Pub Date : 2023-12-12DOI: 10.20448/jeelr.v10i4.5231
K. Matlhaba, S. H. Khunou
The purpose of this study was to compile research on the advantages and challenges of using digital technology in clinical education for undergraduate nursing students during the COVID-19 pandemic. The study employed an integrative literature review with the use of the five steps as per Cooper’s framework. Data were collected from four electronic databases to access research articles published from 2019 to 2023. Out of 440 potential candidates, eighteen satisfied the inclusion criteria. Three themes emerged from the analysis namely: 1) the benefits 2) the challenges of digital technology and 3) attitudes towards the use of technology in clinical learning. The use of digital technology helps nursing students become more competent and confident in their ability to practice in a friendly environment. It is imperative that there should be opportunities for workshops to create awareness regarding the importance of digital technology. The practical implications of the study are that nursing education institutions should invest in the purchase of digital technology equipment as a means of advancing the implementation of new educational advancements. The stakeholders in clinical teaching and learning should be better equipped by health facilities and nursing education institutions to make better use of digital technologies.
{"title":"The benefits and challenges of the use of digital technology on clinical learning of undergraduate nursing students during the COVID-19 pandemic: An integrative literature review","authors":"K. Matlhaba, S. H. Khunou","doi":"10.20448/jeelr.v10i4.5231","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5231","url":null,"abstract":"The purpose of this study was to compile research on the advantages and challenges of using digital technology in clinical education for undergraduate nursing students during the COVID-19 pandemic. The study employed an integrative literature review with the use of the five steps as per Cooper’s framework. Data were collected from four electronic databases to access research articles published from 2019 to 2023. Out of 440 potential candidates, eighteen satisfied the inclusion criteria. Three themes emerged from the analysis namely: 1) the benefits 2) the challenges of digital technology and 3) attitudes towards the use of technology in clinical learning. The use of digital technology helps nursing students become more competent and confident in their ability to practice in a friendly environment. It is imperative that there should be opportunities for workshops to create awareness regarding the importance of digital technology. The practical implications of the study are that nursing education institutions should invest in the purchase of digital technology equipment as a means of advancing the implementation of new educational advancements. The stakeholders in clinical teaching and learning should be better equipped by health facilities and nursing education institutions to make better use of digital technologies.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"13 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138977176","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 : 2023-12-12DOI: 10.20448/jeelr.v10i4.5230
P. T. Thuy, Le Thanh Thao, P. H. Yen, Nguyen Anh Thi, Nguyen Huong Tra, Huynh Thi Anh Thu
Reflective teaching plays a crucial role in the field of education though its intricacies in particular cultural contexts like Vietnam are still little understood. This study aims to investigate reflective teaching practices in more detail within the context of Vietnamese education. This study used a qualitative methodology and semi-structured interviews with twelve Vietnamese teachers, each representing a different stage of their careers to shed light on the many forms of in-action reflective practices and their implementation, benefits, drawbacks and even cultural influences. The results of this in-depth investigation provided an overview of the wide range of in-action reflective practices that are actively used in the classroom. The enhancement of adaptive teaching methodologies and the bolstering of student engagement are prominent among the many advantages that were noted. Teaching in the Vietnamese context also presents unique challenges. Teachers often struggle with the demands of multitasking, the complexities of navigating uncertainties in real-time classroom scenarios and the predominant challenge of managing large class sizes. Moreover, it was surprising to learn how many Vietnamese cultural, social and educational factors influenced teacher understanding and use of in-action reflection. The understanding of reflective teaching practices is enhanced by the research findings which also have broad implications for areas such as instructional strategies, teacher preparation programmes, academic research perspectives and even the development of educational policies. The study strongly emphasizes the pressing need for more context-specific investigations into reflective teaching and underscores the indispensable role of reflection in fostering an environment conducive to effective teaching and learning.
{"title":"In-action reflective teaching in Vietnam: A qualitative exploration of practices, influences and implications","authors":"P. T. Thuy, Le Thanh Thao, P. H. Yen, Nguyen Anh Thi, Nguyen Huong Tra, Huynh Thi Anh Thu","doi":"10.20448/jeelr.v10i4.5230","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5230","url":null,"abstract":"Reflective teaching plays a crucial role in the field of education though its intricacies in particular cultural contexts like Vietnam are still little understood. This study aims to investigate reflective teaching practices in more detail within the context of Vietnamese education. This study used a qualitative methodology and semi-structured interviews with twelve Vietnamese teachers, each representing a different stage of their careers to shed light on the many forms of in-action reflective practices and their implementation, benefits, drawbacks and even cultural influences. The results of this in-depth investigation provided an overview of the wide range of in-action reflective practices that are actively used in the classroom. The enhancement of adaptive teaching methodologies and the bolstering of student engagement are prominent among the many advantages that were noted. Teaching in the Vietnamese context also presents unique challenges. Teachers often struggle with the demands of multitasking, the complexities of navigating uncertainties in real-time classroom scenarios and the predominant challenge of managing large class sizes. Moreover, it was surprising to learn how many Vietnamese cultural, social and educational factors influenced teacher understanding and use of in-action reflection. The understanding of reflective teaching practices is enhanced by the research findings which also have broad implications for areas such as instructional strategies, teacher preparation programmes, academic research perspectives and even the development of educational policies. The study strongly emphasizes the pressing need for more context-specific investigations into reflective teaching and underscores the indispensable role of reflection in fostering an environment conducive to effective teaching and learning.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"25 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009225","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 : 2023-12-07DOI: 10.20448/jeelr.v10i4.5218
Michael Adiyiah, Mutangana Dieudonne, Yaw Ameyaw
Biology is an essential and compulsory subject offered at all senior high schools in Ghana. However, the level of students’ attitude towards biology has been seen to be a result of the use of less motivating teachers’ instructional strategies. This research study examined the effect of concept mapping and cooperative learning strategies on enhancing students’ attitudes towards the development of biology in two selected deprived science-based senior high schools within the Ashanti Mampong municipality of Ghana. The study used a quasi-experimental design involving a 3 x 2 multi-factorial analysis with a positivist paradigm. A purposive sampling technique was used to obtain 498 biology students for the study. Three research instruments, the biology attitude questionnaire (BAQ), student verbal ability test items and the students’ performance test (SPT) were used in collecting the data. The results showed that the intervention improved students' attitudes towards learning biology and the development of biology activities using analysis of covariance (ANCOVA) in a statistical package for social science version 20. Therefore, the two strategies enhanced students’ attitudes towards the subject in the two selected institutions within the Ashanti Mampong Municipality of Ghana. The two instructional strategies should therefore be emphasized, adopted and enforced in the teaching and learning of biological concepts among all deprived science-based senior high school students in Ghana where appropriate learning and teaching resources are scarcely unavailable and elsewhere in related challenges.
生物是加纳所有高中的必修课。然而，学生对生物学科的态度水平被认为是教师采用激励性较低的教学策略的结果。本研究探讨了概念图和合作学习策略对提高加纳阿散蒂曼蓬市两所选定的贫困理科高中学生对生物学科发展的态度的影响。研究采用了准实验设计，包括 3 x 2 多因素分析和实证主义范式。研究采用目的性抽样技术，共抽取了 498 名生物专业学生。在收集数据时使用了三种研究工具，即生物态度问卷（BAQ）、学生语言能力测试项目和学生成绩测试（SPT）。使用社会科学统计软件包 20 版的协方差分析（ANCOVA），结果显示干预改善了学生的生物学习态度和生物活动的开展。 因此，在加纳阿散蒂曼邦市的两所选定院校中，这两种策略增强了学生对该学科的态度。因此，这两种教学策略应在加纳所有以理科为基础的贫困高中生的生物概念教学中得到强调、采用和执行，因为在加纳，适当的学习和教学资源非常匮乏，其他地方也面临着相关的挑战。
{"title":"Comparing the efficacy of two teaching strategies on students’ attitudes towards biology: A case in Ashanti Mampong municipality, Ghana","authors":"Michael Adiyiah, Mutangana Dieudonne, Yaw Ameyaw","doi":"10.20448/jeelr.v10i4.5218","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5218","url":null,"abstract":"Biology is an essential and compulsory subject offered at all senior high schools in Ghana. However, the level of students’ attitude towards biology has been seen to be a result of the use of less motivating teachers’ instructional strategies. This research study examined the effect of concept mapping and cooperative learning strategies on enhancing students’ attitudes towards the development of biology in two selected deprived science-based senior high schools within the Ashanti Mampong municipality of Ghana. The study used a quasi-experimental design involving a 3 x 2 multi-factorial analysis with a positivist paradigm. A purposive sampling technique was used to obtain 498 biology students for the study. Three research instruments, the biology attitude questionnaire (BAQ), student verbal ability test items and the students’ performance test (SPT) were used in collecting the data. The results showed that the intervention improved students' attitudes towards learning biology and the development of biology activities using analysis of covariance (ANCOVA) in a statistical package for social science version 20. Therefore, the two strategies enhanced students’ attitudes towards the subject in the two selected institutions within the Ashanti Mampong Municipality of Ghana. The two instructional strategies should therefore be emphasized, adopted and enforced in the teaching and learning of biological concepts among all deprived science-based senior high school students in Ghana where appropriate learning and teaching resources are scarcely unavailable and elsewhere in related challenges.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"85 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138983613","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 existence of digital technology is currently seen as a system that helps teachers satisfy the needs of their students. The utilization of technology facilitates teachers’ ability to address students' low critical thinking abilities. Therefore, this research studied the utilization of Metaverse technology applications based on Science, Technology, Engineering and Mathematics (Meta-STEM) to improve critical thinking skills. The study used a quantitative research approach and adopted the true experimental design method. A pre- and post-tests control group design was used in this study. The research findings revealed a significant difference between the average outcomes of using Metaverse technology applications in the experimental group compared to the control group. Meta-STEM technology supported by the internet provides a fresh perspective on teaching methods especially in education. The present teaching methods use both virtual learning platforms and conventional face-to-face classrooms. The interaction process is becoming more dynamic and obtaining and searching for information is more accessible without spatial or temporal limitations. The implications of Meta-STEM for supporting learning can increase students' ability to gain information. In addition, there are numerous advantages to using Meta-STEM in the field of education for training and education. Providing impressive learning methods for students and teachers, making it easier for teachers to convey complex material, increasing students' level of understanding of the learning material presented by teachers as well as Meta-STEM can provide knowledge to master technology for students.
{"title":"The utilization of metaverse technology applications based on science, technology, engineering and mathematics (Meta-STEM) to improve critical thinking skills","authors":"R. Rachmadtullah, Bramianto Setiawan, Andarmadi Jati, Abdhi Wasesa, Jatu Wahyu Wicaksono","doi":"10.20448/jeelr.v10i4.5203","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5203","url":null,"abstract":"The existence of digital technology is currently seen as a system that helps teachers satisfy the needs of their students. The utilization of technology facilitates teachers’ ability to address students' low critical thinking abilities. Therefore, this research studied the utilization of Metaverse technology applications based on Science, Technology, Engineering and Mathematics (Meta-STEM) to improve critical thinking skills. The study used a quantitative research approach and adopted the true experimental design method. A pre- and post-tests control group design was used in this study. The research findings revealed a significant difference between the average outcomes of using Metaverse technology applications in the experimental group compared to the control group. Meta-STEM technology supported by the internet provides a fresh perspective on teaching methods especially in education. The present teaching methods use both virtual learning platforms and conventional face-to-face classrooms. The interaction process is becoming more dynamic and obtaining and searching for information is more accessible without spatial or temporal limitations. The implications of Meta-STEM for supporting learning can increase students' ability to gain information. In addition, there are numerous advantages to using Meta-STEM in the field of education for training and education. Providing impressive learning methods for students and teachers, making it easier for teachers to convey complex material, increasing students' level of understanding of the learning material presented by teachers as well as Meta-STEM can provide knowledge to master technology for students.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"65 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138600585","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 : 2023-12-05DOI: 10.20448/jeelr.v10i4.5202
Van Dat Tran
Recent research across various educational settings has consistently highlighted the statistically positive effects of teachers' efficacy on their level of work engagement. However, an in-depth analysis of the literature reveals an important gap in this study in relation to Vietnamese education. Hence, the present study aims to establish a relationship by investigating the relationship between teachers' efficacy and their work engagement within the framework of the Vietnamese educational system. The study used both the Teachers' Sense of Efficacy Scale (TSES) and the Utrecht Work Engagement Scale (UWES) to gather quantitative data from 354 high school teachers across 6 different high schools. The findings revealed a positive relationship between teachers' efficacy and their work engagement through a combination of factorial analysis and path analysis. These findings are significant because they highlight the value of incorporating self-efficacy concepts into training programs and creating encouraging environments to increase teachers' levels of engagement with their jobs. It is essential to prioritize the use of random sampling techniques in future research initiatives in order to generate a sample that is more extensive and applicable to a broader range of situations. Future researchers may explore incorporating qualitative research methodologies to better understand the impact of teacher efficacy by capturing the unique narratives and perspectives of teachers. This approach would provide a complete understanding of the dynamic relationship between teacher efficacy and work engagement.
{"title":"Impact of teachers’ self-efficacy on their work engagement: A case of Vietnam","authors":"Van Dat Tran","doi":"10.20448/jeelr.v10i4.5202","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5202","url":null,"abstract":"Recent research across various educational settings has consistently highlighted the statistically positive effects of teachers' efficacy on their level of work engagement. However, an in-depth analysis of the literature reveals an important gap in this study in relation to Vietnamese education. Hence, the present study aims to establish a relationship by investigating the relationship between teachers' efficacy and their work engagement within the framework of the Vietnamese educational system. The study used both the Teachers' Sense of Efficacy Scale (TSES) and the Utrecht Work Engagement Scale (UWES) to gather quantitative data from 354 high school teachers across 6 different high schools. The findings revealed a positive relationship between teachers' efficacy and their work engagement through a combination of factorial analysis and path analysis. These findings are significant because they highlight the value of incorporating self-efficacy concepts into training programs and creating encouraging environments to increase teachers' levels of engagement with their jobs. It is essential to prioritize the use of random sampling techniques in future research initiatives in order to generate a sample that is more extensive and applicable to a broader range of situations. Future researchers may explore incorporating qualitative research methodologies to better understand the impact of teacher efficacy by capturing the unique narratives and perspectives of teachers. This approach would provide a complete understanding of the dynamic relationship between teacher efficacy and work engagement.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"140 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598748","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 : 2023-12-05DOI: 10.20448/jeelr.v10i4.5201
Aigerim Baisarinova, Rymshash Toleubekova
Understanding factors affecting student academic and life outcomes may be critical for social work programs and educational institutions. Therefore, this study aims to explore the relationships between resilience, technostress and reflective capacity among social work students. A cross-sectional non-experimental research design was used. One hundred and sixty-three social work students completed an online survey measuring technostress level, reflective capacity and psychological resilience. Data were analyzed using Pearson’s to estimate linear correlations, confirmatory factor analysis to ensure model fit and structural equation modeling with covariates to reveal the relationships between the measured constructs. The results indicated that resilience had a direct and negative effect on technostress, a positive and direct effect on reflective capacity and a negative indirect effect on technostress through reflective capacity. This means that social work students with higher levels of resilience had lower levels of technostress related to technology use were more likely to engage in reflective practices and had lower levels of technostress due to improved reflective capacity. These findings emphasize the significance of resilience and reflective practices in mitigating the negative effects of technology use among social work students. However, researchers should be cautious about generalizing findings due to the sample’s limitations and future investigations should consider longitudinal data from diverse populations.
{"title":"Associations between resilience, technostress and reflective capacity in social pedagogy students: A structural equation modeling methodology","authors":"Aigerim Baisarinova, Rymshash Toleubekova","doi":"10.20448/jeelr.v10i4.5201","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5201","url":null,"abstract":"Understanding factors affecting student academic and life outcomes may be critical for social work programs and educational institutions. Therefore, this study aims to explore the relationships between resilience, technostress and reflective capacity among social work students. A cross-sectional non-experimental research design was used. One hundred and sixty-three social work students completed an online survey measuring technostress level, reflective capacity and psychological resilience. Data were analyzed using Pearson’s to estimate linear correlations, confirmatory factor analysis to ensure model fit and structural equation modeling with covariates to reveal the relationships between the measured constructs. The results indicated that resilience had a direct and negative effect on technostress, a positive and direct effect on reflective capacity and a negative indirect effect on technostress through reflective capacity. This means that social work students with higher levels of resilience had lower levels of technostress related to technology use were more likely to engage in reflective practices and had lower levels of technostress due to improved reflective capacity. These findings emphasize the significance of resilience and reflective practices in mitigating the negative effects of technology use among social work students. However, researchers should be cautious about generalizing findings due to the sample’s limitations and future investigations should consider longitudinal data from diverse populations.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"128 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599065","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 : 2023-12-05DOI: 10.20448/jeelr.v10i4.5200
Herwinarso, E. Pratidhina, Pramono Adam, H. Kuswanto, Anggi Datiatur Rahmat
Computational thinking (CT) skills are essential with the rapid advancement of technology. Developing CT attitudes in students is also required for improving CT skills. On the other hand, science process skills are also emphasized in high school physics classes. This study aims to design and implement collaborative modeling-based learning for high school physics classes that stimulates computational thinking (CT) and science process skills. The learning activities use a collaborative approach and adapt the modeling process that scientists usually use. A pilot study in a high school physics course was conducted to investigate the effectiveness of collaborative modeling-based learning. The research instruments used in this study include a test for assessing theoretical understanding, an observational rubric for assessing science process skills and a self-report checklist to assess CT dispositions. A pre-and post-test design is employed in the pilot study. Eighty-nine students participated in this study. Students who participated in collaborative modeling-based learning gained a theoretical understanding. Moreover, they have excellent science process skills. According to the self-report checklist, students also demonstrated positive CT attitudes and indicated that they planned to apply CT aspects to their learning. It indicates that the modeling process has engaged students to think computationally and develop their process skills.
{"title":"Investigation of science process skills and computational thinking dispositions during the implementation of collaborative modeling-based learning in high school physics class","authors":"Herwinarso, E. Pratidhina, Pramono Adam, H. Kuswanto, Anggi Datiatur Rahmat","doi":"10.20448/jeelr.v10i4.5200","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5200","url":null,"abstract":"Computational thinking (CT) skills are essential with the rapid advancement of technology. Developing CT attitudes in students is also required for improving CT skills. On the other hand, science process skills are also emphasized in high school physics classes. This study aims to design and implement collaborative modeling-based learning for high school physics classes that stimulates computational thinking (CT) and science process skills. The learning activities use a collaborative approach and adapt the modeling process that scientists usually use. A pilot study in a high school physics course was conducted to investigate the effectiveness of collaborative modeling-based learning. The research instruments used in this study include a test for assessing theoretical understanding, an observational rubric for assessing science process skills and a self-report checklist to assess CT dispositions. A pre-and post-test design is employed in the pilot study. Eighty-nine students participated in this study. Students who participated in collaborative modeling-based learning gained a theoretical understanding. Moreover, they have excellent science process skills. According to the self-report checklist, students also demonstrated positive CT attitudes and indicated that they planned to apply CT aspects to their learning. It indicates that the modeling process has engaged students to think computationally and develop their process skills.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"118 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599390","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 : 2023-12-04DOI: 10.20448/jeelr.v10i4.5197
Hava Sason, Rivka Blau, Egoza Wasserman
The goal of this study was to examine the relationship between students’ motivation for learning in an online course and their perceptions regarding the teacher’s role. 520 undergraduate students at a college participated in asynchronous online courses and responded to a closed-ended questionnaire about their motivation for learning and their expectations regarding the teacher’s role in online courses. The study’s findings indicate significant relationships between the students' different types of motivation for learning in the online course and their perception of the teacher's role in these courses. For example, students with high levels of self-efficacy and control over their learning beliefs expect the teacher to meet their pedagogical and differentiating roles. However, students with high levels of test anxiety expect the teacher to meet affective and technological needs. Therefore, when preparing online courses, these differences must be taken into account and teachers must carefully consider how they fulfill their role. For example, if teachers focus solely on the pedagogical role, it is likely to negatively affect the success of students facing high levels of anxiety. However, teachers who primarily promote affective social interactions will disappoint another group of students. Enhancing teachers’ awareness of the association between students’ motivation and their expectations of their teachers could help teachers plan their courses to best meet their students’ needs and perhaps reduce dropping out.
{"title":"Student motivation in learning and perceptions of online teachers","authors":"Hava Sason, Rivka Blau, Egoza Wasserman","doi":"10.20448/jeelr.v10i4.5197","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5197","url":null,"abstract":"The goal of this study was to examine the relationship between students’ motivation for learning in an online course and their perceptions regarding the teacher’s role. 520 undergraduate students at a college participated in asynchronous online courses and responded to a closed-ended questionnaire about their motivation for learning and their expectations regarding the teacher’s role in online courses. The study’s findings indicate significant relationships between the students' different types of motivation for learning in the online course and their perception of the teacher's role in these courses. For example, students with high levels of self-efficacy and control over their learning beliefs expect the teacher to meet their pedagogical and differentiating roles. However, students with high levels of test anxiety expect the teacher to meet affective and technological needs. Therefore, when preparing online courses, these differences must be taken into account and teachers must carefully consider how they fulfill their role. For example, if teachers focus solely on the pedagogical role, it is likely to negatively affect the success of students facing high levels of anxiety. However, teachers who primarily promote affective social interactions will disappoint another group of students. Enhancing teachers’ awareness of the association between students’ motivation and their expectations of their teachers could help teachers plan their courses to best meet their students’ needs and perhaps reduce dropping out.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"39 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138602535","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 : 2023-12-01DOI: 10.20448/jeelr.v10i4.5189
Akmaral Akhayeva, B. Turgunbayeva
This study aims to explore the impact of an anti-corruption education course on the perception of anomie among 358 undergraduate students from two public universities. The study adopted a mixed-methods research design. The experimental group received a six-week anti-corruption education course comprising video-based modules while the control group received no intervention. Participants' perceptions of anomie were assessed using pre- and post-test surveys. Additionally, semi-structured interviews were conducted with a subset of participants from the experimental group. Two-way repeated measures analysis of variance and interview transcript thematic analysis were both used to analyse the data. The results demonstrated a significantly greater decline in anomie over time in the experimental group compared to the control group. Thematic analysis of the interview data provided further insight into participants’ understanding of the negative consequences associated with corrupt practices. The results demonstrate that the anti-corruption intervention is helpful in reducing students' unethical attitudes and strengthening their commitment to moral conduct. Participants in the course provided positive reviews. Additionally, they shared that their viewpoints on different facets of corruption had undergone some changes. The results of this study have practical implications for both researchers and practitioners in the field of anti-corruption education.
{"title":"Impact of anti-corruption learning on perceptions of anomie among undergraduate students","authors":"Akmaral Akhayeva, B. Turgunbayeva","doi":"10.20448/jeelr.v10i4.5189","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5189","url":null,"abstract":"This study aims to explore the impact of an anti-corruption education course on the perception of anomie among 358 undergraduate students from two public universities. The study adopted a mixed-methods research design. The experimental group received a six-week anti-corruption education course comprising video-based modules while the control group received no intervention. Participants' perceptions of anomie were assessed using pre- and post-test surveys. Additionally, semi-structured interviews were conducted with a subset of participants from the experimental group. Two-way repeated measures analysis of variance and interview transcript thematic analysis were both used to analyse the data. The results demonstrated a significantly greater decline in anomie over time in the experimental group compared to the control group. Thematic analysis of the interview data provided further insight into participants’ understanding of the negative consequences associated with corrupt practices. The results demonstrate that the anti-corruption intervention is helpful in reducing students' unethical attitudes and strengthening their commitment to moral conduct. Participants in the course provided positive reviews. Additionally, they shared that their viewpoints on different facets of corruption had undergone some changes. The results of this study have practical implications for both researchers and practitioners in the field of anti-corruption education.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":" 736","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138610448","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 : 2023-11-24DOI: 10.20448/jeelr.v10i4.5171
Hao Thi Nguyen, Nga Thi Quynh Vu, Huy-Hoang Tran, Hai Thanh Dao, Vinh Thuy Nguyen
This study aims to explore the variances in communication behaviours among undergraduate students within the social-cultural context. A total of 104 participants (40 lecturers and six managers) were selected from two universities, namely Hue University of Science and Hue University of Education. The collected data was subsequently evaluated. The findings suggest that there are slight differences between male and female students. This study highlights significant differences in involvement among Kinh ethnic students and students from other ethnic groups. Furthermore, the geographical location and sociocultural environment of a region significantly influence the communication behaviors and preferences of students. Students demonstrate higher mean scores in diverse communication activities as compared to lecturers. The results highlight the significance of gender, ethnicity, geographic location and student status in influencing students' participation in communication. Recognizing and addressing these differences can help in the development of effective communication strategies, the development of inclusive environments and the encouragement of positive social interactions among various groups of students. The implications for students' well-being, academic success and intercultural competency might be explored in more detail in further studies by examining the fundamental variables that lead to these differences.
{"title":"Communication activities of students with the social cultural environment during floods: A case study in Thua Thien Hue province, Vietnam","authors":"Hao Thi Nguyen, Nga Thi Quynh Vu, Huy-Hoang Tran, Hai Thanh Dao, Vinh Thuy Nguyen","doi":"10.20448/jeelr.v10i4.5171","DOIUrl":"https://doi.org/10.20448/jeelr.v10i4.5171","url":null,"abstract":"This study aims to explore the variances in communication behaviours among undergraduate students within the social-cultural context. A total of 104 participants (40 lecturers and six managers) were selected from two universities, namely Hue University of Science and Hue University of Education. The collected data was subsequently evaluated. The findings suggest that there are slight differences between male and female students. This study highlights significant differences in involvement among Kinh ethnic students and students from other ethnic groups. Furthermore, the geographical location and sociocultural environment of a region significantly influence the communication behaviors and preferences of students. Students demonstrate higher mean scores in diverse communication activities as compared to lecturers. The results highlight the significance of gender, ethnicity, geographic location and student status in influencing students' participation in communication. Recognizing and addressing these differences can help in the development of effective communication strategies, the development of inclusive environments and the encouragement of positive social interactions among various groups of students. The implications for students' well-being, academic success and intercultural competency might be explored in more detail in further studies by examining the fundamental variables that lead to these differences.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241019","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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