Pub Date : 2021-06-03DOI: 10.1177/00472395211018967
P. Leung, M. Cheng
Students nowadays grow up with electronic devices and are adept at navigating the virtual world. Practical activities may be more of a novelty for them than simulations. Using the topic of electric circuits as a context, we examined the ways in which Grade 11 students perceived and learned from practical work and simulations, respectively. In this quasi-experiment study, a group of 19 students used a free online simulations package “Circuit Construction Kit,” while another group of 17 students learnt through practical work. We administered a validated instrument to both groups and found that practical work and simulations supported students’ learning in similar ways. The interventions were then reversed so that all participants experienced both practical work and simulations. Finally, seven students from each group were selected for a group interview. Through the interviews, we identified features of simulations and practical work respectively that students believed contributed to their learning.
{"title":"Practical Work or Simulations? Voices of Millennial Digital Natives","authors":"P. Leung, M. Cheng","doi":"10.1177/00472395211018967","DOIUrl":"https://doi.org/10.1177/00472395211018967","url":null,"abstract":"Students nowadays grow up with electronic devices and are adept at navigating the virtual world. Practical activities may be more of a novelty for them than simulations. Using the topic of electric circuits as a context, we examined the ways in which Grade 11 students perceived and learned from practical work and simulations, respectively. In this quasi-experiment study, a group of 19 students used a free online simulations package “Circuit Construction Kit,” while another group of 17 students learnt through practical work. We administered a validated instrument to both groups and found that practical work and simulations supported students’ learning in similar ways. The interventions were then reversed so that all participants experienced both practical work and simulations. Finally, seven students from each group were selected for a group interview. Through the interviews, we identified features of simulations and practical work respectively that students believed contributed to their learning.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114757456","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 : 2021-06-01DOI: 10.1177/0047239520984406
A. Kundu, Tripti Bej, Kedar Nath Dey
The purpose of this study was to investigate the effect of blended learning on students’ academic achievement, to study teachers’ perception of working in the unconventional blended atmosphere, and finally to infer on its potential in underprivileged elementary classrooms. Since this study was conducted in an unconventional set up with researchers acted as agents of change, design-based research methods were used with 50 children from a fifth standard class in an Indian elementary school. These methods included gathering and analyzing data in two cycles—preblended implantation stage and postblended stage. A mixed-method approach was followed for data collection. Quantitative data were collected through an achievement test and qualitative data were gathered from interviews with the teachers. Findings revealed that there were significant differences in achievement level between the two cycles, in favor of the postblended implantation stage, and this difference was found gender-neutral. Interviews with three teachers were also conducted to collect information about their experiences of introducing and implementing blended learning in their classrooms. The study concludes that blended learning ambiance increases students’ academic achievement levels in elementary classrooms when teachers were supported with necessary policies and proficiencies. Overall, the time spent in blended learning had a positive effect on children’s achievement irrespective of gender and these effects emerged during 10 weeks even in a school with poor technological infrastructure and underprepared yet willing teachers.
{"title":"Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom","authors":"A. Kundu, Tripti Bej, Kedar Nath Dey","doi":"10.1177/0047239520984406","DOIUrl":"https://doi.org/10.1177/0047239520984406","url":null,"abstract":"The purpose of this study was to investigate the effect of blended learning on students’ academic achievement, to study teachers’ perception of working in the unconventional blended atmosphere, and finally to infer on its potential in underprivileged elementary classrooms. Since this study was conducted in an unconventional set up with researchers acted as agents of change, design-based research methods were used with 50 children from a fifth standard class in an Indian elementary school. These methods included gathering and analyzing data in two cycles—preblended implantation stage and postblended stage. A mixed-method approach was followed for data collection. Quantitative data were collected through an achievement test and qualitative data were gathered from interviews with the teachers. Findings revealed that there were significant differences in achievement level between the two cycles, in favor of the postblended implantation stage, and this difference was found gender-neutral. Interviews with three teachers were also conducted to collect information about their experiences of introducing and implementing blended learning in their classrooms. The study concludes that blended learning ambiance increases students’ academic achievement levels in elementary classrooms when teachers were supported with necessary policies and proficiencies. Overall, the time spent in blended learning had a positive effect on children’s achievement irrespective of gender and these effects emerged during 10 weeks even in a school with poor technological infrastructure and underprepared yet willing teachers.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116834624","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 : 2021-06-01DOI: 10.1177/0047239520985449
Brook Batch, Jacqueline Roberts, A. Nakonechnyi, Rebecca Allen
While technology offers educators many affordances to provide students with rich educational experiences, literature and empirical experience indicates that students’ unstructured cell phone usage may have adverse impacts on student achievement and create a contagious climate of distraction. This research project seeks to understand students’ unstructured cell phone usage, faculty response, and foster improved student–faculty communication to determine concrete interventions to off-task smartphone usage. For the purposes of this study, we surveyed and interviewed faculty and undergraduate students at two small private universities in the United States. Findings suggest that students and faculty recognize the limitations of punitive cell phone policies and desire intervention. Giving students’ movement alternatives and offering faculty more training in using smartphones as educational tools may be acceptable solutions.
{"title":"“Cell Phones Under the Table”: Meeting Students’ Needs to Reduce Off-Task Smartphone Use Through Faculty–Student Collaboration","authors":"Brook Batch, Jacqueline Roberts, A. Nakonechnyi, Rebecca Allen","doi":"10.1177/0047239520985449","DOIUrl":"https://doi.org/10.1177/0047239520985449","url":null,"abstract":"While technology offers educators many affordances to provide students with rich educational experiences, literature and empirical experience indicates that students’ unstructured cell phone usage may have adverse impacts on student achievement and create a contagious climate of distraction. This research project seeks to understand students’ unstructured cell phone usage, faculty response, and foster improved student–faculty communication to determine concrete interventions to off-task smartphone usage. For the purposes of this study, we surveyed and interviewed faculty and undergraduate students at two small private universities in the United States. Findings suggest that students and faculty recognize the limitations of punitive cell phone policies and desire intervention. Giving students’ movement alternatives and offering faculty more training in using smartphones as educational tools may be acceptable solutions.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132844810","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 : 2021-06-01DOI: 10.1177/0047239520985176
Mustafa Fidan, Murat Debbağ, B. Fidan
This study investigates the adolescents’ perceptions toward Instagram as a social network site via their mind maps and tries to understand this social phenomenon that affect them by its use motives and features. It also offers a general profile of social network site use among adolescents. Data were collected from 540 adolescents majoring in high schools of Turkey. The participants created their mind maps on Instagram in the visual arts course. Qualitative data were resolved using thematic analysis. Results highlighted the popularity of Instagram among adolescents. According to their mental images on Instagram, we found four categories: “communication and interaction,” “knowledge acquisition,” “entertainment and sharing,” and “negative effects of Instagram.” In addition to their positive perceptions toward Instagram, the majority of adolescents focused on the negative effects such as addiction, mood disorders, narcissistic acts, and ethics violations. Based on the findings, we also suggested a theoretical model for educational use of Instagram and directions for future research.
{"title":"Adolescents Like Instagram! From Secret Dangers to an Educational Model by its Use Motives and Features: An Analysis of Their Mind Maps","authors":"Mustafa Fidan, Murat Debbağ, B. Fidan","doi":"10.1177/0047239520985176","DOIUrl":"https://doi.org/10.1177/0047239520985176","url":null,"abstract":"This study investigates the adolescents’ perceptions toward Instagram as a social network site via their mind maps and tries to understand this social phenomenon that affect them by its use motives and features. It also offers a general profile of social network site use among adolescents. Data were collected from 540 adolescents majoring in high schools of Turkey. The participants created their mind maps on Instagram in the visual arts course. Qualitative data were resolved using thematic analysis. Results highlighted the popularity of Instagram among adolescents. According to their mental images on Instagram, we found four categories: “communication and interaction,” “knowledge acquisition,” “entertainment and sharing,” and “negative effects of Instagram.” In addition to their positive perceptions toward Instagram, the majority of adolescents focused on the negative effects such as addiction, mood disorders, narcissistic acts, and ethics violations. Based on the findings, we also suggested a theoretical model for educational use of Instagram and directions for future research.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128940169","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 : 2021-06-01DOI: 10.1177/00472395211001205
T. Liao
In the March 2015 issue of JETS, we reviewed the book “Blended: Using Disruptive Innovation to Improve Schools.” We are now facing a different type of disruption (Covid-19 crisis) that is challenging us to invent new learning systems. We need to design our new educational programs to blend in-school instruction with online learning experiences. The book “Blended” can be used as a practical guide for implementing blended learning techniques in K-12 schools. The new blended systems should combine the best of both worlds: in-class instruction with online learning activities. The lead article in this issue of JETS provides an excellent example of how a blended learning program was implemented in an elementary school in India. The purpose of this study was to investigate the effects of blended learning on students’ achievement, to monitor teachers’ perceptions, and finally to determine its potential in underprivileged classrooms. Important findings were that blended learning had a positive impact on student achievement and also students had positive attitudes toward blended learning. The second paper explores the question: do school levels impact the use of educational technology? One of the keys to the successful implementation of blended learning is the positive perceptions and use of educational technologies at different grade levels. An interesting finding of the Technology Use Perceptions Survey was that elementary school teachers made more frequent use of instructional technology than highschool teachers. To optimize blended learning environments, an important consideration is the type of classroom instruction that is being blended with online systems. In the next paper, a comparison is made between the traditional classroom and a smart classroom. An important difference between the two types of classroom environments is the role of teachers and students. For example, there is a significant difference between how cooperative learning strategies are implemented. The next two papers focus on some of the problems of the use of two modern digital communication systems: smartphones and Instagram systems. The fourth paper deals with a research project that seeks to understand students’ unstructured cell phone usage, faculty responses, and concrete interventions to off-task usage. The next paper investigates the adolescent’s perceptions toward Instagram via their mind maps to understand this social media phenomenon. The goal of both projects is to explore ways of minimizing the disruptions caused by these two popular social media systems. Editorial
{"title":"Editorial Overview","authors":"T. Liao","doi":"10.1177/00472395211001205","DOIUrl":"https://doi.org/10.1177/00472395211001205","url":null,"abstract":"In the March 2015 issue of JETS, we reviewed the book “Blended: Using Disruptive Innovation to Improve Schools.” We are now facing a different type of disruption (Covid-19 crisis) that is challenging us to invent new learning systems. We need to design our new educational programs to blend in-school instruction with online learning experiences. The book “Blended” can be used as a practical guide for implementing blended learning techniques in K-12 schools. The new blended systems should combine the best of both worlds: in-class instruction with online learning activities. The lead article in this issue of JETS provides an excellent example of how a blended learning program was implemented in an elementary school in India. The purpose of this study was to investigate the effects of blended learning on students’ achievement, to monitor teachers’ perceptions, and finally to determine its potential in underprivileged classrooms. Important findings were that blended learning had a positive impact on student achievement and also students had positive attitudes toward blended learning. The second paper explores the question: do school levels impact the use of educational technology? One of the keys to the successful implementation of blended learning is the positive perceptions and use of educational technologies at different grade levels. An interesting finding of the Technology Use Perceptions Survey was that elementary school teachers made more frequent use of instructional technology than highschool teachers. To optimize blended learning environments, an important consideration is the type of classroom instruction that is being blended with online systems. In the next paper, a comparison is made between the traditional classroom and a smart classroom. An important difference between the two types of classroom environments is the role of teachers and students. For example, there is a significant difference between how cooperative learning strategies are implemented. The next two papers focus on some of the problems of the use of two modern digital communication systems: smartphones and Instagram systems. The fourth paper deals with a research project that seeks to understand students’ unstructured cell phone usage, faculty responses, and concrete interventions to off-task usage. The next paper investigates the adolescent’s perceptions toward Instagram via their mind maps to understand this social media phenomenon. The goal of both projects is to explore ways of minimizing the disruptions caused by these two popular social media systems. Editorial","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117182140","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 : 2021-05-28DOI: 10.1177/00472395211016051
K. Granger, M. Conroy, K. Sutherland, Edward G. Feil, J. Wright, Alexandra Montesion, Ke Huang
The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for delivery via the web. Activities in these phases included focus groups, interviews, an expert panel review, alpha and beta testing (Phase 1), feasibility testing (Phase 2), and a pilot promise study (Phase 3). Each phase included a series of refinements and improvements to materials based on data and stakeholder feedback. Lessons learned and implications for developing and implementing professional development services via online platforms are discussed.
本文的目的是描述以证据为基础的幼儿第2层干预项目(BEST in CLASS-Prekindergarten)从面对面形式到基于网络的交付形式(BEST in CLASS-Web)的适应过程。我们描述了用于调整父程序以通过网络交付的三个阶段的迭代开发过程。这些阶段的活动包括焦点小组、访谈、专家小组评审、alpha和beta测试(第一阶段)、可行性测试(第二阶段)和试点承诺研究(第三阶段)。每个阶段都包括基于数据和利益相关者反馈对材料进行一系列改进和改进。讨论了通过在线平台开发和实施专业发展服务的经验教训和影响。
{"title":"Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery","authors":"K. Granger, M. Conroy, K. Sutherland, Edward G. Feil, J. Wright, Alexandra Montesion, Ke Huang","doi":"10.1177/00472395211016051","DOIUrl":"https://doi.org/10.1177/00472395211016051","url":null,"abstract":"The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for delivery via the web. Activities in these phases included focus groups, interviews, an expert panel review, alpha and beta testing (Phase 1), feasibility testing (Phase 2), and a pilot promise study (Phase 3). Each phase included a series of refinements and improvements to materials based on data and stakeholder feedback. Lessons learned and implications for developing and implementing professional development services via online platforms are discussed.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128290644","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 : 2021-05-05DOI: 10.1177/00472395211015232
Rabiya Saboowala, Pooja Manghirmalani Mishra
The impact of the coronavirus disease 2019 (COVID-19) pandemic has traumatized the entire world. COVID-19 has prompted experts to rethink the suitable pedagogies of teaching–learning that will prove to be sustainable with the global health crises going on. Blended learning is one of the models proposed by various educationalists and research scholars that appears to be a viable and best-fit solution for educational institutes for at least a period of a few months postpandemic. This study investigates the readiness of in-service teachers considering them as learners toward blended learning and its six dimensions. The results indicated that there existed a correlation among the six dimensions of blended learning while considering the readiness of in-service teachers toward blended learning. In addition, the results indicated that both male and female teachers and teachers who have and have not attended/conducted webinars/lectures/Faculty Development Programs online have had no difference in their readiness toward blended learning.
{"title":"Readiness of In-service Teachers Toward a Blended Learning Approach as a Learning Pedagogy in the Post-COVID-19 Era","authors":"Rabiya Saboowala, Pooja Manghirmalani Mishra","doi":"10.1177/00472395211015232","DOIUrl":"https://doi.org/10.1177/00472395211015232","url":null,"abstract":"The impact of the coronavirus disease 2019 (COVID-19) pandemic has traumatized the entire world. COVID-19 has prompted experts to rethink the suitable pedagogies of teaching–learning that will prove to be sustainable with the global health crises going on. Blended learning is one of the models proposed by various educationalists and research scholars that appears to be a viable and best-fit solution for educational institutes for at least a period of a few months postpandemic. This study investigates the readiness of in-service teachers considering them as learners toward blended learning and its six dimensions. The results indicated that there existed a correlation among the six dimensions of blended learning while considering the readiness of in-service teachers toward blended learning. In addition, the results indicated that both male and female teachers and teachers who have and have not attended/conducted webinars/lectures/Faculty Development Programs online have had no difference in their readiness toward blended learning.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"183 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131992701","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 : 2021-04-28DOI: 10.1177/00472395211013049
M. Ben-Jacob, A. Glazerman
The overuse of technology permeates education. Underlying its appropriate use is the factor of trust. Trust is essential for ethical behavior in education. Anything that undermines that trust is arguably inimical to those endeavors. To be sure, technology is now embedded in every facet of our lives, and its many advances have proven beneficial; for example, technology has enabled remote instruction, work from home, and telemedicine, all beneficial to its users, particularly in these difficult times of a pandemic. That said, we would like to call attention to the overuse of technology in some instances, its undermining of trust, and the consequent adverse and unethical impact on education. Two kinds of trust need to be distinguished. The first, what we might call reliabilitybased trust, is “the reliance on the integrity, strength, truth, ability, surety, etc. of a person or thing” (Dictionary.com, 2020). We thus say, for example, “The teacher trusted that John would erase the white board every day last week as that was his assigned job”; or “I trust the New York Times to report the true and unadulterated news of the day because it is a newspaper that has integrity.” The second kind of trust is what Patrick Lencioni, in another context, refers to as vulnerability-based trust, and is what allows
{"title":"The Ethical Implications of the Overuse of Technology in Education","authors":"M. Ben-Jacob, A. Glazerman","doi":"10.1177/00472395211013049","DOIUrl":"https://doi.org/10.1177/00472395211013049","url":null,"abstract":"The overuse of technology permeates education. Underlying its appropriate use is the factor of trust. Trust is essential for ethical behavior in education. Anything that undermines that trust is arguably inimical to those endeavors. To be sure, technology is now embedded in every facet of our lives, and its many advances have proven beneficial; for example, technology has enabled remote instruction, work from home, and telemedicine, all beneficial to its users, particularly in these difficult times of a pandemic. That said, we would like to call attention to the overuse of technology in some instances, its undermining of trust, and the consequent adverse and unethical impact on education. Two kinds of trust need to be distinguished. The first, what we might call reliabilitybased trust, is “the reliance on the integrity, strength, truth, ability, surety, etc. of a person or thing” (Dictionary.com, 2020). We thus say, for example, “The teacher trusted that John would erase the white board every day last week as that was his assigned job”; or “I trust the New York Times to report the true and unadulterated news of the day because it is a newspaper that has integrity.” The second kind of trust is what Patrick Lencioni, in another context, refers to as vulnerability-based trust, and is what allows","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128402538","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 : 2021-04-26DOI: 10.1177/0047239521013783
Dhananjay Ashri, B. P. Sahoo
Coronavirus disease 19 (COVID-19) pandemic has shaken the higher education sector. Indian academic institutes are well acquainted with the traditional closed book examination; however, the pandemic has forced the institutes to resort to new methods to evaluate the students. Many academic units in India did not take the examination in the light of public health, but in the case of the University of Delhi, it decided to conduct an online open book examination (OBE). Therefore, in the present paper, we aim to evaluate the strength, weaknesses, opportunities, and challenges of conducting online OBE by referring to the vast literature available. We further extended our study by assessing the students’ performance in an OBE and closed book examination. The results unveiled that students tend to score higher marks in the case of an OBE set up compared to closed book examination.
{"title":"Open Book Examination and Higher Education During COVID-19: Case of University of Delhi","authors":"Dhananjay Ashri, B. P. Sahoo","doi":"10.1177/0047239521013783","DOIUrl":"https://doi.org/10.1177/0047239521013783","url":null,"abstract":"Coronavirus disease 19 (COVID-19) pandemic has shaken the higher education sector. Indian academic institutes are well acquainted with the traditional closed book examination; however, the pandemic has forced the institutes to resort to new methods to evaluate the students. Many academic units in India did not take the examination in the light of public health, but in the case of the University of Delhi, it decided to conduct an online open book examination (OBE). Therefore, in the present paper, we aim to evaluate the strength, weaknesses, opportunities, and challenges of conducting online OBE by referring to the vast literature available. We further extended our study by assessing the students’ performance in an OBE and closed book examination. The results unveiled that students tend to score higher marks in the case of an OBE set up compared to closed book examination.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"240 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134104529","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 : 2021-03-18DOI: 10.1177/0047239521999779
D. Rivers, M. Vallance, Michiko Nakamura
With online learning solutions responding to the novel coronavirus pandemic, it is important for educational technologists and other practitioners to understand how learners are experiencing the demands of socially distanced online learning and how they conceive of themselves within distant spaces and digital communities. Research into the metacognitions of learners provides a non-technocratic focal point through which such information can be extracted. Framing learner self-beliefs as a form of metacognitive knowledge, the current article presents a virtual-reality-assisted thematic analysis into the self-appraisals of 210 socially distanced online learners at a Japanese university. The study focuses on the discursive rationalizations expressed in service of the academic self-concept. Four themes were identified in the data: formal assessment, affect and emotion, self-regulation, and transformative awareness. Such research provides educators with a platform for pedagogical intervention and course design considerations relative to the challenges of the online learning experience.
{"title":"Metacognitive Knowledge and the Self as Socially Distanced Online Learner: A Virtual Reality Assisted Analysis of Academic Self-Concept","authors":"D. Rivers, M. Vallance, Michiko Nakamura","doi":"10.1177/0047239521999779","DOIUrl":"https://doi.org/10.1177/0047239521999779","url":null,"abstract":"With online learning solutions responding to the novel coronavirus pandemic, it is important for educational technologists and other practitioners to understand how learners are experiencing the demands of socially distanced online learning and how they conceive of themselves within distant spaces and digital communities. Research into the metacognitions of learners provides a non-technocratic focal point through which such information can be extracted. Framing learner self-beliefs as a form of metacognitive knowledge, the current article presents a virtual-reality-assisted thematic analysis into the self-appraisals of 210 socially distanced online learners at a Japanese university. The study focuses on the discursive rationalizations expressed in service of the academic self-concept. Four themes were identified in the data: formal assessment, affect and emotion, self-regulation, and transformative awareness. Such research provides educators with a platform for pedagogical intervention and course design considerations relative to the challenges of the online learning experience.","PeriodicalId":300288,"journal":{"name":"Journal of Educational Technology Systems","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122834070","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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