{"title":"EDITORIAL: Technology and Pedagogy for Learning and Capacity Building","authors":"S. Panda","doi":"10.56059/jl4d.v10i1.948","DOIUrl":"https://doi.org/10.56059/jl4d.v10i1.948","url":null,"abstract":"","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41891954","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}
H. Pant, Manoj Chandra Lohani Manoj, Jeetendra Pande Jeetendra
In recent years, sentiment analysis has gained popularity among researchers in various domains, including the education domain. Sentiment analysis can be applied to review the course comments in Massive Open Online Courses (MOOCs), which could enable course designers’ to easily evaluate their courses. The objective of this study is to explore the influential factors that affect the completion rate of MOOCs and unravel the sentiments of dropout learners by evaluating learners’ feedback. In the present study, sentiment analysis was performed using Python programming and NVivo tools on the feedback of the learners enrolled in three MOOCs entitled Introduction to Cyber Security, Digital Forensics and Development of Online Courses for SWAYAM, which was hosted on the SWAYAM platform (www.swayam.gov.in). Two instruments were used for data collection: (1) a structured questionnaire using a 5-point Likert scale was administrated using Google Forms — the questionnaires have also some additional open-ended questions — and (2) semi-structured interview schedules with the domain experts. The feedback was collected using Google Forms and a total of 324 responses were received between April 23, 2022 to May 31, 2022. The non-probability sampling method served as the sampling approach in the quantitative phase in this study. During analysis, the findings of the feedback uncovered important dimensions of some peculiar factors that may be responsible for retention of learners, i.e., content localisation, credit mobility and latest trend courses that were less explored in the earlier literature.
近年来，情感分析在包括教育领域在内的各个领域的研究人员中得到了广泛的应用。情感分析可以应用于大规模在线开放课程(Massive Open Online Courses, MOOCs)中的课程评论，使课程设计者能够方便地对课程进行评价。本研究的目的是通过评估学习者的反馈，探讨影响mooc完成率的影响因素，并揭示辍学学习者的情绪。在本研究中，使用Python编程和NVivo工具对参加了三个mooc课程的学习者的反馈进行了情感分析，这些课程分别是网络安全导论、数字取证和SWAYAM在线课程开发，这些课程托管在SWAYAM平台(www.swayam.gov.in)上。数据收集使用了两种工具:(1)使用谷歌表格管理使用5点李克特量表的结构化问卷-问卷也有一些额外的开放式问题-以及(2)与领域专家的半结构化访谈时间表。我们使用谷歌表格收集反馈，在2022年4月23日至2022年5月31日期间共收到324份回复。本研究在定量阶段采用非概率抽样方法。在分析过程中，反馈的发现揭示了一些特殊因素的重要维度，这些因素可能负责学习者的保留，即内容本地化，学分流动性和早期文献中较少探索的最新趋势课程。
{"title":"Thematic and Sentiment Analysis of Learners’ Feedback in MOOCs","authors":"H. Pant, Manoj Chandra Lohani Manoj, Jeetendra Pande Jeetendra","doi":"10.56059/jl4d.v10i1.740","DOIUrl":"https://doi.org/10.56059/jl4d.v10i1.740","url":null,"abstract":"In recent years, sentiment analysis has gained popularity among researchers in various domains, including the education domain. Sentiment analysis can be applied to review the course comments in Massive Open Online Courses (MOOCs), which could enable course designers’ to easily evaluate their courses. The objective of this study is to explore the influential factors that affect the completion rate of MOOCs and unravel the sentiments of dropout learners by evaluating learners’ feedback. In the present study, sentiment analysis was performed using Python programming and NVivo tools on the feedback of the learners enrolled in three MOOCs entitled Introduction to Cyber Security, Digital Forensics and Development of Online Courses for SWAYAM, which was hosted on the SWAYAM platform (www.swayam.gov.in). Two instruments were used for data collection: (1) a structured questionnaire using a 5-point Likert scale was administrated using Google Forms — the questionnaires have also some additional open-ended questions — and (2) semi-structured interview schedules with the domain experts. The feedback was collected using Google Forms and a total of 324 responses were received between April 23, 2022 to May 31, 2022. The non-probability sampling method served as the sampling approach in the quantitative phase in this study. During analysis, the findings of the feedback uncovered important dimensions of some peculiar factors that may be responsible for retention of learners, i.e., content localisation, credit mobility and latest trend courses that were less explored in the earlier literature.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47953386","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}
Abstract: Student profiling on the use of technology for teaching, learning and assessment has a potential to enable educators to enhance their transformational teaching strategies. Therefore, this study explored the views of students on use of technology to facilitate online learning during COVID-19. The study employed a quantitative approach to collect data using a Google Form questionnaire. Nineteen conveniently sampled respondents (38%) were drawn from a population of 50 students registered for first year BSc Microbiology and BSc Environmental Biology in 2021. The collected data was analyzed through descriptive statistics using Microsoft Excel 2010. The findings revealed that during online learning students experienced challenges related to subject knowledge acquisition (63%). Hence; majority (84%) of the students preferred face-to-face or blended teaching learning and assessment to ensure pedagogic access. It is concluded that students’ exposure to online learning helped improve skills such as typing (79%), internet information searching (95%) and general computer skills (89%). Thus, it is recommended that academics and student should be capacitated with training, and higher education curricula should encourage the use of digital technology, which prepares students to be relevant in the digital society.
{"title":"Technology as a Key Driver in Enhancing Scientific Education during the Covid-19 Era at the University of Namibia","authors":"L. Josua, Saara Kanyemba","doi":"10.56059/jl4d.v10i1.854","DOIUrl":"https://doi.org/10.56059/jl4d.v10i1.854","url":null,"abstract":"Abstract: Student profiling on the use of technology for teaching, learning and assessment has a potential to enable educators to enhance their transformational teaching strategies. Therefore, this study explored the views of students on use of technology to facilitate online learning during COVID-19. The study employed a quantitative approach to collect data using a Google Form questionnaire. Nineteen conveniently sampled respondents (38%) were drawn from a population of 50 students registered for first year BSc Microbiology and BSc Environmental Biology in 2021. The collected data was analyzed through descriptive statistics using Microsoft Excel 2010. The findings revealed that during online learning students experienced challenges related to subject knowledge acquisition (63%). Hence; majority (84%) of the students preferred face-to-face or blended teaching learning and assessment to ensure pedagogic access. It is concluded that students’ exposure to online learning helped improve skills such as typing (79%), internet information searching (95%) and general computer skills (89%). Thus, it is recommended that academics and student should be capacitated with training, and higher education curricula should encourage the use of digital technology, which prepares students to be relevant in the digital society.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48015951","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}
{"title":"BOOK REVIEW: Identity, Pedagogy and Technology-enhanced Learning: Supporting the Processes of Becoming a Tradesperson","authors":"T. Neal","doi":"10.56059/jl4d.v10i1.902","DOIUrl":"https://doi.org/10.56059/jl4d.v10i1.902","url":null,"abstract":"","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46821490","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}
T. Verulava, Kakha Shengelia, Giorgi Makharashvili
Adaptation to distance learning, which is one of the most effective ways of fighting against the COVID-19 pandemic, presented numerous challenges to society and the economy. The study aims to assess the consequences of distance learning as a result of the pandemic from the perspective of students and teachers. Quantitative research was conducted. The students (n = 417) and teachers (n = 47) of all disciplines from Tbilisi universities (Republic of Georgia) participated in the research. Non-probability convenience sampling technique was used for the study. Respondents evaluated the process of distance learning positively since they had the opportunity to attend lectures from any location, thus, saving costs, learning new skills, gaining valuable experience, and having more free time left than before. Using a Likert scale, the distance learning process was positively assessed by students (3.2 points out of 5) and teachers (3 points out of 5). The majority of students (n = 288, 69%) preferred the synthesis of distance and auditory learning methods as they consider the student’s own choices in a superior way. Respondents pointed out some deficiencies, such as limited communication, technical access difficulties, low quality and malfunction of internet access, an inconvenient environment, students’ involvement process and complicated social relationships. The crisis caused by the COVID-19 epidemic has identified the need to advance the methods of high-quality acquisition of knowledge. It is preferable to equip university auditoriums with the necessary technical capabilities and to develop curricula that allow students to decide whether to attend lectures in the classroom or to participate online.
{"title":"Challenges of Distance Learning at Universities during the COVID-19 Pandemic in Georgia","authors":"T. Verulava, Kakha Shengelia, Giorgi Makharashvili","doi":"10.56059/jl4d.v10i1.726","DOIUrl":"https://doi.org/10.56059/jl4d.v10i1.726","url":null,"abstract":"Adaptation to distance learning, which is one of the most effective ways of fighting against the COVID-19 pandemic, presented numerous challenges to society and the economy. The study aims to assess the consequences of distance learning as a result of the pandemic from the perspective of students and teachers. Quantitative research was conducted. The students (n = 417) and teachers (n = 47) of all disciplines from Tbilisi universities (Republic of Georgia) participated in the research. Non-probability convenience sampling technique was used for the study. Respondents evaluated the process of distance learning positively since they had the opportunity to attend lectures from any location, thus, saving costs, learning new skills, gaining valuable experience, and having more free time left than before. Using a Likert scale, the distance learning process was positively assessed by students (3.2 points out of 5) and teachers (3 points out of 5). The majority of students (n = 288, 69%) preferred the synthesis of distance and auditory learning methods as they consider the student’s own choices in a superior way. Respondents pointed out some deficiencies, such as limited communication, technical access difficulties, low quality and malfunction of internet access, an inconvenient environment, students’ involvement process and complicated social relationships. The crisis caused by the COVID-19 epidemic has identified the need to advance the methods of high-quality acquisition of knowledge. It is preferable to equip university auditoriums with the necessary technical capabilities and to develop curricula that allow students to decide whether to attend lectures in the classroom or to participate online.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47795056","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}
The increased use of digital learning environments augments the adoption of open practices in education which contributes to SDG4. The COVID-19 pandemic has compelled an accelerated move towards technology-enhanced learning, prompting educators to re-think and re-design learning environments grounded in innovative pedagogy and technology. In the current scenario it is imperative that educators are offered capacity development opportunities to meaningfully engage in digital and open practices. This paper presents a case study of an online capacity development intervention in OER-integrated technology-enhanced learning (TEL) material creation, implemented with a group of 15 educators selected using the purposive sampling method. It focused on the design, development, implementation, and evaluation of OER-integrated TEL materials by the educators. The intervention comprised a carefully designed learning experience with intensive hands-on activities in a Moodle online learning environment, supplemented with a series of ZOOM-based interactive workshops. The study explored the design strategies that enhanced the creation of OER-integrated TEL materials by the educators, challenges encountered by them and how those were managed, and the effects of the intervention on changing their thinking and practices. Multiple data gathering occurred via questionnaires, discussion forums, reflective journals, and focus group interviews. Primarily, an in-depth content analysis of the qualitative data gathered was conducted. The findings revealed that the systematic learning experience design, which adopted a ‘learning by designing’ approach harnessing the affordances of both technology and pedagogy, empowered educators to become active creators of OER-integrated TEL materials and to take leadership in integrating digital and open practices into teaching-learning processes.
{"title":"Blending Innovative Pedagogy and Technology for Capacity Development of Educators during the Pandemic","authors":"Shironica Priyanthi Karunanayaka","doi":"10.56059/jl4d.v10i1.783","DOIUrl":"https://doi.org/10.56059/jl4d.v10i1.783","url":null,"abstract":"The increased use of digital learning environments augments the adoption of open practices in education which contributes to SDG4. The COVID-19 pandemic has compelled an accelerated move towards technology-enhanced learning, prompting educators to re-think and re-design learning environments grounded in innovative pedagogy and technology. In the current scenario it is imperative that educators are offered capacity development opportunities to meaningfully engage in digital and open practices. This paper presents a case study of an online capacity development intervention in OER-integrated technology-enhanced learning (TEL) material creation, implemented with a group of 15 educators selected using the purposive sampling method. It focused on the design, development, implementation, and evaluation of OER-integrated TEL materials by the educators. The intervention comprised a carefully designed learning experience with intensive hands-on activities in a Moodle online learning environment, supplemented with a series of ZOOM-based interactive workshops. The study explored the design strategies that enhanced the creation of OER-integrated TEL materials by the educators, challenges encountered by them and how those were managed, and the effects of the intervention on changing their thinking and practices. Multiple data gathering occurred via questionnaires, discussion forums, reflective journals, and focus group interviews. Primarily, an in-depth content analysis of the qualitative data gathered was conducted. The findings revealed that the systematic learning experience design, which adopted a ‘learning by designing’ approach harnessing the affordances of both technology and pedagogy, empowered educators to become active creators of OER-integrated TEL materials and to take leadership in integrating digital and open practices into teaching-learning processes.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135080496","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}
Digital games can be used as educational tools for tackling structural inequalities and promoting social justice. Designing games with these purposes is often a complex task that requires a myriad of combined expertise, including games’ mechanics, software development, educational game design, pedagogy, and knowledge of the educational topic (which can target very specific social issues). Democratising the design of educational games is used to increase the agency and participation of diverse and novice groups throughout design processes - and can be used to improve the efficiency of such games as it directly leads to the inclusion of broad voices, knowledge, experiences and perspectives. This research adopted a Design-Based Research methodology to create, evaluate and validate 13 design principles to democratise the design of educational games for social change. Three research phases were implemented in turn: a preliminary research, prototyping and evaluation phase. The preliminary research phase was based on creating these principles by grounding them on fundamentals of Critical Pedagogy, a theory of education which presents pedagogical techniques to accelerate learning, engagement and social change. The prototyping phase was based on conducting semi-structured interviews to assess and improve these principles with educational and game design experts. During the evaluation phase, these principles were applied and evaluated during two weekend-long game design events, which were mostly attended by diverse groups who had never designed a digital game before. This research presents theoretical and practical contributions related to how to democratise educational game design for social change. It evidenced the relevance of facilitating design principles that addresses what could be done to trigger learning in games by presenting design principles; why this learning could be facilitated, from both educational and gaming perspectives; and how to implement these principles into an educational game.
{"title":"Democratising Digital Educational Game Design for Social Change","authors":"C. Myers, L. Piccolo, T. Collins","doi":"10.56059/jl4d.v10i1.714","DOIUrl":"https://doi.org/10.56059/jl4d.v10i1.714","url":null,"abstract":"Digital games can be used as educational tools for tackling structural inequalities and promoting social justice. Designing games with these purposes is often a complex task that requires a myriad of combined expertise, including games’ mechanics, software development, educational game design, pedagogy, and knowledge of the educational topic (which can target very specific social issues). Democratising the design of educational games is used to increase the agency and participation of diverse and novice groups throughout design processes - and can be used to improve the efficiency of such games as it directly leads to the inclusion of broad voices, knowledge, experiences and perspectives. This research adopted a Design-Based Research methodology to create, evaluate and validate 13 design principles to democratise the design of educational games for social change. Three research phases were implemented in turn: a preliminary research, prototyping and evaluation phase. The preliminary research phase was based on creating these principles by grounding them on fundamentals of Critical Pedagogy, a theory of education which presents pedagogical techniques to accelerate learning, engagement and social change. The prototyping phase was based on conducting semi-structured interviews to assess and improve these principles with educational and game design experts. During the evaluation phase, these principles were applied and evaluated during two weekend-long game design events, which were mostly attended by diverse groups who had never designed a digital game before. This research presents theoretical and practical contributions related to how to democratise educational game design for social change. It evidenced the relevance of facilitating design principles that addresses what could be done to trigger learning in games by presenting design principles; why this learning could be facilitated, from both educational and gaming perspectives; and how to implement these principles into an educational game.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49009442","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}
This study assessed tutors’ level of ICT competencies and factors that influenced application of ICT-pedagogical competencies in teaching in two Teachers’ Colleges. It adopted the level of ICT competencies from the UNESCO ICT-Competence Framework for Teachers. A self-rating questionnaire was used to collect numeric data involving 70 tutors. Two Focus group Interviews involving eight (8) participants in each college among the 70 respondents were used to collect qualitative data. Mean scores and independent sample t-test were used to compare respondents’ level of ICT competencies. Standard multiple regression was used to evaluate the contribution of factors in predicting ICT-pedagogical competencies. The findings revealed that knowledge acquisition was high, which signifies confidence in basic ICT skills. Knowledge deepening was low, which signifies low application of ICT-pedagogical competencies in teaching across subjects. Regression results revealed that practice had a positive unique influence in predicting tutors’ competencies in knowledge deepening. These findings suggest that tutors need more hands-on training in applying ICT-pedagogical competencies in their classroom practice.
{"title":"Assessment of Tutors’ Level of ICT Competencies in Teaching in Teacher Education in Tanzania","authors":"Elisei Emili Lubuva, Placidius Ndibalema, Esther Mbwambo","doi":"10.56059/jl4d.v9i3.705","DOIUrl":"https://doi.org/10.56059/jl4d.v9i3.705","url":null,"abstract":"This study assessed tutors’ level of ICT competencies and factors that influenced application of ICT-pedagogical competencies in teaching in two Teachers’ Colleges. It adopted the level of ICT competencies from the UNESCO ICT-Competence Framework for Teachers. A self-rating questionnaire was used to collect numeric data involving 70 tutors. Two Focus group Interviews involving eight (8) participants in each college among the 70 respondents were used to collect qualitative data. Mean scores and independent sample t-test were used to compare respondents’ level of ICT competencies. Standard multiple regression was used to evaluate the contribution of factors in predicting ICT-pedagogical competencies. The findings revealed that knowledge acquisition was high, which signifies confidence in basic ICT skills. Knowledge deepening was low, which signifies low application of ICT-pedagogical competencies in teaching across subjects. Regression results revealed that practice had a positive unique influence in predicting tutors’ competencies in knowledge deepening. These findings suggest that tutors need more hands-on training in applying ICT-pedagogical competencies in their classroom practice.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42104298","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}
Yoga and meditation have become widely accepted as nonpharmacologic modalities for stress and anxiety reduction as well as general health. Indira Gandhi National Open University (IGNOU) School of Health Sciences (SOHS) launched a six months-long Certificate Programme in Yoga (CPY) in July 2019 for students who have cleared their 12th class. The objective of this study was to find out the effects of online yoga training on self-perceived stress among the students of the CPY programme enrolled during the academic year 2021. This was a study with both pre- and post-tests and was carried out on the students of the CPY programme between March and December 2021. A total of 69 and 81 students participated from the January 2021 and July 2021 batches, respectively. The Perceived Stress Scale (PSS) was used as a tool to measure the level of stress. A structured close-ended questionnaire was sent by Google Forms to ascertain self-perceived stress. The total mean value of the PSS score after online yoga training decreased from 18 + 5.9 SD in the pretest to 13.7 + 6.5 SD in the post-test of students from the January 2021 batch, and from 17.4 + 5.8 SD in the pre-test to 13.1 + 5.6 SD in the post-test of students from the July 2021 batch. The difference of mean value of pre-test and post-test of both the batches of students after online yoga training were significant (p value < 0.0001). The online yoga training was effective in reduction of perceived stress score among the students of the Certificate Programme in Yoga (CPY).
{"title":"Effects of Online Yoga Training on Self-Perceived Stress of the Students of Certificate Programme in Yoga (CPY) of IGNOU","authors":"B. Jamatia","doi":"10.56059/jl4d.v9i3.655","DOIUrl":"https://doi.org/10.56059/jl4d.v9i3.655","url":null,"abstract":"Yoga and meditation have become widely accepted as nonpharmacologic modalities for stress and anxiety reduction as well as general health. Indira Gandhi National Open University (IGNOU) School of Health Sciences (SOHS) launched a six months-long Certificate Programme in Yoga (CPY) in July 2019 for students who have cleared their 12th class. The objective of this study was to find out the effects of online yoga training on self-perceived stress among the students of the CPY programme enrolled during the academic year 2021. This was a study with both pre- and post-tests and was carried out on the students of the CPY programme between March and December 2021. A total of 69 and 81 students participated from the January 2021 and July 2021 batches, respectively. The Perceived Stress Scale (PSS) was used as a tool to measure the level of stress. A structured close-ended questionnaire was sent by Google Forms to ascertain self-perceived stress. The total mean value of the PSS score after online yoga training decreased from 18 + 5.9 SD in the pretest to 13.7 + 6.5 SD in the post-test of students from the January 2021 batch, and from 17.4 + 5.8 SD in the pre-test to 13.1 + 5.6 SD in the post-test of students from the July 2021 batch. The difference of mean value of pre-test and post-test of both the batches of students after online yoga training were significant (p value < 0.0001). The online yoga training was effective in reduction of perceived stress score among the students of the Certificate Programme in Yoga (CPY).","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43993546","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}
R. Salas-Rueda, S. Martinez-Ramirez, J. Ramírez-Ortega, C. Alvarado-Zamorano
SARS-CoV-2 virus has caused universities to update their courses in the distance modality. The general aim of this mixed research was to build and analyse the use of a web application for the educational process about the t-test considering data science. In particular, the professor of the Teaching of Mathematics II course needed to update the school activities because of the new educational demands caused by the COVID-19 pandemic. To facilitate the educational process of math, this teacher decided to build a web application that presents the formulas and calculation of the mean, standard deviation and statistical error to understand the use of the t-test. This technological tool allows the personalisation of learning through the simulation of data. The participants were 42 students from a Mexican university. The results of machine learning indicated that the contents of the web application positively influenced the assimilation of knowledge, satisfaction during the learning process, development of mathematical skills and learning in the distance modality. The decision tree technique allows the construction of four (4) predictive models about the use of the web application for the educational process about the t-test. Finally, educators have the opportunity to improve the teaching-learning conditions during the SARS-CoV-2 virus through the design and construction of web applications.
{"title":"Students' Perception about the Use of an Educational Web Application During the COVID-19 Pandemic","authors":"R. Salas-Rueda, S. Martinez-Ramirez, J. Ramírez-Ortega, C. Alvarado-Zamorano","doi":"10.56059/jl4d.v9i3.664","DOIUrl":"https://doi.org/10.56059/jl4d.v9i3.664","url":null,"abstract":"SARS-CoV-2 virus has caused universities to update their courses in the distance modality. The general aim of this mixed research was to build and analyse the use of a web application for the educational process about the t-test considering data science. In particular, the professor of the Teaching of Mathematics II course needed to update the school activities because of the new educational demands caused by the COVID-19 pandemic. To facilitate the educational process of math, this teacher decided to build a web application that presents the formulas and calculation of the mean, standard deviation and statistical error to understand the use of the t-test. This technological tool allows the personalisation of learning through the simulation of data. The participants were 42 students from a Mexican university. The results of machine learning indicated that the contents of the web application positively influenced the assimilation of knowledge, satisfaction during the learning process, development of mathematical skills and learning in the distance modality. The decision tree technique allows the construction of four (4) predictive models about the use of the web application for the educational process about the t-test. Finally, educators have the opportunity to improve the teaching-learning conditions during the SARS-CoV-2 virus through the design and construction of web applications.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70708930","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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