Pub Date : 2021-10-30DOI: 10.1177/00472395211056848
Lori L. Scarlatos
With the Delta variant raging, the pandemic continues to demand the attention and consideration of educators around the world. Fortunately, much has been learned in the past two years about how to effectively teach online, and how educational technology systems can enhance education both in and outside the classroom. This issue of JETS is devoted to a range of what has been learned during the pandemic experience. In sharing these, it is our hope that you, our readers, will be inspired to adapt them to the benefit of your own students. The first three papers reflect on lessons learned from moving education from the classroom to online modes. Our first paper offers a thorough analysis of best practices for online, hybrid, and blended learning as we move forward. The resulting recommendations are based on a fish-bone analysis of the problems that instructors faced during the pandemic, and a SWOT analysis of pedagogical approaches; we believe that our readers will find these to be extremely useful. The second paper describes a revelation that came about when the instructor was forced to move to online discussions during the pandemic: he discovered how online discussions are better than face-to-face discussions for exploring gender insensitivities and lack of inclusiveness in a standard language textbooks. The third paper describes the challenges of teaching medical students during the pandemic, and how those challenges were met. The remaining papers look forward to how we can move back to the classroom while leveraging the advantages of educational technologies. The first of these has great significance for a future model where some students will continue to require home instruction. It describes a pilot study in which telepresence robots – i.e. robots in the classroom that are controlled by students at home – enabled home-bound students to participate fully in the classroom. The next paper describes the experience of using a flipped classroom model to encourage undergraduate students to engage more fully with a course on computer networks and communications. The following paper describes how computer-based afterschool instruction can help at-risk students to get up to a sufficient reading level. The final paper focuses on an important example of how technology in the classroom can enhance learning. In this particular case study, tablet devices were shown to increase motivation and engagement among learners with autism.
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Pub Date : 2021-10-20DOI: 10.1177/00472395211047865
Jitendra Singh, Keely Steele, Lovely Singh
The coronavirus disease 2019 (COVID-19) pandemic has changed the landscape of higher education. As academic institutions across the world continue to deal with the global health crisis, there is a need to examine different instructional approaches including online, hybrid, and blended learning methods. This descriptive study provide an in-depth review of the history of blended learning, evolution of hybrid model of instruction, preparedness of faculty with minimal or no experience in online teaching, and lessons learned as faculty worked on navigating COVID-19 situation since early 2020. A fish-bone analysis, a visual and structured approach to identify possible causes of problem, has been used to present the problems faced by faculty during the pandemic. A detailed Strength–Weakness–Opportunities–Threat analysis of blended/hybrid learning has been presented. An evidence-based approach on how instructors can combine the best of both traditional and online instruction to offer engaging learning experiences for students has been described. This research provides valuable insights to faculty and administrators who are preparing to teach during a pandemic and making efforts to academically survive it.
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Pub Date : 2021-10-18DOI: 10.1177/00472395211047930
A. Correia, A. Halabi
Understanding the instructional role of tablet devices while teaching a group of learners diagnosed with autism was the purpose of this research study. Five children diagnosed with autism participated in activities involving traditional paper and pencil and tablet devices. Observations and interviews with learners and one teacher were conducted. The case study provided an understanding of the motivational impact tablet devices potentially have on learners on the autism spectrum concerning engagement and participation in learning activities. The study also revealed that technology in general and tablet devices, in particular, are used in the classroom as reward mechanisms and entertaining strategies to seize and retain the learners’ attention to achieve instructional goals.
{"title":"Tablet Devices in the Classroom: Their Instructional Role with Children on the Autism Spectrum","authors":"A. Correia, A. Halabi","doi":"10.1177/00472395211047930","DOIUrl":"https://doi.org/10.1177/00472395211047930","url":null,"abstract":"Understanding the instructional role of tablet devices while teaching a group of learners diagnosed with autism was the purpose of this research study. Five children diagnosed with autism participated in activities involving traditional paper and pencil and tablet devices. Observations and interviews with learners and one teacher were conducted. The case study provided an understanding of the motivational impact tablet devices potentially have on learners on the autism spectrum concerning engagement and participation in learning activities. The study also revealed that technology in general and tablet devices, in particular, are used in the classroom as reward mechanisms and entertaining strategies to seize and retain the learners’ attention to achieve instructional goals.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125909784","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 : 2021-09-13DOI: 10.1177/00472395211040048
Sekhar S. Pindiprolu, David E. Forbush
Students displaying reading difficulties/disabilities at the end of third grade are unlikely to succeed in content areas and graduate from high school. One alternative to meeting the learning needs of students is to provide explicit instructional support in basic literacy skills through computer-based reading programs via after-school programs. This study examined the effects of two computer-based reading programs on the reading skills of 71 randomly assigned at-risk students using a pre–post-test design. Furthermore, tutor and students’ perceptions regarding the effectiveness and desirability of the programs were examined. The results indicated that there was a statistically significant difference between the programs on the Word Use Fluency measure and both computer-based programs were effective in facilitating the growth of basic early literacy skills of students at-risk for reading failure. A description of the computer programs, results, implications, and limitations of the study are discussed.
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Pub Date : 2021-09-01DOI: 10.1177/00472395211024000
T. Liao
Since this is the first issue of volume 50 of JETS and as the founding editor, I will reflect on the evolution of the design and use of technology to enhance the learning process in the last 50 years. In 50 years, we have evolved from the introduction of microcomputers for limited use to total online instruction systems due to the coronavirus disease (COVID) pandemic. In 1972, technology was mainly used by teachers to present information and promote discussion of information and concepts from textbooks and other curriculum materials. Examples of educational technology included audio-visual systems, print materials, laboratory experiments, and classroom demonstrations. Digital computers were only available for some teachers and selected high school and college students. In the later years of the 1970s, microcomputers became available, and the digital age began for some teachers and students. In the 1980s, computer-assisted instruction (CAI) systems began to promote more learner-centered learning activities. Although the microcomputer systems were limited in operational speed, data storage, and graphics, the drill and practice, computer simulation systems and writing, and mathematical software provided new instructional tools. In the 1990s, the major innovation is the invention of the internet system. With the improvement of search engines and high-speed streaming capabilities, it is a foundation for the development of 21st century online systems that were more interactive and also provided more active learning. Many new application tools have been developed just in time to help schools to make the transition to online learning from homes during the COVID crisis. The next school year, as students return to face-to-face (F2F) instruction, the new instructional paradigm should be blended learning. Schools need to blend the best online practices with the most effective F2F instructional programs. Even though well designed and effective implementation of blended systems will enhance learning, there are some negative concerns that need to be considered. For example, the ethical implications of the overuse of technology are the themes of the Op-Ed essay that is written by a member of our editorial board, Prof. Marion G. Ben-Jacobs. She and her co-author Prof. Allan Glazerman, warn readers about the overuse of technology that can affect trust in the learning environment and in the curriculum resources that are used. They also point out that students need to have equal access to the blended learning systems to address the digital divide problem. Editorial
由于这是JETS第50卷的第一期，并且作为创始编辑，我将反思过去50年来设计和使用技术以增强学习过程的演变。50年来，由于冠状病毒(COVID)大流行，我们从引进有限使用的微型计算机发展到全面的在线教学系统。1972年，技术主要被教师用来呈现信息，并促进对教科书和其他课程材料中的信息和概念的讨论。教育技术的例子包括视听系统、印刷材料、实验室实验和课堂演示。数字电脑只对部分教师和部分高中生和大学生开放。在20世纪70年代后期，微型计算机出现了，对一些教师和学生来说，数字时代开始了。在20世纪80年代，计算机辅助教学(CAI)系统开始促进更多以学习者为中心的学习活动。尽管微型计算机系统在运算速度、数据存储和图形方面受到限制，但训练和实践、计算机模拟系统和写作以及数学软件提供了新的教学工具。在20世纪90年代，主要的创新是互联网系统的发明。随着搜索引擎和高速流媒体功能的改进，它为21世纪在线系统的发展奠定了基础，这些系统更具互动性，也提供了更多的主动学习。许多新的应用工具已经及时开发出来，以帮助学校在COVID危机期间过渡到在家在线学习。下一学年，当学生回归面对面(F2F)教学时，新的教学模式应该是混合式学习。学校需要将最好的在线实践与最有效的F2F教学计划结合起来。尽管精心设计和有效实施的混合系统将促进学习，但也有一些需要考虑的负面问题。例如，过度使用技术的伦理影响是我们编委会成员Marion G. Ben-Jacobs教授撰写的一篇观点文章的主题。她和她的合著者艾伦·格雷泽曼教授警告读者，过度使用技术会影响对学习环境和所使用课程资源的信任。他们还指出，学生需要有平等的机会使用混合学习系统来解决数字鸿沟问题。编辑
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Pub Date : 2021-08-12DOI: 10.1177/00472395211037312
S. Bloom
The current article was inspired by two incongruous phenomena: the perception of the lack of gender sensitivity and inclusiveness in a particular language textbook and the coronavirus disease pandemic. As we went completely remote over the past 2.5 semesters, students were encouraged to address those issues via chat and voice modalities. If there is a silver lining to the tragic events of the past 15 months, it was that remote, synchronous discussion was vastly more participatory than in-class discussion with regard to those and other issues. I argue that, in designing our textbook-dependent courses, we can use such deficiencies to our advantage through some of the tools that many of us were introduced to during the pandemic.
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Pub Date : 2021-07-26DOI: 10.1177/00472395211034778
Penny Thompson, Sarinporn Chaivisit
This study used the concept of shared affordance space to explore students’ perceptions of the use of a telepresence robot in a face-to-face classroom. Results from this qualitative pilot study suggest the telepresence robot has the potential to provide enough autonomy and agency for both the remote user and the in-class students to perceive a shared affordance space. Robot users and classmates use human pronouns to describe the robot user and discuss a process of adjusting to its presence. The physical configuration of the classroom can either facilitate or hinder this process. The research provides greater understanding of the experiences of students in a face-to-face classroom that includes remote students attending class using a telepresence robot. It can help educators design and implement these experiences in a way that creates a beneficial classroom experience for both in-class and remote learners.
{"title":"Telepresence Robots in the Classroom","authors":"Penny Thompson, Sarinporn Chaivisit","doi":"10.1177/00472395211034778","DOIUrl":"https://doi.org/10.1177/00472395211034778","url":null,"abstract":"This study used the concept of shared affordance space to explore students’ perceptions of the use of a telepresence robot in a face-to-face classroom. Results from this qualitative pilot study suggest the telepresence robot has the potential to provide enough autonomy and agency for both the remote user and the in-class students to perceive a shared affordance space. Robot users and classmates use human pronouns to describe the robot user and discuss a process of adjusting to its presence. The physical configuration of the classroom can either facilitate or hinder this process. The research provides greater understanding of the experiences of students in a face-to-face classroom that includes remote students attending class using a telepresence robot. It can help educators design and implement these experiences in a way that creates a beneficial classroom experience for both in-class and remote learners.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129520109","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 : 2021-07-13DOI: 10.1177/00472395211031660
Mustafa Serkan Günbatar
The purpose of this research was to determine the effectiveness of the instruction process using the flipped classroom (FC) model within the scope of Computer Networks and Communication course. Theoretically, the community of inquiry model was taken as a reference and the effectiveness of the instruction process was evaluated accordingly. Students were preservice teachers studying Computer Education and Information Technology in the third grade in the Van region in Turkey. There were a total of 19 students, of which 12 are male and seven are female. FC process was carried out in the spring semester of 2018–2019 and lasted 11 weeks in total. A mixed-method design was used to gathering the data. Therefore, the research design was an explanatory design from mixed-methods designs. The quantitative data collection tool was the Turkish version of the Community of Inquiry Survey. The quantitative data were analyzed by dividing the students into very low, low, high, and very high levels. The qualitative data collection tool was the interview form created concerning the community of inquiry model. The qualitative data were analyzed by the use of the community of inquiry coding template's themes. At the end of the instruction process, students had a very high level of cognitive, social, and teaching presence perception. This situation was detailed and supported with the qualitative data obtained. Concerning the cognitive presence, the students firstly talked about that they started the learning process with videos. Regarding the social presence, they mentioned the motivating effect of the questions. About the teaching presence, participants firstly mentioned the direct instruction role of the videos.
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Pub Date : 2021-06-07DOI: 10.1177/00472395211023383
J. Marin, S. Brichler, H. Lécuyer, E. Carbonnelle, M. Lescat
The coronavirus disease 2019 epidemic has prompted all universities to completely change their teaching in a very rapid way around the world. In France, most of the university courses for the year 2020 had to be delivered at distance. This can be an opportunity for some to rethink the place and the form of distance learning (DL). We present here the feedback of students about DL, who answered a questionnaire about classes they followed between October and December 2020. In addition, we evaluated the use and utility of an audience response system promoting interaction. Our results showed that overall the organization and internet connections allowed DL to run smoothly. Interestingly, all students were in favor of the development of a mixed solution, with distant lectures and face-to-face practical lessons. Finally, the use of interactive software such as Wooclap® has proven to be easy to use and to develop for all lessons.
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Pub Date : 2021-06-07DOI: 10.1177/00472395211018801
Ali Battal, Gülgün Afacan Adanır, Yasemin Gülbahar
The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”
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