Pub Date : 2023-08-22DOI: 10.20448/jeelr.v10i3.4919
I. Labak, S. Blažetić
Teachers must enhance their teaching skills in accordance with institutional policies at higher education institutions. This research aims to determine effective professional development techniques for biology teachers in higher education. The modified OZON form (cro. obrazac za opažanje nastave, teaching observation form) facilitated self-reflection and assessed the impact of reflection-based actions on the learning environment. Teachers participated in workshops, experiencing both student and curriculum-designer roles. Proficiency in creating an engaging learning environment and using technology was well developed. However, teachers should improve their understanding of curricular aspects, constructive alignment, outcome-driven selection of activities and formative and summative evaluation. Our research suggests modifying professional learning strategies to align with biology teachers' needs in higher education. Combining extended learning time, implementation in teaching practice, ongoing expert support, and action research fosters positive changes in a constructively aligned classroom. The results indicate that biology teachers in higher education need the continuous support of experts in the didactic design of the lesson plan to improve the creation of a learning environment through positive alignment. This approach promotes active professional development management in a concise format.
教师必须按照高等学校的办学政策，提高教学水平。本研究旨在探讨高等教育生物教师有效的专业发展技巧。修改后的OZON形式(cross)。Obrazac za opažanje nastave(教学观察表)促进自我反思，并评估基于反思的行动对学习环境的影响。教师们参加了研讨会，体验了学生和课程设计师的双重角色。在创造有吸引力的学习环境和使用技术方面的熟练程度得到了很好的发展。然而，教师应该提高他们对课程方面的理解，建设性的协调，结果驱动的活动选择以及形成性和总结性评价。我们的研究建议修改专业学习策略以适应高等教育中生物教师的需求。将延长的学习时间、教学实践中的实施、持续的专家支持和行动研究相结合，可以在建设性的课堂中促进积极的变化。研究结果表明，高等教育生物教师在课程计划的教学设计中需要专家的持续支持，以通过积极的对齐来改善学习环境的创造。这种方法以简洁的形式促进积极的专业发展管理。
{"title":"A successful learning environment for biology teachers in higher education: Needs assessment","authors":"I. Labak, S. Blažetić","doi":"10.20448/jeelr.v10i3.4919","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4919","url":null,"abstract":"Teachers must enhance their teaching skills in accordance with institutional policies at higher education institutions. This research aims to determine effective professional development techniques for biology teachers in higher education. The modified OZON form (cro. obrazac za opažanje nastave, teaching observation form) facilitated self-reflection and assessed the impact of reflection-based actions on the learning environment. Teachers participated in workshops, experiencing both student and curriculum-designer roles. Proficiency in creating an engaging learning environment and using technology was well developed. However, teachers should improve their understanding of curricular aspects, constructive alignment, outcome-driven selection of activities and formative and summative evaluation. Our research suggests modifying professional learning strategies to align with biology teachers' needs in higher education. Combining extended learning time, implementation in teaching practice, ongoing expert support, and action research fosters positive changes in a constructively aligned classroom. The results indicate that biology teachers in higher education need the continuous support of experts in the didactic design of the lesson plan to improve the creation of a learning environment through positive alignment. This approach promotes active professional development management in a concise format.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85007623","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 : 2023-08-17DOI: 10.20448/jeelr.v10i3.4902
Ardimen Ardimen, G. Gustina, S. Nelwati, Adripen Adripen, Z. Asril, Romi Fajar Tanjung
This study aims to explore students' perceptions and experiences of online learning and their implications for identifying student needs for guidance and counseling in tertiary institutions. This research uses quantitative methods. Purposive sampling technique was chosen to determine the sample. A sample of 1158 students participated in online learning at various universities in Indonesia by filling out an online survey. The results of the study show that different students have different perspectives about online education. Some thought that online education was significant while other thought it was unimportant. The education system in Indonesia has not developed a representative online education system. Online learning is something new, the availability of technological devices is inadequate and students are not ready for online lectures. Students have difficulty understanding the material, do not get adequate feedback and there is a lack of interaction between lecturers and students. Some students are of the opinion that online learning is quite effective. The implications of this research can be used to evaluate and identify the needs of students who are studying online. The results can be used as a basis for consideration in developing a comprehensive guidance and counseling service program. Online learning is followed by students effectively and efficiently.
{"title":"Perceptions and reflections on online learning and implications for guidance and counseling","authors":"Ardimen Ardimen, G. Gustina, S. Nelwati, Adripen Adripen, Z. Asril, Romi Fajar Tanjung","doi":"10.20448/jeelr.v10i3.4902","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4902","url":null,"abstract":"This study aims to explore students' perceptions and experiences of online learning and their implications for identifying student needs for guidance and counseling in tertiary institutions. This research uses quantitative methods. Purposive sampling technique was chosen to determine the sample. A sample of 1158 students participated in online learning at various universities in Indonesia by filling out an online survey. The results of the study show that different students have different perspectives about online education. Some thought that online education was significant while other thought it was unimportant. The education system in Indonesia has not developed a representative online education system. Online learning is something new, the availability of technological devices is inadequate and students are not ready for online lectures. Students have difficulty understanding the material, do not get adequate feedback and there is a lack of interaction between lecturers and students. Some students are of the opinion that online learning is quite effective. The implications of this research can be used to evaluate and identify the needs of students who are studying online. The results can be used as a basis for consideration in developing a comprehensive guidance and counseling service program. Online learning is followed by students effectively and efficiently.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91263689","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 : 2023-08-16DOI: 10.20448/jeelr.v10i3.4900
Dr. Aleem Ali, Bylieva Daria, Osman Mohamed, Ahmad Abdulrahman, Alaei Asma
This study aims to compare how students perceive and use social media networks (SMNs) in both Omani and Russian higher education institutions. An extensive literature survey was conducted through which the content of the questionnaire was compiled in English, validated for its content, clarity and accuracy by Russian and Omani reviewers and then translated. Data was collected from 837 undergraduate Russian and Omani students using online Google Forms. The results indicate a moderate level of SMNs use in both Higher Education Institution (HEIs) contexts with cross-platform mobile applications at the top of list of the SMNs used by both groups for social connections and multimedia sharing. The overall perceptions towards SMNs seem to be neutral among Russian and Omani students followed by positive perceptions. The study recommends that teachers in both countries provide 'attractive' academic content through a social and multimedia design approach.
{"title":"A comparative study of social media networks among higher education students","authors":"Dr. Aleem Ali, Bylieva Daria, Osman Mohamed, Ahmad Abdulrahman, Alaei Asma","doi":"10.20448/jeelr.v10i3.4900","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4900","url":null,"abstract":"This study aims to compare how students perceive and use social media networks (SMNs) in both Omani and Russian higher education institutions. An extensive literature survey was conducted through which the content of the questionnaire was compiled in English, validated for its content, clarity and accuracy by Russian and Omani reviewers and then translated. Data was collected from 837 undergraduate Russian and Omani students using online Google Forms. The results indicate a moderate level of SMNs use in both Higher Education Institution (HEIs) contexts with cross-platform mobile applications at the top of list of the SMNs used by both groups for social connections and multimedia sharing. The overall perceptions towards SMNs seem to be neutral among Russian and Omani students followed by positive perceptions. The study recommends that teachers in both countries provide 'attractive' academic content through a social and multimedia design approach.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87115339","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 : 2023-08-10DOI: 10.20448/jeelr.v10i3.4893
Diep Phuong Chi, D. Oanh
Online teaching has become an inevitable trend in education as technology and engineering advance. It is necessary to train and foster online teaching competence for lecturers at higher education institutions. This article uses the literature review and the theoretical method to analyze the existing proposals on models and frameworks of online teaching competency by many different authors worldwide. Based on the discovery of the commonalities and gaps between these perspectives combined with analyzing the characteristics of online teaching at the university level, the article proposes a framework of online teaching competencies for the higher education faculty along with relevant knowledge related to these competencies. This framework includes eight competencies with specific performance criteria. This article also builds a process for training online teaching competence for lecturers at higher education institutions. According to the PDCA deeming cycle, this process consists of three stages: planning, implementation and improvement to support lecturers in adapting to the virtual teaching environment.
{"title":"Proposing a process for training online teaching competence for lecturers at higher education institutions","authors":"Diep Phuong Chi, D. Oanh","doi":"10.20448/jeelr.v10i3.4893","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4893","url":null,"abstract":"Online teaching has become an inevitable trend in education as technology and engineering advance. It is necessary to train and foster online teaching competence for lecturers at higher education institutions. This article uses the literature review and the theoretical method to analyze the existing proposals on models and frameworks of online teaching competency by many different authors worldwide. Based on the discovery of the commonalities and gaps between these perspectives combined with analyzing the characteristics of online teaching at the university level, the article proposes a framework of online teaching competencies for the higher education faculty along with relevant knowledge related to these competencies. This framework includes eight competencies with specific performance criteria. This article also builds a process for training online teaching competence for lecturers at higher education institutions. According to the PDCA deeming cycle, this process consists of three stages: planning, implementation and improvement to support lecturers in adapting to the virtual teaching environment. ","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"2016 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86422527","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 : 2023-08-10DOI: 10.20448/jeelr.v10i3.4892
V. Ho, V. Tran, V. Nguyen, Trong-Nam Phan, Thanh-Hung Cao
The primary aim of Vietnam's new educational program is to enhance students' knowledge and skills through practical learning experiences, enabling them to tackle academic and real-world challenges. However, teachers in Dong Thap province face limitations in their professional competencies. Thus, this study aims to address these issues by examining different models for developing teachers' professional competencies. 1,116 participants participated in this study (258 managers and 868 teachers from high schools and preschools) who completed two questionnaires assessing their professional competence and the perceived importance of professional development. The findings reveal that teachers lack subject knowledge, interdisciplinary understanding and skills in teaching design and assessment. Both school managers and teachers recognize the necessity of professional competence development. A three-step process for enhancing teachers' professional competence is proposed for implementing professional development activities based on these findings.
{"title":"The process of developing professional capacity for teachers","authors":"V. Ho, V. Tran, V. Nguyen, Trong-Nam Phan, Thanh-Hung Cao","doi":"10.20448/jeelr.v10i3.4892","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4892","url":null,"abstract":"The primary aim of Vietnam's new educational program is to enhance students' knowledge and skills through practical learning experiences, enabling them to tackle academic and real-world challenges. However, teachers in Dong Thap province face limitations in their professional competencies. Thus, this study aims to address these issues by examining different models for developing teachers' professional competencies. 1,116 participants participated in this study (258 managers and 868 teachers from high schools and preschools) who completed two questionnaires assessing their professional competence and the perceived importance of professional development. The findings reveal that teachers lack subject knowledge, interdisciplinary understanding and skills in teaching design and assessment. Both school managers and teachers recognize the necessity of professional competence development. A three-step process for enhancing teachers' professional competence is proposed for implementing professional development activities based on these findings.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89656922","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 : 2023-08-10DOI: 10.20448/jeelr.v10i3.4891
Nguyen Ngoc Trang, Nguyen Lan Phuong
The study aims to explore the factors affecting the digital transformation skills of primary school teachers in the southern border province of Vietnam. A descriptive study design was used to collect data from primary school teachers in An Giang province. The survey consists of 25 questions on a 5-level Likert scale designed to collect information on many factors. The primary factor in the digital transformation of teachers is their intention. These findings make practical contributions to the research on the skill development of primary school teachers in the context of digital transformation to improve the quality of education in primary schools. At the same time, the study also provides five factors affecting the digital transformation capacity of primary school teachers, adding additional reference sources to support educational managers in the southern border region of Vietnam in building school development strategies according to the priority levels of each factor.
{"title":"Factors influencing the digital transformation skills of primary school teachers in the southern border province, Vietnam","authors":"Nguyen Ngoc Trang, Nguyen Lan Phuong","doi":"10.20448/jeelr.v10i3.4891","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4891","url":null,"abstract":"The study aims to explore the factors affecting the digital transformation skills of primary school teachers in the southern border province of Vietnam. A descriptive study design was used to collect data from primary school teachers in An Giang province. The survey consists of 25 questions on a 5-level Likert scale designed to collect information on many factors. The primary factor in the digital transformation of teachers is their intention. These findings make practical contributions to the research on the skill development of primary school teachers in the context of digital transformation to improve the quality of education in primary schools. At the same time, the study also provides five factors affecting the digital transformation capacity of primary school teachers, adding additional reference sources to support educational managers in the southern border region of Vietnam in building school development strategies according to the priority levels of each factor.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73989169","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 : 2023-08-09DOI: 10.20448/jeelr.v10i3.4885
D. Oanh, Ngo Anh Tuan, Pham Bach Duong, N. M. Triet, Truong Quang Phuc
The rapid digital transformation and the widespread influence of the COVID-19 pandemic have impacted higher education in Vietnam. This social setting fosters online teaching and lecturers’ online teaching competencies. The aim of this study is to investigate online teaching competence at two universities of technology and education in Vietnam through a survey. Based on a review of the literature, an online teaching competence scale for lecturers was developed and its validity and reliability were evaluated using exploratory component analysis and Cronbach's alpha coefficients with data from 311 lecturers at two public universities of technology and education. The online teaching competency scale for lecturers consists of 25 items organized into five component competencies: “Understanding student learning”, “online session administration”, “digital content development and learning facilitation”, “technology” and “online learning outcomes assessment”. With the exception of “technology”, the remaining component competencies were identified as good. Not only online teaching modes but also online teaching activities and productions were also deployed to maintain learning activities especially during the COVID-19 pandemic at two universities. Recommendations for developing lecturers' online teaching competence were also considered.
{"title":"An investigation of online teaching and lecturers' online teaching competence in Vietnam: A case study at universities of technology and education","authors":"D. Oanh, Ngo Anh Tuan, Pham Bach Duong, N. M. Triet, Truong Quang Phuc","doi":"10.20448/jeelr.v10i3.4885","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4885","url":null,"abstract":"The rapid digital transformation and the widespread influence of the COVID-19 pandemic have impacted higher education in Vietnam. This social setting fosters online teaching and lecturers’ online teaching competencies. The aim of this study is to investigate online teaching competence at two universities of technology and education in Vietnam through a survey. Based on a review of the literature, an online teaching competence scale for lecturers was developed and its validity and reliability were evaluated using exploratory component analysis and Cronbach's alpha coefficients with data from 311 lecturers at two public universities of technology and education. The online teaching competency scale for lecturers consists of 25 items organized into five component competencies: “Understanding student learning”, “online session administration”, “digital content development and learning facilitation”, “technology” and “online learning outcomes assessment”. With the exception of “technology”, the remaining component competencies were identified as good. Not only online teaching modes but also online teaching activities and productions were also deployed to maintain learning activities especially during the COVID-19 pandemic at two universities. Recommendations for developing lecturers' online teaching competence were also considered.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90120912","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 : 2023-08-09DOI: 10.20448/jeelr.v10i3.4887
Sofia Rachad, L. Oughdir
The reliance on online learning systems has increased during the COVID-19 epidemic to maintain education. The effectiveness of online life and earth science instruction is assessed in this study which involves 150 first-year high school students. Methodologically, it juxtaposes e-learning with traditional classroom teaching across various parameters. The study reveals that digital learning yielded better results across all considered variables (p < 0.05), irrespective of student gender (p = 0.216). Better performance was seen in subjects such as "man and the environment" and "greenhouse effect and climate change" when learning was carried out online (p < 0.001). However, no notable scoring differences were found in practical subjects such as " creation of ecological reserves to preserve biodiversity," "clean technologies to protect the environment" and " environmental education and sustainable development," (p = 0.627 and p = 0.147). Thus, e-learning proves to be a useful supplement to traditional instruction. It shouldn't be used in place of hands-on activities in all situations.
{"title":"Exploring the benefits of e-learning for life and earth sciences education in Moroccan high schools","authors":"Sofia Rachad, L. Oughdir","doi":"10.20448/jeelr.v10i3.4887","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4887","url":null,"abstract":"The reliance on online learning systems has increased during the COVID-19 epidemic to maintain education. The effectiveness of online life and earth science instruction is assessed in this study which involves 150 first-year high school students. Methodologically, it juxtaposes e-learning with traditional classroom teaching across various parameters. The study reveals that digital learning yielded better results across all considered variables (p < 0.05), irrespective of student gender (p = 0.216). Better performance was seen in subjects such as \"man and the environment\" and \"greenhouse effect and climate change\" when learning was carried out online (p < 0.001). However, no notable scoring differences were found in practical subjects such as \" creation of ecological reserves to preserve biodiversity,\" \"clean technologies to protect the environment\" and \" environmental education and sustainable development,\" (p = 0.627 and p = 0.147). Thus, e-learning proves to be a useful supplement to traditional instruction. It shouldn't be used in place of hands-on activities in all situations.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73488149","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 : 2023-08-09DOI: 10.20448/jeelr.v10i3.4886
Chul-Ki Cho, Hyesook Kim, Soyoung Lee
In South Korea, curriculum is revised, made public and implemented under a system known as a nation led curriculum. The South Korean national curriculum was completely revised 10 times between 1946 and 2015. At present, a complete revision is underway to replace the current 2015 national curriculum which is called the 2022 revised national curriculum. This study aims to analyze stakeholders’ responses to the YouTube public hearing on social studies curriculum according to the 2022 revised national curriculum in South Korea in order to understand the context and causes of the issues that emerged. Text mining, semantic network analysis and word cloud techniques were employed to identify issues. As a result, three issues were identified in the social studies curriculum: the balanced development of general elective subjects in high school; the separation of social sciences and geography and division of textbooks in middle school social studies and the separate listing of four subjects, specifically geography, social sciences, history and morals. The issues revealed in this study provide beneficial implications for future social studies curriculum development, revision as well as the development of future research.
{"title":"Analysis of the issues that emerged in the revision of the national social studies curriculum in South Korea: Text mining and semantic network analysis of the comments at the public hearing on YouTube","authors":"Chul-Ki Cho, Hyesook Kim, Soyoung Lee","doi":"10.20448/jeelr.v10i3.4886","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4886","url":null,"abstract":"In South Korea, curriculum is revised, made public and implemented under a system known as a nation led curriculum. The South Korean national curriculum was completely revised 10 times between 1946 and 2015. At present, a complete revision is underway to replace the current 2015 national curriculum which is called the 2022 revised national curriculum. This study aims to analyze stakeholders’ responses to the YouTube public hearing on social studies curriculum according to the 2022 revised national curriculum in South Korea in order to understand the context and causes of the issues that emerged. Text mining, semantic network analysis and word cloud techniques were employed to identify issues. As a result, three issues were identified in the social studies curriculum: the balanced development of general elective subjects in high school; the separation of social sciences and geography and division of textbooks in middle school social studies and the separate listing of four subjects, specifically geography, social sciences, history and morals. The issues revealed in this study provide beneficial implications for future social studies curriculum development, revision as well as the development of future research.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"102 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77637436","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 : 2023-07-18DOI: 10.20448/jeelr.v10i3.4841
Yusra Jadallah Abed Khasawneh, R. Alsarayreh, Adnan Ahmad Al Ajlouni, H. Eyadat, M. Ayasrah, M. Khasawneh
The present study aims to examine the influence of teacher collaboration within professional learning communities (PLCs) and collaborative teaching practices on both the professional growth and academic achievement of students. The study employed a mixed-methods research design that incorporated both qualitative and quantitative research methodologies. This research comprises both survey responses and interview transcripts obtained from K-12 educators who are currently engaged in Professional Learning Communities (PLCs) or collaborative teaching methodologies. The findings of this study have the potential to enhance the existing literature on teacher collaboration and furnish educators, policymakers, and researchers with valuable perspectives to steer optimal strategies for promoting effective teacher collaboration in Professional Learning Communities (PLCs) and collaborative teaching approaches. The objective of the research is to investigate the influence of teacher collaboration within Professional Learning Communities (PLCs) and collaborative teaching practices on the development of professional skills and academic achievements of students. The results of this study underscore the importance of recognizing the advantageous effects that collaborative teaching methodologies can have on the academic achievements of students. This necessitates the provision of adequate time for collaborative activities, encouraging supportive leadership within educational institutions, and allocating sufficient resources for collaboration.
{"title":"An examination of teacher collaboration in professional learning communities and collaborative teaching practices","authors":"Yusra Jadallah Abed Khasawneh, R. Alsarayreh, Adnan Ahmad Al Ajlouni, H. Eyadat, M. Ayasrah, M. Khasawneh","doi":"10.20448/jeelr.v10i3.4841","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4841","url":null,"abstract":"The present study aims to examine the influence of teacher collaboration within professional learning communities (PLCs) and collaborative teaching practices on both the professional growth and academic achievement of students. The study employed a mixed-methods research design that incorporated both qualitative and quantitative research methodologies. This research comprises both survey responses and interview transcripts obtained from K-12 educators who are currently engaged in Professional Learning Communities (PLCs) or collaborative teaching methodologies. The findings of this study have the potential to enhance the existing literature on teacher collaboration and furnish educators, policymakers, and researchers with valuable perspectives to steer optimal strategies for promoting effective teacher collaboration in Professional Learning Communities (PLCs) and collaborative teaching approaches. The objective of the research is to investigate the influence of teacher collaboration within Professional Learning Communities (PLCs) and collaborative teaching practices on the development of professional skills and academic achievements of students. The results of this study underscore the importance of recognizing the advantageous effects that collaborative teaching methodologies can have on the academic achievements of students. This necessitates the provision of adequate time for collaborative activities, encouraging supportive leadership within educational institutions, and allocating sufficient resources for collaboration.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82622032","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：