Pub Date : 2023-04-08DOI: 10.18178/ijiet.2023.13.4.1855
Marina. B, A. Senthilrajan
Education plays a significant role in individuals’ development and the economic growth of developing countries like India. Dropout of students from their studies is the major concern for any order of education. Some models for predicting the dropout of students are developed with several factors. Many of them lacked consistency as they backed their studies with the academic performance of the students. Especially, for those students who suffered from physical impairment, the dropout depends on several external factors. Hence, this work proposes a novel HFIPO-DPNN to predict the student dropout rooted in the previous semester’s marks. The proposed model enclosed the hybrid firefly and improved particle swarm algorithm to optimize the feature selection that influences the dropout of hearing-impaired students. The optimized feature data are used to predict the dropout with the novel DPNN. The optimized data was split and used for training the DPNN. The testing data is used to evaluate the performance of the proposed framework. The attributes used for predicting the student dropout are Family Size, Subject, Medium of Instruction, and so on. The data must be collected from 250 physically impaired children belonging to ITI institute, Bangalore. The outcome of the proposed framework is evaluated on several metrics. The accuracy of the proposed model is about 99.02%. The HFIPO-DPNN framework can be enhanced for predicting the dropout for students with other disabilities. The optimization showed that factors influencing education other than familial factors are to be considered in the prediction of dropout.
{"title":"HFIPO-DPNN: A Framework for Predicting the Dropout of Physically Impaired Student from Education","authors":"Marina. B, A. Senthilrajan","doi":"10.18178/ijiet.2023.13.4.1855","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1855","url":null,"abstract":"Education plays a significant role in individuals’ development and the economic growth of developing countries like India. Dropout of students from their studies is the major concern for any order of education. Some models for predicting the dropout of students are developed with several factors. Many of them lacked consistency as they backed their studies with the academic performance of the students. Especially, for those students who suffered from physical impairment, the dropout depends on several external factors. Hence, this work proposes a novel HFIPO-DPNN to predict the student dropout rooted in the previous semester’s marks. The proposed model enclosed the hybrid firefly and improved particle swarm algorithm to optimize the feature selection that influences the dropout of hearing-impaired students. The optimized feature data are used to predict the dropout with the novel DPNN. The optimized data was split and used for training the DPNN. The testing data is used to evaluate the performance of the proposed framework. The attributes used for predicting the student dropout are Family Size, Subject, Medium of Instruction, and so on. The data must be collected from 250 physically impaired children belonging to ITI institute, Bangalore. The outcome of the proposed framework is evaluated on several metrics. The accuracy of the proposed model is about 99.02%. The HFIPO-DPNN framework can be enhanced for predicting the dropout for students with other disabilities. The optimization showed that factors influencing education other than familial factors are to be considered in the prediction of dropout.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42336008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aimed to 1) analyze the content of professional competencies, 2) create the professional competency test, and 3) check the quality of the professional competency test. The operation method was composed of three steps: 1) five experts (set 1) analyzed the qualitative data of the professional competencies, 2) five experts (set 2) built the professional competency test, and 3) experts (set 3) checked the quality of the professional competency test, and then two trials of the test were performed. The research showed that 1) the content analysis of professional competencies found ten indicators: six for knowledge and four for cognitive skills, including 100 issues of the required measurement list. A test with 100 items covered the course descriptions of seventeen subjects in five curriculum groups. 2) The creation result found the professional competency test, five multiple-choice questions. The respondents got one point when they answered correctly and no point when they answered incorrectly. The test comprised 100 items in two aspects: 57 items for knowledge and 43 for cognitive skills. 3) The result of the quality check revealed that the professional competency test was good. It had a good level of content validity (IOC = 0.80-1.00). Its difficulty was appropriate (p = 0.25-0.78). The discrimination was good (r = 0.44-0.96). There was validity with a good level of internal consistency (α = 0.87), and it had good construct validity (x2- Sig = 0.25, RMSEA = 0.03, RMR = 0.02 and AGFI = 0.97), (ρc = 0.97-0.98). This test can be used as a quality tool to measure the professional competency test in knowledge and cognitive
{"title":"The Development of Professional Competency Test in Knowledge and Cognitive Skill for Computer Innovation and Digital Industry","authors":"Thamasan Suwanroj, Orawan Saeung, Punnee Leekitchwatana, Kanaporn Kaewkamjan","doi":"10.18178/ijiet.2023.13.1.1787","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1787","url":null,"abstract":"This research aimed to 1) analyze the content of professional competencies, 2) create the professional competency test, and 3) check the quality of the professional competency test. The operation method was composed of three steps: 1) five experts (set 1) analyzed the qualitative data of the professional competencies, 2) five experts (set 2) built the professional competency test, and 3) experts (set 3) checked the quality of the professional competency test, and then two trials of the test were performed. The research showed that 1) the content analysis of professional competencies found ten indicators: six for knowledge and four for cognitive skills, including 100 issues of the required measurement list. A test with 100 items covered the course descriptions of seventeen subjects in five curriculum groups. 2) The creation result found the professional competency test, five multiple-choice questions. The respondents got one point when they answered correctly and no point when they answered incorrectly. The test comprised 100 items in two aspects: 57 items for knowledge and 43 for cognitive skills. 3) The result of the quality check revealed that the professional competency test was good. It had a good level of content validity (IOC = 0.80-1.00). Its difficulty was appropriate (p = 0.25-0.78). The discrimination was good (r = 0.44-0.96). There was validity with a good level of internal consistency (α = 0.87), and it had good construct validity (x2- Sig = 0.25, RMSEA = 0.03, RMR = 0.02 and AGFI = 0.97), (ρc = 0.97-0.98). This test can be used as a quality tool to measure the professional competency test in knowledge and cognitive","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67490684","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.1.1781
Nozha Erragcha, Hanene Babay
In the context of emergency remote teaching, this study proposes a conceptual model that examines (1) the relationship between perceived quality and learner satisfaction with an e-Learning service in pandemic situation and (2) to test the moderating role of co-production of this service on this relationship. The study was conducted among 338 Tunisian students who took online classes during the second wave of COVID-19. The research uses of structural equations method (AMOS 21) to test the direct relationship and the Hayes process for the moderation test. The results show that the direct relationship between perceived quality and online learner satisfaction is significant and positive and that this relationship is positively moderated by co-production. Practical implications have finally been identified in order to improve the success of online education especially in the case of a crisis.
{"title":"Perceived Quality and Satisfaction with e-Learning during COVID-19: Moderating Role of co-Production","authors":"Nozha Erragcha, Hanene Babay","doi":"10.18178/ijiet.2023.13.1.1781","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1781","url":null,"abstract":"In the context of emergency remote teaching, this study proposes a conceptual model that examines (1) the relationship between perceived quality and learner satisfaction with an e-Learning service in pandemic situation and (2) to test the moderating role of co-production of this service on this relationship. The study was conducted among 338 Tunisian students who took online classes during the second wave of COVID-19. The research uses of structural equations method (AMOS 21) to test the direct relationship and the Hayes process for the moderation test. The results show that the direct relationship between perceived quality and online learner satisfaction is significant and positive and that this relationship is positively moderated by co-production. Practical implications have finally been identified in order to improve the success of online education especially in the case of a crisis.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67490839","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.1.1785
I. Saleem, Mushahid Ali Shamsi, H. Magd
During COVID-19 and its resulting lockdown, the sudden closure of traditional offline classes resulted in the loss of education. Consequently, teaching pedagogies were unexpectedly changed, and a sudden shift towards online teaching was necessitated. The extensive availability of devices and applications made this shift easy. Nevertheless, all teachers were not equally equipped with the equivalent knowledge and resources, which could have affected their behavioral intention to continue online teaching in the future. This paper investigates the perception of university teachers to continue online teaching in higher education post-COVID. To accomplish this target, a mixed research approach was adopted. For quantitative data, 243 questionnaires were successfully collected from teachers of the top five central universities in India, using an online survey through Google forms by integrating the technology acceptance model (TAM). For qualitative data, online-focused group discussions (FGDs) with around seven teachers from different nations’ universities were done. This study is cross-sectional, utilizing TAM factors for ascertaining teachers’ behavioral intentions in India. All hypotheses were found significant by applying PLS-based SEM using smart-PLS software. This indicates that perceived usefulness and ease of use significantly impact attitude towards online teaching; further, perceived usefulness and attitude towards online teaching also significantly affect the behavioral intention of teachers to continue online teaching post-COVID era. The study helps educational institutions and respective national policymakers to define the future course of action in the education sector.
{"title":"Impact Assessment of Ease and Usefulness of Online Teaching in Higher Education in Post COVID Era","authors":"I. Saleem, Mushahid Ali Shamsi, H. Magd","doi":"10.18178/ijiet.2023.13.1.1785","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1785","url":null,"abstract":"During COVID-19 and its resulting lockdown, the sudden closure of traditional offline classes resulted in the loss of education. Consequently, teaching pedagogies were unexpectedly changed, and a sudden shift towards online teaching was necessitated. The extensive availability of devices and applications made this shift easy. Nevertheless, all teachers were not equally equipped with the equivalent knowledge and resources, which could have affected their behavioral intention to continue online teaching in the future. This paper investigates the perception of university teachers to continue online teaching in higher education post-COVID. To accomplish this target, a mixed research approach was adopted. For quantitative data, 243 questionnaires were successfully collected from teachers of the top five central universities in India, using an online survey through Google forms by integrating the technology acceptance model (TAM). For qualitative data, online-focused group discussions (FGDs) with around seven teachers from different nations’ universities were done. This study is cross-sectional, utilizing TAM factors for ascertaining teachers’ behavioral intentions in India. All hypotheses were found significant by applying PLS-based SEM using smart-PLS software. This indicates that perceived usefulness and ease of use significantly impact attitude towards online teaching; further, perceived usefulness and attitude towards online teaching also significantly affect the behavioral intention of teachers to continue online teaching post-COVID era. The study helps educational institutions and respective national policymakers to define the future course of action in the education sector.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67491059","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.2.1802
K. Agustini, Made Putrama, Dessy Seri, I. Wahyuni, Nengah Eka, Mertayasa
Technological development provides many benefits in learning process, such as the development of the learning method, media, strategy, and design. Based on the observation had been done at History department, UNDIKSHA showed that the students had problems in learning process especially in Indonesian Prehistory Course. The lecturer still focused on teacher-centered method and book only without using technological development. That is why, students’ interest, motivation, and understanding towards the learning process could be categorized as low. This research aimed to describe the implementation of gamification technique and virtual reality in developing an educational game to help students in recognizing the prehistoric objects, increasing the students’ motivation and activeness, and giving immersive experience learning toward the metaverse. This research used ADDIE Model method and was analyzed by using descriptive quantitative and qualitative. The subjects were 20 students of the History department at UNDIKSHA. The result showed that the average response of the 20 users was 91.81% which could be categorized as very positive. The effect score was 0.80 which could be categorized as very effective. It was counted by using N-Gain Score. So, gamification based on virtual reality could increase the students’ activeness, interest, motivation, and understanding toward the prehistoric objects.
{"title":"Applying Gamification Technique and Virtual Reality for Prehistoric Learning toward the Metaverse","authors":"K. Agustini, Made Putrama, Dessy Seri, I. Wahyuni, Nengah Eka, Mertayasa","doi":"10.18178/ijiet.2023.13.2.1802","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.2.1802","url":null,"abstract":"Technological development provides many benefits in learning process, such as the development of the learning method, media, strategy, and design. Based on the observation had been done at History department, UNDIKSHA showed that the students had problems in learning process especially in Indonesian Prehistory Course. The lecturer still focused on teacher-centered method and book only without using technological development. That is why, students’ interest, motivation, and understanding towards the learning process could be categorized as low. This research aimed to describe the implementation of gamification technique and virtual reality in developing an educational game to help students in recognizing the prehistoric objects, increasing the students’ motivation and activeness, and giving immersive experience learning toward the metaverse. This research used ADDIE Model method and was analyzed by using descriptive quantitative and qualitative. The subjects were 20 students of the History department at UNDIKSHA. The result showed that the average response of the 20 users was 91.81% which could be categorized as very positive. The effect score was 0.80 which could be categorized as very effective. It was counted by using N-Gain Score. So, gamification based on virtual reality could increase the students’ activeness, interest, motivation, and understanding toward the prehistoric objects.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67491573","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.2.1798
A. Nammakhunt, P. Porouhan, W. Premchaiswadi
Many traditional educational management models are being switched or shifted into online platforms; thus, assessing behavioral aspects of learners is essential to improving the quality of online teaching and learning processes. Currently, a problem in managing online teaching of courses is that instructors do not have the appropriate tools and techniques to be fully aware of students’ behavioral patterns in a data-driven and process-aware approach. This study is divided into three main parts. In the first part, a dataset of online students is transformed and preprocessed. In the second part, the Fuzzy Miner algorithm supported by Fluxicon Disco is applied to the dataset to understand the learning process of the students in terms of the duration and length of the tutorial videos watched online (i.e., fully watched, partially watched, paused, and resumed intervals) and in terms of the frequencies of all activities. In the third part, a comparison between behavioral patterns of high-performance group of students versus their low-performance counterparts attending the same course was conducted, and we used the Dotted Chart Analysis technique supported by ProM to conduct and make the comparisons. The results of the study showed significant differences between the two groups in terms of the duration spent on the tutorial videos and in terms of the sequence and order of the activities performed and executed. The findings of the research can be used by instructors, administrators, and educational managers to improve the course curriculum management process or to boost effective coaching and teaching styles, leading to the optimization of students’ learning process by increasing educators’ awareness about students’ weaknesses and strengths.
{"title":"Creating and Collecting e-Learning Event Logs to Analyze Learning Behavior of Students through Process Mining","authors":"A. Nammakhunt, P. Porouhan, W. Premchaiswadi","doi":"10.18178/ijiet.2023.13.2.1798","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.2.1798","url":null,"abstract":"Many traditional educational management models are being switched or shifted into online platforms; thus, assessing behavioral aspects of learners is essential to improving the quality of online teaching and learning processes. Currently, a problem in managing online teaching of courses is that instructors do not have the appropriate tools and techniques to be fully aware of students’ behavioral patterns in a data-driven and process-aware approach. This study is divided into three main parts. In the first part, a dataset of online students is transformed and preprocessed. In the second part, the Fuzzy Miner algorithm supported by Fluxicon Disco is applied to the dataset to understand the learning process of the students in terms of the duration and length of the tutorial videos watched online (i.e., fully watched, partially watched, paused, and resumed intervals) and in terms of the frequencies of all activities. In the third part, a comparison between behavioral patterns of high-performance group of students versus their low-performance counterparts attending the same course was conducted, and we used the Dotted Chart Analysis technique supported by ProM to conduct and make the comparisons. The results of the study showed significant differences between the two groups in terms of the duration spent on the tutorial videos and in terms of the sequence and order of the activities performed and executed. The findings of the research can be used by instructors, administrators, and educational managers to improve the course curriculum management process or to boost effective coaching and teaching styles, leading to the optimization of students’ learning process by increasing educators’ awareness about students’ weaknesses and strengths.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67491836","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.2.1801
S. Ajibade, A. Zaidi
Twitter and Facebook are popular among college educators. The use of social media in schools of higher learning has also been the subject of study. The use of social media has opened up new avenues of contact, collaboration, and participation between students and teachers. Accepting students and educators who make use of technological tools to do so requires insight into the factors that shape their propensity to do so. Using the Technology Acceptance Model (TAM) framework, which highlights perceived ease of use, perceived usefulness, and behavioral intention to use new technologies, this paper investigates the extent to which Nigerians are adopting social networking media for e-learning. Quantitative studies made use of surveys. Teachers and students from four different Nigerian schools participated in this survey. The suggested model factors were predicted using structural equation modeling (SEM). Intentions to utilize social media for e-learning by students and faculty at Nigerian institutions were shown to be impacted by these factors: perceived ease of use and perceived utility. The research is limited in that it does not offer any insight into interactive factors such interaction with research group members and peers, interaction with supervisors or lecturers, engagement, or active collaborative learning.
{"title":"Technological Acceptance Model for Social Media Networking in e-Learning in Higher Educational Institutes","authors":"S. Ajibade, A. Zaidi","doi":"10.18178/ijiet.2023.13.2.1801","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.2.1801","url":null,"abstract":"Twitter and Facebook are popular among college educators. The use of social media in schools of higher learning has also been the subject of study. The use of social media has opened up new avenues of contact, collaboration, and participation between students and teachers. Accepting students and educators who make use of technological tools to do so requires insight into the factors that shape their propensity to do so. Using the Technology Acceptance Model (TAM) framework, which highlights perceived ease of use, perceived usefulness, and behavioral intention to use new technologies, this paper investigates the extent to which Nigerians are adopting social networking media for e-learning. Quantitative studies made use of surveys. Teachers and students from four different Nigerian schools participated in this survey. The suggested model factors were predicted using structural equation modeling (SEM). Intentions to utilize social media for e-learning by students and faculty at Nigerian institutions were shown to be impacted by these factors: perceived ease of use and perceived utility. The research is limited in that it does not offer any insight into interactive factors such interaction with research group members and peers, interaction with supervisors or lecturers, engagement, or active collaborative learning.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67492022","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.2.1818
J. A. Talingdan, Candylyn A. Alunday
COVID-19 has brought a drastic change in the educational system as many universities in the world were obliged to move from face-to-face interaction to online learning as a preventive measure against the spread of the disease infection. This study aimed to explore the thoughts and opinions of the Bachelor of Science in Information Technology students (BSIT) on the new normal virtual learning using NVivo software to facilitate the process of defining and analyzing the themes and to determine the common difficulties experienced by the students in the new learning set up. The study used a qualitative design. 150 BSIT students served as the respondents. The data gathered were processed in the NVivo software to get important verbalizations and describe what was common among the students’ opinions. The derived meaning or statements were formulated and categorized into codes and themes. There were five themes derived such as learning is hard due to limited or poor internet connectivity; in this time of the pandemic, gadgets are the teachers; money is most needed to buy prepaid load for phones; learning is harder because of lack of tools like a laptop, and; problems in the module requirements are high. With the Students’ Perspective on New Normal Virtual Learning, with its pros and cons, online classes must not prevent students from getting the education they need and deserve even amid the pandemic. Hence, it is advised that virtual learning should be planned, implemented, and evaluated to lessen the problems thus, achieve better learning objectives for each course.
{"title":"Students’ Perspective on the New Normal Virtual Learning","authors":"J. A. Talingdan, Candylyn A. Alunday","doi":"10.18178/ijiet.2023.13.2.1818","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.2.1818","url":null,"abstract":"COVID-19 has brought a drastic change in the educational system as many universities in the world were obliged to move from face-to-face interaction to online learning as a preventive measure against the spread of the disease infection. This study aimed to explore the thoughts and opinions of the Bachelor of Science in Information Technology students (BSIT) on the new normal virtual learning using NVivo software to facilitate the process of defining and analyzing the themes and to determine the common difficulties experienced by the students in the new learning set up. The study used a qualitative design. 150 BSIT students served as the respondents. The data gathered were processed in the NVivo software to get important verbalizations and describe what was common among the students’ opinions. The derived meaning or statements were formulated and categorized into codes and themes. There were five themes derived such as learning is hard due to limited or poor internet connectivity; in this time of the pandemic, gadgets are the teachers; money is most needed to buy prepaid load for phones; learning is harder because of lack of tools like a laptop, and; problems in the module requirements are high. With the Students’ Perspective on New Normal Virtual Learning, with its pros and cons, online classes must not prevent students from getting the education they need and deserve even amid the pandemic. Hence, it is advised that virtual learning should be planned, implemented, and evaluated to lessen the problems thus, achieve better learning objectives for each course.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67492553","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.3.1828
Rupashi Behal, Saru Dhir, Nitasha Hasteer, K. Soni
Many countries are implementing distance learning in response to the Covid19 pandemic. Distance learning helped learners continue their studies as schools and universities were closed due to the pandemic. The purpose of this study is to analyze the impact of Covid-19 lockdown on learners' academic performance. This research focuses on the challenges faced by distance learning learners. The purpose of this study is to identify barriers to distance learning. This study applies the DEMATEL (Decision Making Test and Evaluation Institute) approach to assess the barriers faced by learners in distance learning. The DEMATEL strategy is being used to identify the key factors by identifying the interrelationships between the various factors. A quantitative survey method using a structured questionnaire was carried out. The questionnaire was administered to a cohort of 54 undergraduate engineering students of third semester (2nd year) pursuing Bachelor of Technology (Information Technology) in India. This study found that motivation, social interaction, and resource costs were assessed in causal groups with RiCi scores of 0.332, 0.1774, and 0.113, respectively. Technical concerns and administrative issues are categorized in the effect group with Ri-Ci values of -0.333 and -0.287 respectively and are the most important criteria based on first and second highest Ri+Ci values of 0.646524 and 0.59817, respectively. Our findings reveal that motivation is the most important barrier in remote teaching learning. A sense of self-motivation can be induced by organizing workshops, practical sessions and grooming sessions. The study would benefit academic institutions and learners as it would help them to enrich the remote teaching learning process.
{"title":"Analysis of Barriers in Conduct of Lab Based Courses in Remote Teaching Learning Paradigm","authors":"Rupashi Behal, Saru Dhir, Nitasha Hasteer, K. Soni","doi":"10.18178/ijiet.2023.13.3.1828","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.3.1828","url":null,"abstract":"Many countries are implementing distance learning in response to the Covid19 pandemic. Distance learning helped learners continue their studies as schools and universities were closed due to the pandemic. The purpose of this study is to analyze the impact of Covid-19 lockdown on learners' academic performance. This research focuses on the challenges faced by distance learning learners. The purpose of this study is to identify barriers to distance learning. This study applies the DEMATEL (Decision Making Test and Evaluation Institute) approach to assess the barriers faced by learners in distance learning. The DEMATEL strategy is being used to identify the key factors by identifying the interrelationships between the various factors. A quantitative survey method using a structured questionnaire was carried out. The questionnaire was administered to a cohort of 54 undergraduate engineering students of third semester (2nd year) pursuing Bachelor of Technology (Information Technology) in India. This study found that motivation, social interaction, and resource costs were assessed in causal groups with RiCi scores of 0.332, 0.1774, and 0.113, respectively. Technical concerns and administrative issues are categorized in the effect group with Ri-Ci values of -0.333 and -0.287 respectively and are the most important criteria based on first and second highest Ri+Ci values of 0.646524 and 0.59817, respectively. Our findings reveal that motivation is the most important barrier in remote teaching learning. A sense of self-motivation can be induced by organizing workshops, practical sessions and grooming sessions. The study would benefit academic institutions and learners as it would help them to enrich the remote teaching learning process.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67492753","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.4.1846
A. Bawaneh, M. M. Alnamshan
The purpose of this study was to investigate the effects of a design-thinking-based teaching method on optimizing students’ motivation and understanding of cell biology. This method is based on creativity and creating solutions and is primarily human focused. It involves a five-step process: discovery, explanation, thinking, experimenting, and developing. In this study, the researchers employed empathy in redesigning the content after each class based on student feedback and reflections. The sample included 92 female students: 50 in a design-thinking classroom and 42 in a conventional classroom. Three instruments were developed: a teachers’ guide, an achievement test, and a questionnaire on students’ motivation toward learning biology. Data were analyzed using the mean, standard deviation, an ANCOVA test, and size effect. The results showed that there were statistically significant differences in students’ increased motivation and achievement of biology in favor of the design-thinking classes. Although the results indicated that there was a statistically significant difference for teaching by the design-thinking method in improving students’ achievement according to students’ GPA, the results did not indicate a statistically significant difference in enhancing students’ motivation toward learning biology according to GPA. Therefore, instructors and curriculum developers should restructure the contents of their courses according to the design-thinking model to optimize students’ motivation and understanding of cell biology.
{"title":"Design Thinking in Science Education: Enhancing Undergraduate Students' Motivation and Achievement in Learning Biology","authors":"A. Bawaneh, M. M. Alnamshan","doi":"10.18178/ijiet.2023.13.4.1846","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1846","url":null,"abstract":"The purpose of this study was to investigate the effects of a design-thinking-based teaching method on optimizing students’ motivation and understanding of cell biology. This method is based on creativity and creating solutions and is primarily human focused. It involves a five-step process: discovery, explanation, thinking, experimenting, and developing. In this study, the researchers employed empathy in redesigning the content after each class based on student feedback and reflections. The sample included 92 female students: 50 in a design-thinking classroom and 42 in a conventional classroom. Three instruments were developed: a teachers’ guide, an achievement test, and a questionnaire on students’ motivation toward learning biology. Data were analyzed using the mean, standard deviation, an ANCOVA test, and size effect. The results showed that there were statistically significant differences in students’ increased motivation and achievement of biology in favor of the design-thinking classes. Although the results indicated that there was a statistically significant difference for teaching by the design-thinking method in improving students’ achievement according to students’ GPA, the results did not indicate a statistically significant difference in enhancing students’ motivation toward learning biology according to GPA. Therefore, instructors and curriculum developers should restructure the contents of their courses according to the design-thinking model to optimize students’ motivation and understanding of cell biology.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67493314","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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