M-Learning when they possess high utility and/or intrinsic value in these applications. These findings indicate a strong need for further training, equipping, and creating buy-in among Arabic teachers to enhance their ICT skills in implementing M-Learning. Further, given the limited availability of M-Learning apps designed for use in the Arabic language on the market, it is imperative that developers consider designing M-Learning tools that Arabic teachers, and Arabic-speaking students, can use and access more readily. This study contributes to closing the knowledge gap on teacher-motivation for implementing M-Learning in their classrooms in the UAE.

Keywords: ICT skills, m-learning, self-efficacy, teacher-motivation

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Authors: Thi Chang Duyen Can

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Althoughthe COVID-19 epidemic is under control, online education technology in Vietnam will still thrive in the learner-centered trend. Most of the Vietnamese students are now ready to familiarize themselves with and access to online learning. Even in some cases, online learning, if combined with new tools, is far more effective and exciting for students than some traditional instruction. However, little research has been conducted to explore Vietnamese teachers’ difficulties in moderating learner-centered E-learning. Therefore, the study employed the mixed method (n=9) to (i) uncover the challenges faced by Vietnamese teachers in English language online classes using learner-centred approach and (ii) propose the recommendations to improve the quality of online training in universities.

Keywords: learner-centered e-learning, english language classes, teachers' challenges, online learning

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Authors: Bello Ali

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The use of Information and Communication Technology (ICT) in tertiary institutions by lecturers and students has become a necessity for the enhancement of quality teaching and learning. This study examined availability, accessibility and utilization of ICT in Teaching-Learning Islamic Studies in Colleges of Education, North-East, Nigeria. The study adopted multi-stage sampling technique, in which, five out of the eleven Colleges of Education (both Federal and State owned) were purposively selected for the study. Primary data was drawn from the respondents by the use of questionnaire, interviews and observations. The results of the study, generally, indicate that the availability and accessibility to ICT facilities in Colleges of Education in North-East, Nigeria, especially in teaching/learning delivery of Islamic studies were relatively inadequate and rare to lecturers and students. The study further reveals that the respondents’ level of utilization of ICT is low and only few computer packages and internet services were involved in the ICT utilization, which is yet to reach the real expected situation of the globalization and advancement in the application of ICT if compared to other parts of the world, as far as the teaching and learning of Islamic studies is concerned. Observations and conclusion were drawn from the findings and finally, recommendations on how to improve on ICT availability, accessibility and utilization in teaching/ learning were suggested.

Keywords: accessibility, availability, college of education, ICT, Islamic studies, learning, North-East, teaching, utilization

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Authors: Kavitha Thamadharan, Nurazean Maarop

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The implementation of e-assessment as tool to support the process of teaching and learning in university has become a popular technological means in universities. E-Assessment provides many advantages to the users especially the flexibility in teaching and learning. The e-assessment system has the capability to improve its quality of delivering education. However, there still exists a drawback in terms of security which limits the user acceptance of the online learning system. Even though there are studies providing solutions for identified security threats in e-learning usage, there is no particular model which addresses the factors that influences the acceptance of e-assessment system by lecturers from security perspective. The aim of this study is to explore security aspects of e-assessment in regard to the acceptance of the technology. As a result a conceptual model of secure acceptance of e-assessment is proposed. Both human and security factors are considered in formulation of this conceptual model. In order to increase understanding of critical issues related to the subject of this study, interpretive approach involving convergent mixed method research method is proposed to be used to execute the research. This study will be useful in providing more insightful understanding regarding the factors that influence the user acceptance of e-assessment system from security perspective.

Keywords: secure technology acceptance, e-assessment security, e-assessment, education technology

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Authors: He Lingsong, Wang Junfeng, Tan Qiong, Xu Jiang

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The paper describes efforts on reconstruction methods of engineering testing and measurement technology course by applying new techniques and applications. Firstly, flipped classroom was introduced. In-class time was used for in-depth discussions and interactions while theory concept teaching was done by self-study course outside of class. Secondly, two hands-on practices of technique applications, including the program design of MATLAB Signal Analysis and the measurement application of Arduino sensor, have been covered in class. Class was transformed from an instructor-centered teaching process into an active student-centered learning process, consisting of the pre-class massive open online course (MOOC), in-class discussion and after-class practice. The third is to change sole written homework to the research-oriented application practice assignments, so as to enhance the breadth and depth of the course.

Keywords: testing and measurement, flipped classroom, MOOC, research-oriented learning, practice-oriented learning

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Authors: Naci Büyükkaracığan, Yıldırım Akyol

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Information technology is called the technology which provides transmission of information elsewhere regardless of time, location, distance. Today, information technology is providing the occurrence of ground breaking changes in all areas of our daily lives. Information can be reached quickly to millions of people with help of information technology. In this Study, effects of information technology on students for educations and their learning preferences were demonstrated with using data obtained from questionnaires administered to students of 2015-2016 academic year at Selcuk University Kadınhanı Faik İçil Vocational School Construction Department. The data was obtained by questionnaire consisting of 30 questions that was prepared by the researchers. SPSS 21.00 package programme was used for statistical analysis of data. Chi-square tests, Mann-Whitney U test, Kruskal-Wallis and Kolmogorov-Smirnov tests were used in the data analysis for Descriptiving statistics. In a study conducted with the participation of 61 students, 93.4% of students' reputation of their own information communication device (computer, smart phone, etc.) That have been shown to be at the same rate and to the internet. These are just a computer of itself, then 45.90% of the students. The main reasons for the students' use of the Internet, social networking sites are 85.24%, 13.11% following the news of the site, as seen. All student assignments in information technology, have stated that they use in the preparation of the project. When students acquire scientific knowledge in the profession regarding their preferred sources evaluated were seen exactly when their preferred internet. Male students showed that daily use of information technology while compared to female students was statistically significantly less. Construction Package program where students are eager to learn about the reputation of 72.13% and 91.80% identified in the well which they agreed that an indispensable element in the professional advancement of information technology.

Keywords: information technologies, computer, construction, internet, learning systems

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Authors: Tsai-Pei Liu, Zhi-Rou Zheng, Tzu-Tzu Wen

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Innovative logistics system simulation teaching is to extract the characteristics of the system through simulation methodology. The system has randomness and interaction problems in the execution time. Therefore, the simulation model can usually deal with more complex logistics process problems, giving students different learning modes. Students have more autonomy in learning time and learning progress. System simulation has become a new educational tool, but it still needs to accept many tests to use it in the teaching field. Although many business management departments in Taiwan have started to promote, this kind of simulation system teaching is still not popular, and the prerequisite for popularization is to be supported by students. This research uses an extension of Integration Unified Theory of Acceptance and Use of Technology (UTAUT2) to explore the acceptance of students in universities of science and technology to use system simulation as a learning tool. At the same time, it is hoped that this innovation can explore the effectiveness of the logistics system simulation after the introduction of teaching. The results indicated the significant influence of performance expectancy, social influence and learning value on students’ intention towards confirmed the influence of facilitating conditions and behavioral intention. The extended UTAUT2 framework helps in understanding students’ perceived value in the innovative logistics system teaching context.

Keywords: UTAUT2, logistics system simulation, learning value, Taiwan

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Authors: Pauli P.Y. Lai

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Students with Special Education Needs (SEN) face many challenges in learning. Various challenges include difficulty in handwriting, slow understanding and assimilation, difficulty in paying attention during class, and lack of communication skills. To engage students with Special Education Needs in class with general students, Blackboard Collaborate is used as a teaching and learning tool to deliver a lecture with interactive activities. Blackboard Collaborate provides a good platform to create and enhance active, collaborative and interactive learning experience whereby the SEN students can easily interact with their general peers and the instructor by using the features of drawing on a virtual whiteboard, file sharing, classroom chatter, breakout room, hand-raising feature, polling, etc. By integrating a blended learning approach with Blackboard Collaborate, the students with Special Education Needs could engage in interactive activities with ease in class. Our research aims at exploring and discovering the use of Blackboard Collaborate for inclusive education based on a qualitative design with in-depth interviews. Being served in a general education environment, three university students with different kinds of learning disabilities have participated in our study. All participants agreed that functions provided by Blackboard Collaborate have enhanced their learning experiences and helped them learn better. Their academic performances also showed that SEN students could perform well with the help of technology. This research studies different aspects of using Blackboard Collaborate to create an inclusive learning environment for SEN students.

Keywords: blackboard collaborate, enhanced learning experience, inclusive education, special education needs

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Authors: Annette McArthur

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The traditional model of teaching and learning, where ICT sits as a separate entity is not a model for a 21st century school. It is imperative that teaching and learning embraces technological advancements. The challenge in schools lies in shifting the mindset of teachers so they see ICT as integral to their teaching, learning and curriculum rather than a separate E-Learning curriculum stream. This research project investigates how the effective, planned, intentional integration of ICT into a STEM curriculum, can enable the shift in the teacher mindset. The project incorporated: • Developing a professional coaching relationship with key STEM teachers. • Facilitating staff professional development involving student centered project based learning pedagogy in the context of a STEM curriculum. • Facilitating staff professional development involving digital literacy. • Establishing a professional community where collaboration; sharing and reflection were part of the culture of the STEM community. • Facilitating classroom support for the effective delivery innovative STEM curriculum. • Developing STEM learning spaces where technologies were used to empower and engage learners to participate in student-centered, project-based learning.

Keywords: e-learning, ICT, project based learning, STEM

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Authors: Ozlem Kaya

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21st-century learners are energetic and tech-savvy, and the skills and the knowledge required in this century are complex and challenging. Therefore, teachers need to find new ways to appeal to the needs and interests of their students and meet the demands of the 21st century at the same time. One way to do so in English language learning has been to incorporate various technology tools into classroom practices. Although teachers think these practices are effective and their students enjoy them, students may have different perceptions. To find out what students think about the use of technology tools in terms of developing 21st-century skills and knowledge, this study was conducted at Anadolu University School of Foreign Languages. A questionnaire was administered to 40 students at elementary level. Afterward, semi-structured interviews were held with 8 students to provide deeper insight into their perceptions. The details of the findings of the study will be presented and discussed during the presentation.

Keywords: 21st century skills, technology tools, perception, English Language Learning

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Authors: Mohd Afif Md Nasir, Faizal Amin Nur Yunus, Jamaluddin Hashim, Abd Samad Hassan Basari, A. Halim Sahelan

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The aim of this study is to identify the suitability of Virtual Learning Environment (VLE) in welding simulator application towards Computer-Based Training (CBT) in developing skills upon new students at the Advanced Technology Training Center (ADTEC), Batu Pahat, Johor, Malaysia and GIATMARA, Batu Pahat, Johor, Malaysia. The purpose of the study is to create a computer-based skills development approach in welding technology among new students in ADTEC and GIATMARA, as well as cultivating the elements of general skills among them. This study is also important in elevating the number of individual knowledge workers (K-workers) working in manufacturing industry in order to achieve a national vision which is to be an industrial nation in the year of 2020. The design of the study is a survey type of research which uses questionnaires as the instruments and 136 students from ADTEC and GIATMARA were interviewed. Descriptive analysis is used to identify the frequency and mean values. The findings of the study shows that the welding technology skills have developed in the students as a result of the application of VLE simulator at a high level and the respondents agreed that the skills could be embedded through the application of the VLE simulator. In summary, the VLE simulator is suitable in welding skills development training in terms of exposing new students with the relevant characteristics of welding skills and at the same time spurring the students’ interest towards learning more about the skills.

Keywords: computer-based training (CBT), knowledge workers (K-workers), virtual learning environment, welding simulator, welding technology

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Authors: Elham Shirvani–Ghadikolaei, Seyed Mahdi Sajjadi

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State of the art technology has the tremendous impact on our life, in this situation education system have been influenced as well as. In this paper, tried to compare two space of learning text and hypertext with each other, and some challenges of using hypertext in religious education. Regarding the fact that, hypertext is an undeniable part of learning in this world and it has highly beneficial for the education process from class to office and home. In this paper tried to solve this question: the consequences and challenges of applying hypertext in religious education. Also, the consequences of this survey demonstrate the role of curriculum designer and planner of education to solve this problem.

Keywords: Hyper-textual, learning, religious education, learning text

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Authors: Nazatul Aini Abd Majid, Faridah Yunus, Haslina Arshad, Mohammad Farhan Mohammad Johari

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Mobile technology, augmented reality, and game-based learning are some of the key learning technologies that can be fully optimized to promote pre-literacy skills. The problem is how to design an effective pre-literacy kit that utilizes some of the learning technologies. This paper presents a framework based on mobile augmented reality for the development of pre-literacy kit. This pre-literacy kit incorporates three main components which are contents, design, and tools. A prototype of a mobile app based on the three main components was developed for promoting pre-literacy. The results show that the children and teachers gave positive feedbacks after using the mobile app for the pre-literacy.

Keywords: framework, mobile technology, augmented reality, pre-literacy skills

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Authors: Heesuk Seo, Yongtae Kim

Abstract:

Online learning started in the 1990s, the spread of the Internet has been through the era of e-learning paradigm of online education in the era of smart learning change. Reflecting the different nature of the mobile to anywhere anytime, anywhere was also allows the form of learning, it was also available through the learning content and interaction. We are developing a cloud system, 'TLINKS CLOUD' that allows you to configure the environment of the smart learning without the need for additional infrastructure. Using the big-data analysis for e-learning contents, we provide an integrated solution for e-learning tailored to individual study.

Keywords: authority tool, big data analysis, e-learning, HTML5

Procedia PDF Downloads 406

Authors: Salsabeel F. M. Alfalah, Jannat F. Falah, Nadia Muhaidat, Amjad Hudaib, Diana Koshebye, Sawsan AlHourani

Abstract:

Educational technology is changing the way how students engage and interact with learning materials. This improved the learning process amongst various subjects. Virtual Reality (VR) applications are considered one of the evolving methods that have contributed to enhancing medical education. This paper utilizes VR to provide a solution to improve the delivery of the subject of Embryology to medical students, and facilitate the teaching process by providing a useful aid to lecturers, whilst proving the effectiveness of this new technology in this particular area. After evaluating the current teaching methods and identifying students ‘needs, a VR system was designed that demonstrates in an interactive fashion the development of the human embryo from fertilization to week ten of intrauterine development. This system aims to overcome some of the problems faced by the students’ in the current educational methods, and to increase the efficacy of the learning process.

Keywords: virtual reality, student assessment, medical education, 3D, embryology

Procedia PDF Downloads 191

Authors: Olugbade Damola, Adekomi Adebimbo, Sofowora Olaniyi Alaba

Abstract:

One of the major problems facing education in Nigeria is the provision of quality Science and Technology education. Inadequate teaching facilities, non-usage of innovative teaching strategies, ineffective classroom management, lack of students’ motivation and poor integration of ICT has resulted in the increase in percentage of students who failed Basic Science and Technology in Junior Secondary Certification Examination for National Examination Council in Nigeria. To address these challenges, the Federal Government came up with a road map on education. This was with a view of enhancing quality education through integration of modern technology into teaching and learning, enhancing quality assurance through proper monitoring and introduction of innovative methods of teaching. This led the researcher to investigate how MOODLE LMS could be used to enhance students’ learning outcomes in BST. A sample of 120 students was purposively selected from four secondary schools in Ogbomoso. The experimental group was taught using MOODLE LMS, while the control group was taught using the conventional method. Data obtained were analyzed using mean, standard deviation and t-test. The result showed that MOODLE LMS was an effective learning platform in teaching BST in junior secondary schools (t=4.953, P<0.05). Students’ attitudes towards BST was also enhanced through MOODLE LMS (t=15.632, P<0.05). The use of MOODLE LMS significantly enhanced students’ retention (t=6.640, P<0.05). In conclusion, the Federal Government efforts at enhancing quality assurance through integration of modern technology and e-learning in Secondary schools proved to have yielded good result has students found MOODLE LMS to be motivating and interactive. Attendance was improved.

Keywords: basic science and technology, MOODLE LMS, performance, quality assurance

Procedia PDF Downloads 303

Authors: Tianyou Wang

Abstract:

Students' own intrinsic motivation is the main source of energy for learning activities, and their self-efficacy becomes a key factor affecting the learning effect. In today's increasingly common situation of online vocal music teaching, virtualized teaching scenarios have brought a considerable impact on students' personal efficacy. Since personal efficacy is the result of the interaction between environmental factors and subject characteristics, an empirical study was conducted to investigate the changes in students' self-efficacy, influencing factors, and characteristics in online vocal teaching scenarios based on the three dimensions of teachers, students, and technology. One hundred valid questionnaires were studied through a quantitative survey. The results showed that students' personal efficacy was significantly lower in online learning environments compared to offline vocal teaching and showed significant differences due to factors such as gender and class type; students' self-efficacy in online vocal teaching was significantly affected by factors such as technological environment, teaching style, and information technology ability. Based on the results of the study, it is recommended to pay attention to inquiry and practice in the teaching design, use singing projects as the teaching organization, grasp the learning process with the orientation of problem-solving, push the applicable vocal music teaching resources in time, lead students to explore and refine the problems and push students to learn independently according to the goals and plans.

Keywords: vocal pedagogy, self-efficacy, online learning, intrinsic motivation, information technology

Procedia PDF Downloads 55

Authors: Kulachai Kultawanich, Prakob Koraneekij, Jaitip Na-Songkhla

Abstract:

The way of learning has been changed into a new paradigm since the improvement of network and communication technology, so learners have to interact with massive amount of the information. Thus, information literacy has become a critical set of abilities required by every college and university in the world. Connectivism is considered to be an alternative way to design information literacy course in online learning environment, such as Virtual Classroom (VC). With the change of learning pedagogy, VC is employed to improve the social capability by integrating cloud-based technology. This paper aims to study the use of Cloud-based Virtual Classroom (CBVC) in Connectivism learning process to enhance information literacy and self-efficacy of twenty-one undergraduate students who registered in an e-publishing course at Chulalongkorn University. The data were gathered during 6 weeks of the study by using the following instruments: (1) Information literacy test (2) Information literacy rubrics (3) Information Literacy Self-Efficacy (ILSE) Scales and (4) Questionnaire. The result indicated that students have information literacy and self-efficacy posttest mean scores higher than pretest mean scores at .05 level of significant after using CBVC in Connectivism learning process. Additionally, the study identified that the Connectivism learning process proved useful for developing information rich environment and a sense of community, and the CBVC proved useful for developing social connection.

Keywords: cloud-based, virtual classroom, connectivism, information literacy

Procedia PDF Downloads 453