Pub Date : 2022-11-28DOI: 10.18844/wjet.v14i6.8281
A. Shaimerdenova, K. Shalgynbayeva, Kaziyev Karas, Kenenbaeva Marzhan Akhmetkarimovna, Gulmira Tleumbetova
It is seen that the study is designed with the aim of creating the human potential of students through educational technologies. The research was carried out with the participation of 128 primary school students continuing their education in primary schools in the Kazakhstan region and the study was carried out in the fall term of 2022–2023 in the quantitative research model. A 3-week training was given to the participants included in the study. The subjects of educational technologies and human potential were conveyed on the participant groups in the research and participation was expected. The data collection tool used in the research was delivered to the participant groups by online method and collected. The analysis of the data was made by using the Statistical Package for the Social Sciences programme, frequency analysis, t-test and the results were added to the research in the presence of tables. In the case of the results obtained from the research, it is seen that the use of educational technologies benefits the participant groups in the research and that human potential is formed, thanks to this activity. Keywords: Educational technologies, human potential, primary school students, distance education;
{"title":"Formation of the human potential of students through educational technologies","authors":"A. Shaimerdenova, K. Shalgynbayeva, Kaziyev Karas, Kenenbaeva Marzhan Akhmetkarimovna, Gulmira Tleumbetova","doi":"10.18844/wjet.v14i6.8281","DOIUrl":"https://doi.org/10.18844/wjet.v14i6.8281","url":null,"abstract":"It is seen that the study is designed with the aim of creating the human potential of students through educational technologies. The research was carried out with the participation of 128 primary school students continuing their education in primary schools in the Kazakhstan region and the study was carried out in the fall term of 2022–2023 in the quantitative research model. A 3-week training was given to the participants included in the study. The subjects of educational technologies and human potential were conveyed on the participant groups in the research and participation was expected. The data collection tool used in the research was delivered to the participant groups by online method and collected. The analysis of the data was made by using the Statistical Package for the Social Sciences programme, frequency analysis, t-test and the results were added to the research in the presence of tables. In the case of the results obtained from the research, it is seen that the use of educational technologies benefits the participant groups in the research and that human potential is formed, thanks to this activity. \u0000Keywords: Educational technologies, human potential, primary school students, distance education;","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78611877","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 : 2022-11-28DOI: 10.18844/wjet.v14i6.8325
Yerkin Ospanov, R. Kadirbayeva, A. Amirbekuly, Baktygul Alimkulova, Nazgul Оspanova
This research aimed to form a technology for creating reasonable reasoning competence of mathematics students by solving open problems using the help of mathematics and technology, and the research was prepared for this purpose. The research was prepared and designed in the fall academic year of 2022–2023, and 256 students studying in the mathematics department in Kazakhstan participated in the research. An application dimension was prepared for the students participating in the research and they were allowed to participate in this application for 3 weeks. Immediately after the trainings to be given in the research were given, the data collection tool was applied to the participant groups and this information was obtained from them. Keywords: Mathematics, technology, reasoning, distance education;
{"title":"Technology of forming the competence of plausible reasoning of mathematics students by solving open problems","authors":"Yerkin Ospanov, R. Kadirbayeva, A. Amirbekuly, Baktygul Alimkulova, Nazgul Оspanova","doi":"10.18844/wjet.v14i6.8325","DOIUrl":"https://doi.org/10.18844/wjet.v14i6.8325","url":null,"abstract":"This research aimed to form a technology for creating reasonable reasoning competence of mathematics students by solving open problems using the help of mathematics and technology, and the research was prepared for this purpose. The research was prepared and designed in the fall academic year of 2022–2023, and 256 students studying in the mathematics department in Kazakhstan participated in the research. An application dimension was prepared for the students participating in the research and they were allowed to participate in this application for 3 weeks. Immediately after the trainings to be given in the research were given, the data collection tool was applied to the participant groups and this information was obtained from them. \u0000Keywords: Mathematics, technology, reasoning, distance education;","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"91 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72463660","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 : 2022-11-28DOI: 10.18844/wjet.v14i6.7961
M. Maimun, B. Bahtiar
The Industrial Revolution 4.0 is synonymous by the Internet development; its presence is so fast. Many things that were not thought of before suddenly appear and become innovations, including in education. This study uses the online learning environment Edmodo to analyse student CTA in terms of gender and learning style. Descriptive quantitative research is the term for this kind of study. This study has a group post-test only design and is a quasi-experimental investigation. 75 kids from Mataram's junior high schools participated in this study. Data were collected on student’s CTA using a description of five numbers. Identification was made by giving the sampled students a questionnaire to find their learning styles. Data analysis used descriptive statistics assisted by the Rash model. The findings indicated that there were few variations between male and female students' CTA. Furthermore, kinesthetic learners were better at CTA than auditory and visual learners. Keywords: Critical thinking ability, Edmodo, gender, learning style, visual, auditory, kinesthetic;
{"title":"Student’s critical thinking ability from gender and learning style using Edmodo E-learning","authors":"M. Maimun, B. Bahtiar","doi":"10.18844/wjet.v14i6.7961","DOIUrl":"https://doi.org/10.18844/wjet.v14i6.7961","url":null,"abstract":"The Industrial Revolution 4.0 is synonymous by the Internet development; its presence is so fast. Many things that were not thought of before suddenly appear and become innovations, including in education. This study uses the online learning environment Edmodo to analyse student CTA in terms of gender and learning style. Descriptive quantitative research is the term for this kind of study. This study has a group post-test only design and is a quasi-experimental investigation. 75 kids from Mataram's junior high schools participated in this study. Data were collected on student’s CTA using a description of five numbers. Identification was made by giving the sampled students a questionnaire to find their learning styles. Data analysis used descriptive statistics assisted by the Rash model. The findings indicated that there were few variations between male and female students' CTA. Furthermore, kinesthetic learners were better at CTA than auditory and visual learners.\u0000Keywords: Critical thinking ability, Edmodo, gender, learning style, visual, auditory, kinesthetic;","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77805080","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 : 2022-11-28DOI: 10.18844/wjet.v14i6.8359
S. Vijayakumar, Akhter Habib Shah, Syed Farhat Jahara, Tribhuwan Kumar
The purpose of this research paper is intended to look into how teacher-mediated flipped learning and student-regulated learning affect presentation skills. A total of 68 English as Specific Language (ESL) students were chosen for the intervention trial. In Group-A, 34 students were exposed to teacher-mediated flipped learning, whereas Group-B students were exposed to student-regulated flipped learning. Before the intervention, the samples were homogeneous. To determine the impact, the researchers used Levene’s Test of Variance. The results of this study clearly illustrate that both teacher-mediated and student-regulated learning brings potential and obstacles. Both groups showed signs of progress. Students in the teacher-mediated flipped mode, on the other hand, outperformed those in the self-regulated flipped method. Keywords- ESL, Flipped Instruction, Online Learning, Pedagogy, Self-Regulated Learning
{"title":"The impact of teacher regulated versus self-regulated flipped learning","authors":"S. Vijayakumar, Akhter Habib Shah, Syed Farhat Jahara, Tribhuwan Kumar","doi":"10.18844/wjet.v14i6.8359","DOIUrl":"https://doi.org/10.18844/wjet.v14i6.8359","url":null,"abstract":"The purpose of this research paper is intended to look into how teacher-mediated flipped learning and student-regulated learning affect presentation skills. A total of 68 English as Specific Language (ESL) students were chosen for the intervention trial. In Group-A, 34 students were exposed to teacher-mediated flipped learning, whereas Group-B students were exposed to student-regulated flipped learning. Before the intervention, the samples were homogeneous. To determine the impact, the researchers used Levene’s Test of Variance. The results of this study clearly illustrate that both teacher-mediated and student-regulated learning brings potential and obstacles. Both groups showed signs of progress. Students in the teacher-mediated flipped mode, on the other hand, outperformed those in the self-regulated flipped method. \u0000Keywords- ESL, Flipped Instruction, Online Learning, Pedagogy, Self-Regulated Learning","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72582225","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 : 2022-11-28DOI: 10.18844/wjet.v14i6.8363
H. Wibawanto, R. Roemintoyo, T. Rejekiningsih
Learning media supporting practical learning in vocational high school (VHS) is urgent during the COVID-19 pandemic. All VHS competencies, including land surveying techniques, cannot support students with the existing online learning facilities. This study explained the development and impact of using multimedia simulation on the learning outcomes of VHS students. The Alessi and Trollip development model with planning, design, and development phases were used to create the multimedia simulation. The participants in this research included teachers, students, material experts, and media experts. The pre-test and post-test of practical learning outcomes, as well as questionnaires, are selected to collect research data. The results based on the experts’ and teachers’ validation, and students’ assessment indicated that the multimedia simulation was 'feasible' to be used in practical learning. Based on students’ post-test results, the average score in the experimental class increased more than the average score in the control class. These findings suggested that learning land surveying techniques using multimedia simulation is more effective than classes without using multimedia simulation. Teachers and educational researchers might use this study as an example for creating learning materials to raise the standard of instruction in VHSs. Keywords: multimedia, simulation, learning outcomes, practical learning, vocational
{"title":"Simulation-based interactive multimedia to improve vocational students' learning outcomes","authors":"H. Wibawanto, R. Roemintoyo, T. Rejekiningsih","doi":"10.18844/wjet.v14i6.8363","DOIUrl":"https://doi.org/10.18844/wjet.v14i6.8363","url":null,"abstract":"Learning media supporting practical learning in vocational high school (VHS) is urgent during the COVID-19 pandemic. All VHS competencies, including land surveying techniques, cannot support students with the existing online learning facilities. This study explained the development and impact of using multimedia simulation on the learning outcomes of VHS students. The Alessi and Trollip development model with planning, design, and development phases were used to create the multimedia simulation. The participants in this research included teachers, students, material experts, and media experts. The pre-test and post-test of practical learning outcomes, as well as questionnaires, are selected to collect research data. The results based on the experts’ and teachers’ validation, and students’ assessment indicated that the multimedia simulation was 'feasible' to be used in practical learning. Based on students’ post-test results, the average score in the experimental class increased more than the average score in the control class. These findings suggested that learning land surveying techniques using multimedia simulation is more effective than classes without using multimedia simulation. Teachers and educational researchers might use this study as an example for creating learning materials to raise the standard of instruction in VHSs. \u0000Keywords: multimedia, simulation, learning outcomes, practical learning, vocational","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"194 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79745845","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 study was examined, the technology for creating students' educational and cognitive activity skills through mathematical modelling was aimed and designed. As a model, this study was helped by the quantitative research model, and the research was carried out in the fall term of 2022–2023. 172 volunteer students who continue their education in high schools participated in the research. In the study, 3 weeks of online training was given to the students. The data collection tool was delivered to high school students by online method and collected. The analysis of the data was added to the research by tabulating the findings from the participants. When the results dimension of the study was examined comprehensively, it was concluded that the cognitive activity levels of the students were high through mathematical modelling. While this situation was determined as good for education, it was concluded that it was used by reflecting the mathematics and technology systems in the course. Keywords: High school students, mathematical modelling, cognitive activity, mathematics, independent work, cognitive impairment, mathematical modelling, problem, verbal calculation;
{"title":"Technology of formation of students' skills of educational and cognitive activity through mathematical modelling","authors":"Aubakir Aruna, Bekbolganova Alma, Mekebayev Nurbapa, Babaev Doolotbai, Rysbayeva Akmaral","doi":"10.18844/wjet.v14i6.8278","DOIUrl":"https://doi.org/10.18844/wjet.v14i6.8278","url":null,"abstract":"The study was examined, the technology for creating students' educational and cognitive activity skills through mathematical modelling was aimed and designed. As a model, this study was helped by the quantitative research model, and the research was carried out in the fall term of 2022–2023. 172 volunteer students who continue their education in high schools participated in the research. In the study, 3 weeks of online training was given to the students. The data collection tool was delivered to high school students by online method and collected. The analysis of the data was added to the research by tabulating the findings from the participants. When the results dimension of the study was examined comprehensively, it was concluded that the cognitive activity levels of the students were high through mathematical modelling. While this situation was determined as good for education, it was concluded that it was used by reflecting the mathematics and technology systems in the course. \u0000Keywords: High school students, mathematical modelling, cognitive activity, mathematics, independent work, cognitive impairment, mathematical modelling, problem, verbal calculation;","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"198 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79991393","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 : 2022-11-28DOI: 10.18844/wjet.v14i6.7811
A. Tabieh, M. Alsmadi, Khaled Abu-Loum, Islam Al-Haj, Nour Sadieh
This study aimed to investigate the necessary teaching competencies for early career mathematics teachers and identify the degree to which these competencies are represented in pre-service teachers' preparation programs. The study also aimed to identify the most effective teaching strategies that should be included in preparation programs. The study was applied to (142) early career mathematics teachers in Jordanian public schools with no more than three years of experience. The study relied on a mixed methodology based on quantitative and qualitative approaches. A questionnaire and semi-structured interviews were used to collect the data. The study concluded that teaching competencies fall within four areas: namely, knowledge competencies, implementation competencies, assessment competencies, and personal competencies. The pre-service preparation programs succeeded in preparing mathematics teachers well by acquiring these competencies and providing them with personal skills that provide them with effective and continuous communication with their students. Mathematics teachers find that the most effective teaching strategies are those that focus on students' interests and that the infrastructure and capacity of the classrooms have a major role in limiting the ability of mathematics teachers to apply what they have learned in the preparation programs. Mathematics teachers recommend that graduates who enter the teaching profession should pay attention to continuous improvement by enrolling in courses that enable them to keep pace with cognitive, professional, and technical developments in mathematics. Keywords: pre-service preparation programs, early career mathematics teachers, teaching competencies, teaching performance.
{"title":"The role of Pre-service teacher’s preparation programs in improving the teaching performance of early career mathematics teachers","authors":"A. Tabieh, M. Alsmadi, Khaled Abu-Loum, Islam Al-Haj, Nour Sadieh","doi":"10.18844/wjet.v14i6.7811","DOIUrl":"https://doi.org/10.18844/wjet.v14i6.7811","url":null,"abstract":"This study aimed to investigate the necessary teaching competencies for early career mathematics teachers and identify the degree to which these competencies are represented in pre-service teachers' preparation programs. The study also aimed to identify the most effective teaching strategies that should be included in preparation programs. The study was applied to (142) early career mathematics teachers in Jordanian public schools with no more than three years of experience. The study relied on a mixed methodology based on quantitative and qualitative approaches. A questionnaire and semi-structured interviews were used to collect the data. The study concluded that teaching competencies fall within four areas: namely, knowledge competencies, implementation competencies, assessment competencies, and personal competencies. The pre-service preparation programs succeeded in preparing mathematics teachers well by acquiring these competencies and providing them with personal skills that provide them with effective and continuous communication with their students. Mathematics teachers find that the most effective teaching strategies are those that focus on students' interests and that the infrastructure and capacity of the classrooms have a major role in limiting the ability of mathematics teachers to apply what they have learned in the preparation programs. Mathematics teachers recommend that graduates who enter the teaching profession should pay attention to continuous improvement by enrolling in courses that enable them to keep pace with cognitive, professional, and technical developments in mathematics.\u0000Keywords: pre-service preparation programs, early career mathematics teachers, teaching competencies, teaching performance.","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83746516","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 : 2022-11-28DOI: 10.18844/wjet.v14i6.7697
Ainur Tasmagambetova, Larissa Shkutina, N. Mirza, K. Garkusha
This study aimed to assess the adaptability and anxiety of international students of the first and fourth years to study in [BLINDED] University, Kazakhstan. The study relied on questionnaires for assessing adaptability (SACQ questionnaire) and anxiety (based on the technique developed by Spielberger and Khanin). The results show a correlation between anxiety and adaptability. Most first-year students have anxiety and adaptability at average and below-average levels. Fourth-year students have high adaptability scores and low anxiety scores. The results show that programs for international students at [BLINDED] University positively impact students, and there are essential in the university’s work. The anxiety and adaptability levels of the fourth-year students are expected and can be explained by natural habituation after time and the influence of programs for overcoming various adaptation barriers.
{"title":"Psychological and pedagogical factors of international students’ adaptation in the Kazakh higher education system","authors":"Ainur Tasmagambetova, Larissa Shkutina, N. Mirza, K. Garkusha","doi":"10.18844/wjet.v14i6.7697","DOIUrl":"https://doi.org/10.18844/wjet.v14i6.7697","url":null,"abstract":"This study aimed to assess the adaptability and anxiety of international students of the first and fourth years to study in [BLINDED] University, Kazakhstan. The study relied on questionnaires for assessing adaptability (SACQ questionnaire) and anxiety (based on the technique developed by Spielberger and Khanin). The results show a correlation between anxiety and adaptability. Most first-year students have anxiety and adaptability at average and below-average levels. Fourth-year students have high adaptability scores and low anxiety scores. The results show that programs for international students at [BLINDED] University positively impact students, and there are essential in the university’s work. The anxiety and adaptability levels of the fourth-year students are expected and can be explained by natural habituation after time and the influence of programs for overcoming various adaptation barriers.","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90910585","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 : 2022-11-28DOI: 10.18844/wjet.v14i6.8349
Lev Makhno, Irina A. Leontyeva
A new online environment creates possibilities for both educators and scholars to research the new methods of teaching. Educational establishments tried to introduce the best practices encouraging students to prepare for lessons and acquire knowledge. The research identified the main problems that students face in online learning and assessed motivation and academic performance of university students during online education. To analyze the data and identify statistically significant differences, Student's t-test was used. The research assessed academic achievements on the major and minor disciplines studied for three months. The students had to answer 4 open-ended questions on the e-learning difficulties they faced. In addition, the research analyzed the impact of e-learning on student motivation. It was found that academic achievement and motivation improved. The results will further expand the concept of e-learning, help to identify the advantages and disadvantages of developing distance education on a broad scale. Further research in this field is still required. Keywords: academic performance, distance learning, e-Learning, online learning, motivation.
{"title":"Problems and prospects in increasing university students’ motivation and performance in e-Learning","authors":"Lev Makhno, Irina A. Leontyeva","doi":"10.18844/wjet.v14i6.8349","DOIUrl":"https://doi.org/10.18844/wjet.v14i6.8349","url":null,"abstract":"A new online environment creates possibilities for both educators and scholars to research the new methods of teaching. Educational establishments tried to introduce the best practices encouraging students to prepare for lessons and acquire knowledge. The research identified the main problems that students face in online learning and assessed motivation and academic performance of university students during online education. To analyze the data and identify statistically significant differences, Student's t-test was used. The research assessed academic achievements on the major and minor disciplines studied for three months. The students had to answer 4 open-ended questions on the e-learning difficulties they faced. In addition, the research analyzed the impact of e-learning on student motivation. It was found that academic achievement and motivation improved. The results will further expand the concept of e-learning, help to identify the advantages and disadvantages of developing distance education on a broad scale. Further research in this field is still required. \u0000Keywords: academic performance, distance learning, e-Learning, online learning, motivation.","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81527818","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 : 2022-11-28DOI: 10.18844/wjet.v14i6.7131
K. Oyetade, T. Zuva, A. Harmse
Hackathons are said to promote a variety of innovative ideas and can be traced back to the idea of problem-solving. There is little research on the use of hackathons in classes to meet course-level learning objectives, despite the emphasis given to its advantages in other human efforts. By conducting a systematic literature review (SLR), this study uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement criteria to better understand the advantages of hackathons in education. From an initial search result of 108 research publications obtained from Google scholar and Scopus databases and published between 2015 and 2022, 25 articles were reviewed. The findings point to three important educational advantages of hackathons: improvement of technical and soft skills, learning new things, and successful networking. The study has implications for academics and other interested parties in in adopting hackathons in an academic curriculum. It suggests a need to model and develop instruments to introduce hackathon-based pedagogies to support traditional classrooms. Keywords: Educational support, hackathon, students, systematic review, teaching pedagogy.
{"title":"Educational benefits of hackathon: A systematic literature review","authors":"K. Oyetade, T. Zuva, A. Harmse","doi":"10.18844/wjet.v14i6.7131","DOIUrl":"https://doi.org/10.18844/wjet.v14i6.7131","url":null,"abstract":"Hackathons are said to promote a variety of innovative ideas and can be traced back to the idea of problem-solving. There is little research on the use of hackathons in classes to meet course-level learning objectives, despite the emphasis given to its advantages in other human efforts. By conducting a systematic literature review (SLR), this study uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement criteria to better understand the advantages of hackathons in education. From an initial search result of 108 research publications obtained from Google scholar and Scopus databases and published between 2015 and 2022, 25 articles were reviewed. The findings point to three important educational advantages of hackathons: improvement of technical and soft skills, learning new things, and successful networking. The study has implications for academics and other interested parties in in adopting hackathons in an academic curriculum. It suggests a need to model and develop instruments to introduce hackathon-based pedagogies to support traditional classrooms. \u0000Keywords: Educational support, hackathon, students, systematic review, teaching pedagogy.","PeriodicalId":36811,"journal":{"name":"World Journal on Educational Technology: Current Issues","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85264413","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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