Pub Date : 2021-03-01DOI: 10.1177/0047239521991941
Lori L. Scarlatos
Online education is here to stay. Even when we do go back to the classroom, online modules will be needed for students who are sick or otherwise unable to attend class. Fortunately, important lessons regarding how to do this successfully have been learned during the pandemic. Educators around the world have devised strategies, and even some new educational technologies, to help improve student learning in situations where they must be socially distant. This issue of JETS is devoted to a sampling of these strategies and technologies. In sharing these, we hope that you, our readers, will be inspired to adapt them to the benefit of your own students. We begin the issue with a paper that addresses the important issue of how to evaluate the quality of online learning modules. 21CELMAT, an instrument developed by the authors, uses a 5-point scale to measure compliance to nine components of blended, flipped, and personalized teaching styles. The authors tested the instrument with seven different learning modules, showing how the measures are applied. A major advantage of 21CELMAT is that it can be used to evaluate learning modules even before they are delivered to students. The next two papers look at how existing technologies can bolster specific academic programs. First is a paper that addresses the problem of continuing medical education during the pandemic. Medical education is especially problematic because of the importance it places on hands-on training and a physical presence. The authors review a variety of technologies and strategies for collaboration and learning interventions and draw important conclusions regarding how digital education can work in this context. The next paper also examines tools for delivering education during a pandemic, but this time focusing on management education. This paper reviews the history of management education in India and takes the point that online education is a logical conclusion. The remaining papers describe novel technologies for teaching and learning online. The first describes a customized web-based dashboard for accessing class materials. The authors found that using this dashboard helped to advance student success. The next paper describes a novel approach to teaching younger students about homelessness with picture books and virtual reality. The final paper examines ways that online computer activities can improve geometric habits of mind (GHoM). Habits of mind are ways of thinking about problems, which is particularly important in mathematics. Editorial
{"title":"Editorial Overview","authors":"Lori L. Scarlatos","doi":"10.1177/0047239521991941","DOIUrl":"https://doi.org/10.1177/0047239521991941","url":null,"abstract":"Online education is here to stay. Even when we do go back to the classroom, online modules will be needed for students who are sick or otherwise unable to attend class. Fortunately, important lessons regarding how to do this successfully have been learned during the pandemic. Educators around the world have devised strategies, and even some new educational technologies, to help improve student learning in situations where they must be socially distant. This issue of JETS is devoted to a sampling of these strategies and technologies. In sharing these, we hope that you, our readers, will be inspired to adapt them to the benefit of your own students. We begin the issue with a paper that addresses the important issue of how to evaluate the quality of online learning modules. 21CELMAT, an instrument developed by the authors, uses a 5-point scale to measure compliance to nine components of blended, flipped, and personalized teaching styles. The authors tested the instrument with seven different learning modules, showing how the measures are applied. A major advantage of 21CELMAT is that it can be used to evaluate learning modules even before they are delivered to students. The next two papers look at how existing technologies can bolster specific academic programs. First is a paper that addresses the problem of continuing medical education during the pandemic. Medical education is especially problematic because of the importance it places on hands-on training and a physical presence. The authors review a variety of technologies and strategies for collaboration and learning interventions and draw important conclusions regarding how digital education can work in this context. The next paper also examines tools for delivering education during a pandemic, but this time focusing on management education. This paper reviews the history of management education in India and takes the point that online education is a logical conclusion. The remaining papers describe novel technologies for teaching and learning online. The first describes a customized web-based dashboard for accessing class materials. The authors found that using this dashboard helped to advance student success. The next paper describes a novel approach to teaching younger students about homelessness with picture books and virtual reality. The final paper examines ways that online computer activities can improve geometric habits of mind (GHoM). Habits of mind are ways of thinking about problems, which is particularly important in mathematics. Editorial","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114888792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-10DOI: 10.1177/0047239521996880
{"title":"Corrigendum to “Do School Levels Matter? How Elementary, Middle, and High School Teachers Differ in Their Perceptions and Use of Technology”","authors":"","doi":"10.1177/0047239521996880","DOIUrl":"https://doi.org/10.1177/0047239521996880","url":null,"abstract":"","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132523810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-07DOI: 10.1177/0047239521988999
Suping Yi, Ruwei Yun, Ximin Duan, Yefeng Lu
In the “Internet+” era, to understand the difference between the traditional classroom and smart classroom, this study uses the current domestic and foreign classroom teaching behavior research methods as a starting point and analyzes the teaching behaviors in classrooms from six dimensions: resource sharing, teacher lecturing, teacher–student interaction, group cooperation, autonomous learning, and evaluation feedback. A data analysis method is used to conduct a complete statistical study on the teaching behaviors of the 40 lessons selected in the first smart classroom innovation teaching competition in Jiangsu Province, and the analysis results show that there are significant differences in teacher–student interaction, group cooperation, autonomous learning, and evaluation feedback in the smart classroom and the traditional classroom. There is no significant difference in data analysis between resource sharing and teacher teaching, but through further video observation and analysis, the two still show the difference in the actual classroom.
{"title":"Similar or Different? A Comparison of Traditional Classroom and Smart Classroom’s Teaching Behavior in China","authors":"Suping Yi, Ruwei Yun, Ximin Duan, Yefeng Lu","doi":"10.1177/0047239521988999","DOIUrl":"https://doi.org/10.1177/0047239521988999","url":null,"abstract":"In the “Internet+” era, to understand the difference between the traditional classroom and smart classroom, this study uses the current domestic and foreign classroom teaching behavior research methods as a starting point and analyzes the teaching behaviors in classrooms from six dimensions: resource sharing, teacher lecturing, teacher–student interaction, group cooperation, autonomous learning, and evaluation feedback. A data analysis method is used to conduct a complete statistical study on the teaching behaviors of the 40 lessons selected in the first smart classroom innovation teaching competition in Jiangsu Province, and the analysis results show that there are significant differences in teacher–student interaction, group cooperation, autonomous learning, and evaluation feedback in the smart classroom and the traditional classroom. There is no significant difference in data analysis between resource sharing and teacher teaching, but through further video observation and analysis, the two still show the difference in the actual classroom.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127287661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-17DOI: 10.1177/00472395231166592
Ellen S. Fireman, Zachary S. Donnini, M. Weissman, Daniel J. Eck
Over 1100 students over four semesters were given the option of taking an introductory undergraduate statistics class either by in-person attendance in lectures or by taking exactly the same class (same instructor, recorded lectures, homework, blind grading, website, etc.) without the in-person lectures. Roughly, equal numbers of students chose each option. The online students did slightly better on computer-graded exams. The causal effect of choosing only online lectures was estimated by adjusting for measured confounders using four standard methods. The four nearly identical point estimates remained positive but were small and not statistically significant at the 95% confidence level. Sensitivity analysis indicated that unmeasured confounding was unlikely to be large but might plausibly reduce the point estimate to zero. No statistically significant differences were found in preliminary comparisons of effects on females/males, U.S./non-U.S. citizens, freshmen/non-freshman, and lower-scoring/higher-scoring math ACT groups.
{"title":"Do Most Students Need in-Person Lectures? A Study of a Large Statistics Class","authors":"Ellen S. Fireman, Zachary S. Donnini, M. Weissman, Daniel J. Eck","doi":"10.1177/00472395231166592","DOIUrl":"https://doi.org/10.1177/00472395231166592","url":null,"abstract":"Over 1100 students over four semesters were given the option of taking an introductory undergraduate statistics class either by in-person attendance in lectures or by taking exactly the same class (same instructor, recorded lectures, homework, blind grading, website, etc.) without the in-person lectures. Roughly, equal numbers of students chose each option. The online students did slightly better on computer-graded exams. The causal effect of choosing only online lectures was estimated by adjusting for measured confounders using four standard methods. The four nearly identical point estimates remained positive but were small and not statistically significant at the 95% confidence level. Sensitivity analysis indicated that unmeasured confounding was unlikely to be large but might plausibly reduce the point estimate to zero. No statistically significant differences were found in preliminary comparisons of effects on females/males, U.S./non-U.S. citizens, freshmen/non-freshman, and lower-scoring/higher-scoring math ACT groups.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130534584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.1177/0047239520982262
Sarah E. Bryans-Bongey
This study was conducted in the context of a college course involving students enrolled in the university’s teacher-preparation program. In an effort to facilitate in-class activities and promote student satisfaction, the instructor developed web-based agendas for students to access via their laptop computers. The research spans two semesters in which the interactive agendas were provided for all class sessions. The agendas were posted in the learning management system and were actively used by 60 students during class. They formed a gateway to various cloud-based materials including databases, Google documents, forms, and slides. Students used the daily agendas to engage in target content and collaborate with one another during class. Based on positive responses from participants and the observed productivity among students, findings suggest interactive agendas may be a viable alternative to hardware/devices, software, and policy-based attempts to control or limit student technology use in the 1:1 classroom.
{"title":"From Digital Distraction to Digital Direction: Implementing Interactive Agendas in the 1:1 Classroom Environment","authors":"Sarah E. Bryans-Bongey","doi":"10.1177/0047239520982262","DOIUrl":"https://doi.org/10.1177/0047239520982262","url":null,"abstract":"This study was conducted in the context of a college course involving students enrolled in the university’s teacher-preparation program. In an effort to facilitate in-class activities and promote student satisfaction, the instructor developed web-based agendas for students to access via their laptop computers. The research spans two semesters in which the interactive agendas were provided for all class sessions. The agendas were posted in the learning management system and were actively used by 60 students during class. They formed a gateway to various cloud-based materials including databases, Google documents, forms, and slides. Students used the daily agendas to engage in target content and collaborate with one another during class. Based on positive responses from participants and the observed productivity among students, findings suggest interactive agendas may be a viable alternative to hardware/devices, software, and policy-based attempts to control or limit student technology use in the 1:1 classroom.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126347709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-07DOI: 10.1177/0047239520977798
Charu Saxena, H. Baber, Pardeep Kumar
Technology has influenced every aspect of our living, and education is not an exception. During the current pandemic period of COVID-19, the latent motive of maintaining social distancing is leading to be one of the prime reasons for the students to get enrolled in online courses. Although the benefits of e-learning have been discussed in various previous studies, it is important to understand the quality of e-learning and the satisfaction level of learners during this forceful shift toward e-learning amid the pandemic of COVID-19. This research proposes a conceptual model for understanding the variables influencing e-learning quality (ELQ) and learner satisfaction under the moderating effect of maintaining social distancing. The model is empirically validated by means of the partial least square approach through structural equation modeling based on 435 responses of university students in India. The results suggest that assurance, reliability, responsiveness, and website content are the factors that influence the ELQ of the online courses during the pandemic. ELQ also strongly influences the learner’s satisfaction. Interestingly, perceived benefits of maintaining social distancing have a significant negative moderating effect only between empathy and ELQ, which leads to the satisfaction of the learners.
{"title":"Examining the Moderating Effect of Perceived Benefits of Maintaining Social Distance on E-learning Quality During COVID-19 Pandemic","authors":"Charu Saxena, H. Baber, Pardeep Kumar","doi":"10.1177/0047239520977798","DOIUrl":"https://doi.org/10.1177/0047239520977798","url":null,"abstract":"Technology has influenced every aspect of our living, and education is not an exception. During the current pandemic period of COVID-19, the latent motive of maintaining social distancing is leading to be one of the prime reasons for the students to get enrolled in online courses. Although the benefits of e-learning have been discussed in various previous studies, it is important to understand the quality of e-learning and the satisfaction level of learners during this forceful shift toward e-learning amid the pandemic of COVID-19. This research proposes a conceptual model for understanding the variables influencing e-learning quality (ELQ) and learner satisfaction under the moderating effect of maintaining social distancing. The model is empirically validated by means of the partial least square approach through structural equation modeling based on 435 responses of university students in India. The results suggest that assurance, reliability, responsiveness, and website content are the factors that influence the ELQ of the online courses during the pandemic. ELQ also strongly influences the learner’s satisfaction. Interestingly, perceived benefits of maintaining social distancing have a significant negative moderating effect only between empathy and ELQ, which leads to the satisfaction of the learners.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"6 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122600335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-11DOI: 10.1177/0047239520961339
N. Dogan, K. Dawson, Albert D. Ritzhaupt
This study used the Technology Use and Perceptions Survey to explore whether there are differences reported by teachers (N = 1,287) from elementary, middle, and high schools from a single school district. A two-step data analysis process using multivariate analysis of variance and item-by-item analysis of variance was employed. We used our analyses to generate profiles for elementary, middle, and high school teachers and draw comparisons across these profiles in our discussion. In particular, high school teachers reported the lowest perception of technology’s value and the most infrequent use of technology integration strategies even though they reported their students used technology more frequently. Elementary teachers reported the most frequent use of technology integration strategies and the lowest satisfaction with the access and support they receive. This study supports the need for more research to adequately explore the role of school levels as these differences could provide important insights.
{"title":"Do School Levels Matter? How Elementary, Middle, and High School Teachers Differ in Their Perceptions and Use of Technology","authors":"N. Dogan, K. Dawson, Albert D. Ritzhaupt","doi":"10.1177/0047239520961339","DOIUrl":"https://doi.org/10.1177/0047239520961339","url":null,"abstract":"This study used the Technology Use and Perceptions Survey to explore whether there are differences reported by teachers (N = 1,287) from elementary, middle, and high schools from a single school district. A two-step data analysis process using multivariate analysis of variance and item-by-item analysis of variance was employed. We used our analyses to generate profiles for elementary, middle, and high school teachers and draw comparisons across these profiles in our discussion. In particular, high school teachers reported the lowest perception of technology’s value and the most infrequent use of technology integration strategies even though they reported their students used technology more frequently. Elementary teachers reported the most frequent use of technology integration strategies and the lowest satisfaction with the access and support they receive. This study supports the need for more research to adequately explore the role of school levels as these differences could provide important insights.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"283 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114048026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-11DOI: 10.1177/0047239520965234
Buket Özüm Bülbül, M. Güler
This article aims to examine the impact of an online learning environment enriched with computer activities on geometry achievement and geometric habits of mind (GHoM). The study includes reflections from an online application of a one-term computer-aided mathematics teaching course in which the participants were preservice teachers (PTs) enrolled in a faculty of education. A test was used to measure all participating PTs’ learning outcome and determine their GHoM. In addition, clinical interviews were administered before and after the intervention to examine the opinions of the PTs regarding the online learning environment. The results revealed that the design provided for positive development in terms of both geometry achievement and GHoM. However, the impact was found to be very limited for some components of GHoM. The article presents a discussion of the effective aspects of the intervention.
{"title":"Can Geometry Achievement and Geometric Habits of Mind Be Improved Online? Reflections From a Computer-Aided Intervention","authors":"Buket Özüm Bülbül, M. Güler","doi":"10.1177/0047239520965234","DOIUrl":"https://doi.org/10.1177/0047239520965234","url":null,"abstract":"This article aims to examine the impact of an online learning environment enriched with computer activities on geometry achievement and geometric habits of mind (GHoM). The study includes reflections from an online application of a one-term computer-aided mathematics teaching course in which the participants were preservice teachers (PTs) enrolled in a faculty of education. A test was used to measure all participating PTs’ learning outcome and determine their GHoM. In addition, clinical interviews were administered before and after the intervention to examine the opinions of the PTs regarding the online learning environment. The results revealed that the design provided for positive development in terms of both geometry achievement and GHoM. However, the impact was found to be very limited for some components of GHoM. The article presents a discussion of the effective aspects of the intervention.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127788641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-08DOI: 10.1177/0047239520958612
J. K. Goyal, Pratima Daipuria, Somya Jain
The coronavirus pandemic has adversely affected all sectors globally including the education sector. Education institutes across all levels (preprimary, primary, secondary, and higher education) have closed in 188 countries across the globe. Prolonged closure of colleges and schools has forced the educational sector to adopt the online mode of teaching. But one question that is bothering most of the academicians is: Can this online mode of teaching standalone in the long run? To answer this question, our article has proposed an alternative model of delivering education in the time of crisis. This article also helps to explore and compare different modes of course delivery. It also tries to compare and contrast different modes of education through Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis. This article limits its analysis to management education only. An in-depth systematic review from various research papers, articles, cases was done for this article to suggest the model. We found that the management education in India needs a paradigm shift in design, delivery, and assessment and as has been the trend, the trend-setter has to be the faculty in association with the learner. The article recommends that the college administration and faculties should design curriculum in such a system which is more practice-oriented, has more interning hours and where theory gets tested and tried in the field.
{"title":"An Alternative Structure of Delivering Management Education in India","authors":"J. K. Goyal, Pratima Daipuria, Somya Jain","doi":"10.1177/0047239520958612","DOIUrl":"https://doi.org/10.1177/0047239520958612","url":null,"abstract":"The coronavirus pandemic has adversely affected all sectors globally including the education sector. Education institutes across all levels (preprimary, primary, secondary, and higher education) have closed in 188 countries across the globe. Prolonged closure of colleges and schools has forced the educational sector to adopt the online mode of teaching. But one question that is bothering most of the academicians is: Can this online mode of teaching standalone in the long run? To answer this question, our article has proposed an alternative model of delivering education in the time of crisis. This article also helps to explore and compare different modes of course delivery. It also tries to compare and contrast different modes of education through Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis. This article limits its analysis to management education only. An in-depth systematic review from various research papers, articles, cases was done for this article to suggest the model. We found that the management education in India needs a paradigm shift in design, delivery, and assessment and as has been the trend, the trend-setter has to be the faculty in association with the learner. The article recommends that the college administration and faculties should design curriculum in such a system which is more practice-oriented, has more interning hours and where theory gets tested and tried in the field.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"50 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116252691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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