Still rebounding from the impact of the global pandemic, the higher education sector is being challenged even further by the next wave of Artificial Intelligence (AI) technologies. These technologies have the power to generate in a matter of seconds, quality text, images, music and coding responses to questions or prompts entered into an online chat box. Currently, one of the most accessible and popular text generators is OpenAI’s ChatGPT which was released in November 2022. Early evaluation indicates that the quality of the responses exceed standard pass rates for comparable university assessments. Even if academic protocols mandate that text cited from AI sources should be acknowledged and referenced as any other source material, the speed, accessibility and high quality of the AI material justifies a rethink of the purpose of higher education and a redesign of curriculum, pedagogy and assessment. An initial suggestion being promoted in the sector is that learning outcomes and assessments should move away from a focus on content memorisation and recall, to development of higher order thinking skills such as critical analysis, evaluation, resilience, creativity, problem solving, appraising and mastery of verbal communication and computer literacy. This preliminary paper examines some of the literature to date, which discusses potential risks and threats, as well as the opportunities to enhance learning, embedded in this new wave of emerging AI technologies in higher education. Keywords: Artificial Intelligence technologies, generative text software, implications for curriculum, pedagogy and assessment design.
{"title":"Artificial Intelligence (AI) and its Potential Impact on the Future of Higher Education","authors":"Lorraine Bennett, Ali Abusalem","doi":"10.30958/aje.11-3-2","DOIUrl":"https://doi.org/10.30958/aje.11-3-2","url":null,"abstract":"Still rebounding from the impact of the global pandemic, the higher education sector is being challenged even further by the next wave of Artificial Intelligence (AI) technologies. These technologies have the power to generate in a matter of seconds, quality text, images, music and coding responses to questions or prompts entered into an online chat box. Currently, one of the most accessible and popular text generators is OpenAI’s ChatGPT which was released in November 2022. Early evaluation indicates that the quality of the responses exceed standard pass rates for comparable university assessments. Even if academic protocols mandate that text cited from AI sources should be acknowledged and referenced as any other source material, the speed, accessibility and high quality of the AI material justifies a rethink of the purpose of higher education and a redesign of curriculum, pedagogy and assessment. An initial suggestion being promoted in the sector is that learning outcomes and assessments should move away from a focus on content memorisation and recall, to development of higher order thinking skills such as critical analysis, evaluation, resilience, creativity, problem solving, appraising and mastery of verbal communication and computer literacy. This preliminary paper examines some of the literature to date, which discusses potential risks and threats, as well as the opportunities to enhance learning, embedded in this new wave of emerging AI technologies in higher education. Keywords: Artificial Intelligence technologies, generative text software, implications for curriculum, pedagogy and assessment design.","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"103 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821523","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}
In this paper, we describe a teaching scenario using a virtual environment (known also in the context of the ‘metaverse’). This is motivated by the challenges that arise during the pandemic. More and more teaching scenarios are transferred to online learning settings, which allow learning at any time and at any time. One of the possibilities are virtual 3D environment. These allow more intensive immersion than for example video conferences. Furthermore, they offer new didactic concepts, for example, for group activities. The benefit of using virtual 3D environments we demonstrate by a concrete learning scenario: the simulation of robot programming. A further advantage when using virtual 3D environments are personal assistants (conversational/ pedagogical agents), for example, to the ease the work load borne by teachers; meanwhile, this works well also with natural language due to advantage stage of artificial intelligence implementations. Keywords: e-learning, e-teaching, immersion, virtual 3D rooms, gamification, cyber-physical systems
在本文中，我们描述了一个使用虚拟环境（也称为 "元宇宙"）的教学情景。其动机是大流行病期间出现的挑战。越来越多的教学场景被转移到在线学习环境中，这样就可以随时随地进行学习。虚拟 3D 环境就是其中一种可能。与视频会议等方式相比，虚拟三维环境可以让学生更加身临其境。此外，它们还为小组活动等提供了新的教学理念。我们通过一个具体的学习场景来展示使用虚拟三维环境的好处：机器人编程模拟。使用虚拟三维环境的另一个优势是个人助理（对话/教学代理），例如，可以减轻教师的工作负担；同时，由于人工智能实施阶段的优势，自然语言也能很好地发挥作用。关键词：电子学习、电子教学、沉浸式教学、虚拟三维教室、游戏化、网络物理系统
{"title":"Supporting Distributed Learning through Immersive Learning Environments","authors":"Carsten Lecon","doi":"10.30958/aje.11-3-3","DOIUrl":"https://doi.org/10.30958/aje.11-3-3","url":null,"abstract":"In this paper, we describe a teaching scenario using a virtual environment (known also in the context of the ‘metaverse’). This is motivated by the challenges that arise during the pandemic. More and more teaching scenarios are transferred to online learning settings, which allow learning at any time and at any time. One of the possibilities are virtual 3D environment. These allow more intensive immersion than for example video conferences. Furthermore, they offer new didactic concepts, for example, for group activities. The benefit of using virtual 3D environments we demonstrate by a concrete learning scenario: the simulation of robot programming. A further advantage when using virtual 3D environments are personal assistants (conversational/ pedagogical agents), for example, to the ease the work load borne by teachers; meanwhile, this works well also with natural language due to advantage stage of artificial intelligence implementations. Keywords: e-learning, e-teaching, immersion, virtual 3D rooms, gamification, cyber-physical systems","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":" April","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823783","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 concept of teacher-student rapport is a relatively new concept that pertains to one of the factors in the classroom setting that promotes learning. It enhances the classroom atmosphere and promotes the well-being of students. The objective of our study was to examine the predictive value of teacher-student rapport in higher education on students’ active participation in class. The study included a total of 1,682 students who were enrolled in classes taught by 50 instructors across three Slovene public universities. Self-reported measurements to assess teacher-student rapport (Instructor-Student Rapport Scale; Bardorfer & Kavčič, 2020), teachers' effectiveness (Student Evaluation of Educational Quality Scale; Marsh, 1982), autonomously regulated behaviour of students (The Self-Regulation Questionnaire-Academic; Ryan & Connell, 1989) measured by the index of relative autonomy (RAI), and participation levels (Participation Scale; Fassinger, 1995b) were used in the study. The findings from the hierarchical linear modelling analysis revealed that teacher-student rapport significantly predicted students’ active participation in class. Establishing rapport between teachers and students therefore presents an effective way of promoting active student participation. The paper concludes by discussing the implications of the study on strategies that teachers might employ to foster rapport with students. Keywords: teacher-student rapport; interpersonal relationships; higher education; active participation; constructivism
{"title":"Fostering Students' Active Participation in Higher Education: The Role of Teacher-student Rapport","authors":"Ana Bardorfer","doi":"10.30958/aje.11-3-4","DOIUrl":"https://doi.org/10.30958/aje.11-3-4","url":null,"abstract":"The concept of teacher-student rapport is a relatively new concept that pertains to one of the factors in the classroom setting that promotes learning. It enhances the classroom atmosphere and promotes the well-being of students. The objective of our study was to examine the predictive value of teacher-student rapport in higher education on students’ active participation in class. The study included a total of 1,682 students who were enrolled in classes taught by 50 instructors across three Slovene public universities. Self-reported measurements to assess teacher-student rapport (Instructor-Student Rapport Scale; Bardorfer & Kavčič, 2020), teachers' effectiveness (Student Evaluation of Educational Quality Scale; Marsh, 1982), autonomously regulated behaviour of students (The Self-Regulation Questionnaire-Academic; Ryan & Connell, 1989) measured by the index of relative autonomy (RAI), and participation levels (Participation Scale; Fassinger, 1995b) were used in the study. The findings from the hierarchical linear modelling analysis revealed that teacher-student rapport significantly predicted students’ active participation in class. Establishing rapport between teachers and students therefore presents an effective way of promoting active student participation. The paper concludes by discussing the implications of the study on strategies that teachers might employ to foster rapport with students. Keywords: teacher-student rapport; interpersonal relationships; higher education; active participation; constructivism","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"120 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820815","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}
John Cannon, Mary Self, Allen Kitchel, Sally Arnett-Hartwick, Carol Billing, Kevin Elliott, Michelle Bartlett, Mari Borr, Jeremy Jeffery
The United States along with the rest of the world has experienced an unprecedented disruption in daily life due to the COVID-19 pandemic. Almost everyone has experienced some sort of stay at home order resulting in an economic catastrophe greater than the Great Recession of 2008 and on par with the Great Depression almost a century ago. Educational institutions at both the K-12 and post-secondary levels have not been immune from the shutdown, with many schools closed from mid-March through the end of the 2020 school year. Many schools moved classes to remote, distance delivery platforms. Career and Technical Education (CTE) teachers were tasked with creative engaging learning activities online for curricula which is taught in a hands-on contextual learning environment. This paper will present preliminary results from research conducted by a collaborative group of nine researchers from across the United States with collectively over 200 years of career and technical education experience. The conceptual framework used for this study was Danielson’s Framework for Teaching and Enhancing Professional Practice and Foundations of Career and Technical Education including Constructivism. 3,267 participants representing all 50 states responded to the 37-item survey. The research objectives included description of participants and identified challenges to planning and delivery of CTE content when schools were closed, and instruction was moved to remote/distance/online platforms. Participants ranked their challenges as instructors and their perceptions of challenges that were experienced by their students. CTE teachers ranked replicating classroom or lab environments online and lack of experience teaching online as their biggest challenges. The perceptions of the participants concerning challenges for their students included motivation to guide and manage their own learning and students’ access to reliable internet connection. The emergence and prevalence of the COVID-19 pandemic added a layer of complexity to educational practice that was not foreseen and for which no intentional preparation had occurred. Understanding how CTE teachers and instructors responded to this call, and the challenges they and their students encountered, is important to efforts to improve practice in the future and to be in a better position should another crisis occur that forces learning to be delivered in alternative formats from that of the traditional face-to-face classroom. Keywords: COVID-19, career and technical education, remote learning
{"title":"COVID-19 Global Pandemic Upheaval: CTE Teachers Response in the United States","authors":"John Cannon, Mary Self, Allen Kitchel, Sally Arnett-Hartwick, Carol Billing, Kevin Elliott, Michelle Bartlett, Mari Borr, Jeremy Jeffery","doi":"10.30958/aje.11-3-1","DOIUrl":"https://doi.org/10.30958/aje.11-3-1","url":null,"abstract":"The United States along with the rest of the world has experienced an unprecedented disruption in daily life due to the COVID-19 pandemic. Almost everyone has experienced some sort of stay at home order resulting in an economic catastrophe greater than the Great Recession of 2008 and on par with the Great Depression almost a century ago. Educational institutions at both the K-12 and post-secondary levels have not been immune from the shutdown, with many schools closed from mid-March through the end of the 2020 school year. Many schools moved classes to remote, distance delivery platforms. Career and Technical Education (CTE) teachers were tasked with creative engaging learning activities online for curricula which is taught in a hands-on contextual learning environment. This paper will present preliminary results from research conducted by a collaborative group of nine researchers from across the United States with collectively over 200 years of career and technical education experience. The conceptual framework used for this study was Danielson’s Framework for Teaching and Enhancing Professional Practice and Foundations of Career and Technical Education including Constructivism. 3,267 participants representing all 50 states responded to the 37-item survey. The research objectives included description of participants and identified challenges to planning and delivery of CTE content when schools were closed, and instruction was moved to remote/distance/online platforms. Participants ranked their challenges as instructors and their perceptions of challenges that were experienced by their students. CTE teachers ranked replicating classroom or lab environments online and lack of experience teaching online as their biggest challenges. The perceptions of the participants concerning challenges for their students included motivation to guide and manage their own learning and students’ access to reliable internet connection. The emergence and prevalence of the COVID-19 pandemic added a layer of complexity to educational practice that was not foreseen and for which no intentional preparation had occurred. Understanding how CTE teachers and instructors responded to this call, and the challenges they and their students encountered, is important to efforts to improve practice in the future and to be in a better position should another crisis occur that forces learning to be delivered in alternative formats from that of the traditional face-to-face classroom. Keywords: COVID-19, career and technical education, remote learning","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"108 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141821847","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 aim of the study was determining the openness to learning tendencies and metacognitive learning strategies and analysing the predictive relationships between the related variables. The predictive research model was used in the study. Within the research, 499 education faculty students participated. For data collection, “Metacognitive Learning Strategies Scale” and “Tendency to be Open to Learning Scale” were used. The collected data were analyzed using simple linear regression analysis and multiple linear regression analysis. Consequently, it was determined that students frequently use metacognitive learning strategies; their tendencies to be open to learning are at a high level. It was concluded that the tendency to be open to learning significantly predicted the total scores obtained from the metacognitive learning strategies scale. It was concluded that the most predicted variable by the predictive variables together was planning strategies, and the least predicted variable was evaluation strategies. These results show that openness to learning is a vital variable in activating metacognitive learning strategies. Keywords: metacognitive learning strategies, learning tendency, tendency to be open to learning, teacher competencies, teacher education
{"title":"Metacognitive Strategies and Tendency to be Open to Learning: A Predictive Study","authors":"Melis Yeşilpınar Uyar","doi":"10.30958/aje.11-3-5","DOIUrl":"https://doi.org/10.30958/aje.11-3-5","url":null,"abstract":"The aim of the study was determining the openness to learning tendencies and metacognitive learning strategies and analysing the predictive relationships between the related variables. The predictive research model was used in the study. Within the research, 499 education faculty students participated. For data collection, “Metacognitive Learning Strategies Scale” and “Tendency to be Open to Learning Scale” were used. The collected data were analyzed using simple linear regression analysis and multiple linear regression analysis. Consequently, it was determined that students frequently use metacognitive learning strategies; their tendencies to be open to learning are at a high level. It was concluded that the tendency to be open to learning significantly predicted the total scores obtained from the metacognitive learning strategies scale. It was concluded that the most predicted variable by the predictive variables together was planning strategies, and the least predicted variable was evaluation strategies. These results show that openness to learning is a vital variable in activating metacognitive learning strategies. Keywords: metacognitive learning strategies, learning tendency, tendency to be open to learning, teacher competencies, teacher education","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"124 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141820887","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 rapid spread of the COVID-19 pandemic in the first half of 2020 disrupted and changed higher education across the world, and into the future. Campuses were shut down, almost overnight. International and State borders were closed and business models that relied heavily on high-paying international students collapsed. University leaders and academics were forced to find new ways of attracting, engaging with, and retaining students. This paper describes a project that was undertaken in Australia in 2021 which investigated the implications of, and scope for online assessment in this ‘new virtual world’ of learning and teaching in higher education. After extensive research and consultation, the project developed a Digital Assessment Framework dubbed DASH C21, which stands for Digital Assessment Stretching Horizons for the 21st Century. The Framework is based on a set of underpinning principles and values; the Inputs. The Inputs feed into four Dimensions. These Dimensions are Practices and Pedagogies, Strategies, Emerging Technologies and Stretching Horizons. The Outputs are a series of authentic, innovative, experiential and forward looking, digital assessments, reinforced by academic integrity values. This paper will be of particular interest to higher education senior managers, academics, learning and teaching specialists, staff professional developers and curriculum designers. Keywords: Digital Assessment Framework
{"title":"Building Academic Integrity and Capacity in Digital Assessment in Higher Education","authors":"Lorraine Bennett, Ali Abusalem","doi":"10.30958/aje.11-1-5","DOIUrl":"https://doi.org/10.30958/aje.11-1-5","url":null,"abstract":"The rapid spread of the COVID-19 pandemic in the first half of 2020 disrupted and changed higher education across the world, and into the future. Campuses were shut down, almost overnight. International and State borders were closed and business models that relied heavily on high-paying international students collapsed. University leaders and academics were forced to find new ways of attracting, engaging with, and retaining students. This paper describes a project that was undertaken in Australia in 2021 which investigated the implications of, and scope for online assessment in this ‘new virtual world’ of learning and teaching in higher education. After extensive research and consultation, the project developed a Digital Assessment Framework dubbed DASH C21, which stands for Digital Assessment Stretching Horizons for the 21st Century. The Framework is based on a set of underpinning principles and values; the Inputs. The Inputs feed into four Dimensions. These Dimensions are Practices and Pedagogies, Strategies, Emerging Technologies and Stretching Horizons. The Outputs are a series of authentic, innovative, experiential and forward looking, digital assessments, reinforced by academic integrity values. This paper will be of particular interest to higher education senior managers, academics, learning and teaching specialists, staff professional developers and curriculum designers. Keywords: Digital Assessment Framework","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"95 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612466","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 article aims to highlight the importance of teachers training about inclusiveness by relying on statistical differences in teachers’ perceptions of who are trained in the last five years and those who are not, in the realm of inclusive education as regards the socialization of SEN children with their class peers. The approach of this study was quantitative, and sample extraction is carried out through the stages sampling method. For the data collection, it was used a Likert scale with a Cronbach’s coefficient alpha reported 0.86. The dimension of this research, “Teachers’ perceptions as regards the socialization of children with SEN with peers” consists of three factors, respectively (1) “Teacher perceptions as regards the adaption of children with SEN to the group of peers”, (2) “Teachers’ perceptions as regards the participation of children with SEN in managing the situation”, (3) “Teachers’ perceptions as regards the social participation of children with SEN with their peers”. The results of the “Mann-Whitney U Test” revealed significant differences in the perception of trained and untrained teachers, as regards the three factors of the study. Keywords: teacher’s training, children with SEN, inclusive classes
本文旨在通过统计过去五年中接受过培训和未接受过培训的教师在全纳教育领域对有特殊教育需要儿童与班级同伴社会化的看法差异，强调教师接受全纳培训的重要性。本研究采用定量方法，通过阶段抽样法提取样本。数据收集采用李克特量表，克朗巴赫系数α为 0.86。本研究的维度 "教师对有特殊教育需要儿童与同伴社会化的看法 "包括三个因素，分别是（1）"教师对有特殊教育需要儿童适应同伴群体的看法"；（2）"教师对有特殊教育需要儿童参与管理情境的看法"；（3）"教师对有特殊教育需要儿童与同伴社会参与的看法"。曼-惠特尼 U 检验 "的结果显示，受过培训和未受过培训的教师对研究的三个因素的看法存在显著差异。关键词：教师培训；有特殊教育需要的儿童；全纳班级
{"title":"The Importance of Teachers Training in Relation to the Socialization of Children with Special Education Needs in the Mainstream Classrooms","authors":"Leticja Gusho, Rodika Goci","doi":"10.30958/aje.11-1-2","DOIUrl":"https://doi.org/10.30958/aje.11-1-2","url":null,"abstract":"This article aims to highlight the importance of teachers training about inclusiveness by relying on statistical differences in teachers’ perceptions of who are trained in the last five years and those who are not, in the realm of inclusive education as regards the socialization of SEN children with their class peers. The approach of this study was quantitative, and sample extraction is carried out through the stages sampling method. For the data collection, it was used a Likert scale with a Cronbach’s coefficient alpha reported 0.86. The dimension of this research, “Teachers’ perceptions as regards the socialization of children with SEN with peers” consists of three factors, respectively (1) “Teacher perceptions as regards the adaption of children with SEN to the group of peers”, (2) “Teachers’ perceptions as regards the participation of children with SEN in managing the situation”, (3) “Teachers’ perceptions as regards the social participation of children with SEN with their peers”. The results of the “Mann-Whitney U Test” revealed significant differences in the perception of trained and untrained teachers, as regards the three factors of the study. Keywords: teacher’s training, children with SEN, inclusive classes","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"6 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139525411","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}
Ali Abusalem, Lorraine Bennett, Dimitra Antonelou-Abusalem
Before the COVID-19 outbreak, universities were already exploring the potential of online education. Colleges and universities throughout the world became more reliant on online learning management systems (LMSs) and videoconferencing tools like ‘Zoom’ and ‘Microsoft Teams’ during the 2020-2021 campus’ lockdowns. The transition from traditional face-to-face teaching to online learning presented significant difficulties for universities, particularly those that depended heavily on international students. The project reported in this paper was undertaken in Australia in 2021 at the request of a private higher education institution. A new student-centric version of the Moodle learning management system (LMS) was created to maximise the platform’s pedagogical, communicative, and informational capabilities. The purpose of this article is to demonstrate how online learning platforms that are flexible, utilise embedded interactive features and resources, and are freely available can enhance and support the delivery of quality online education. The paper discusses how well-designed learning management systems have the capacity to motivate, engage and retain students in online learning. Academics, at both the undergraduate and graduate levels, as well as those working in curriculum development and information technology at institutions of higher learning, may find this article to be of interest and value. Keywords: online, Moodle, Learning Management System (LMS), pandemic
{"title":"Engaging and Retaining Students in Online Learning","authors":"Ali Abusalem, Lorraine Bennett, Dimitra Antonelou-Abusalem","doi":"10.30958/aje.11-1-4","DOIUrl":"https://doi.org/10.30958/aje.11-1-4","url":null,"abstract":"Before the COVID-19 outbreak, universities were already exploring the potential of online education. Colleges and universities throughout the world became more reliant on online learning management systems (LMSs) and videoconferencing tools like ‘Zoom’ and ‘Microsoft Teams’ during the 2020-2021 campus’ lockdowns. The transition from traditional face-to-face teaching to online learning presented significant difficulties for universities, particularly those that depended heavily on international students. The project reported in this paper was undertaken in Australia in 2021 at the request of a private higher education institution. A new student-centric version of the Moodle learning management system (LMS) was created to maximise the platform’s pedagogical, communicative, and informational capabilities. The purpose of this article is to demonstrate how online learning platforms that are flexible, utilise embedded interactive features and resources, and are freely available can enhance and support the delivery of quality online education. The paper discusses how well-designed learning management systems have the capacity to motivate, engage and retain students in online learning. Academics, at both the undergraduate and graduate levels, as well as those working in curriculum development and information technology at institutions of higher learning, may find this article to be of interest and value. Keywords: online, Moodle, Learning Management System (LMS), pandemic","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"45 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139611871","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 paper uses data from the Organization for Economic Co-operation and Development (OECD) and employs multiple regression models to investigate the relationship between teacher salary and educational achievement in mathematics and science across 30 countries. After controlling for alternative wage opportunities and two macroeconomic factors (GDP per capita and educational expenditure as percentage of GDP), the results reveal no significant relationship between teacher salary and educational achievement in mathematics and science. These findings imply the need to look beyond a single policy, such as higher salaries, in favor of policy strategies that address working conditions and other challenges facing new teachers. Keywords: teacher salary, educational achievement, OECD, PISA data
{"title":"Is there a Link between Teacher Salary and Educational Achievement? An Analysis in OECD Countries","authors":"Djily Diagne","doi":"10.30958/aje.11-1-3","DOIUrl":"https://doi.org/10.30958/aje.11-1-3","url":null,"abstract":"This paper uses data from the Organization for Economic Co-operation and Development (OECD) and employs multiple regression models to investigate the relationship between teacher salary and educational achievement in mathematics and science across 30 countries. After controlling for alternative wage opportunities and two macroeconomic factors (GDP per capita and educational expenditure as percentage of GDP), the results reveal no significant relationship between teacher salary and educational achievement in mathematics and science. These findings imply the need to look beyond a single policy, such as higher salaries, in favor of policy strategies that address working conditions and other challenges facing new teachers. Keywords: teacher salary, educational achievement, OECD, PISA data","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"3 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139525590","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}
Farideh Hamidi, Shokoofeh Soleymani, Sara Dazy, Maryam Meshkat
This study strived to determine the effectiveness of integrative teaching of reading strategies and working memory on basic math and problem-solving skills. It is a quasi-experimental pretest-posttest study carried out on 50 second-graders from Chahashk Shandiz village in the academic year of 2020-2021 who were randomly selected by cluster sampling and randomly divided into experimental and control groups. The intervention was performed by cellphone software through virtual education in two steps. The experimental group underwent integrative training for 20 sessions, but the control group did not receive any intervention. Colored Progressive Matrices (1956) and a researcher-made story problem-solving and arithmetic skills test were used to collect data. Descriptive statistics (mean and standard deviation) and one-way multivariate analysis of covariance were used to analyze the data. The results showed that the integrative teaching of reading strategies and working memory enhanced the basic math skills, with an effect size of 0.67 in second-grade elementary students (P<0.001). According to the results, integrative teaching improved students' problem-solving skills but did not affect their skills in arithmetic operations. Therefore, second-grade elementary teachers can use this method to enhance their story problem-solving skills. Keywords: integrative teaching, reading strategies, working memory, basic math skills
{"title":"Teaching Mathematics based on Integrating Reading Strategies and Working Memory in Elementary School","authors":"Farideh Hamidi, Shokoofeh Soleymani, Sara Dazy, Maryam Meshkat","doi":"10.30958/aje.11-1-1","DOIUrl":"https://doi.org/10.30958/aje.11-1-1","url":null,"abstract":"This study strived to determine the effectiveness of integrative teaching of reading strategies and working memory on basic math and problem-solving skills. It is a quasi-experimental pretest-posttest study carried out on 50 second-graders from Chahashk Shandiz village in the academic year of 2020-2021 who were randomly selected by cluster sampling and randomly divided into experimental and control groups. The intervention was performed by cellphone software through virtual education in two steps. The experimental group underwent integrative training for 20 sessions, but the control group did not receive any intervention. Colored Progressive Matrices (1956) and a researcher-made story problem-solving and arithmetic skills test were used to collect data. Descriptive statistics (mean and standard deviation) and one-way multivariate analysis of covariance were used to analyze the data. The results showed that the integrative teaching of reading strategies and working memory enhanced the basic math skills, with an effect size of 0.67 in second-grade elementary students (P<0.001). According to the results, integrative teaching improved students' problem-solving skills but did not affect their skills in arithmetic operations. Therefore, second-grade elementary teachers can use this method to enhance their story problem-solving skills. Keywords: integrative teaching, reading strategies, working memory, basic math skills","PeriodicalId":36453,"journal":{"name":"Athens Journal of Education","volume":"2 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526007","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：