This research aimed to study and analyze the factors of the qualification framework of essential learning outcomes for computer innovation and digital industry professionals. The factors consisted of indicators of essential competencies for undergraduates under the professional qualifications of Computer Innovation and Digital Industry Major based on the context of Nakhon Si Thammarat Rajabhat University (NSTRU). The sample group consisted of all teachers and experts in Computer Science, Computer Engineering, Software Engineering, Information Technology, Business Computer, and Computer Education, covering all undergraduate programs from public institutions of higher education across Thailand. The research instrument was the questionnaire about factors of the qualifications framework of essential learning outcomes for undergraduates in Computer Innovation and Digital Industry Major. The questionnaire used five levels of a rating scale. Content validity and reliability for the scale were 0.96–1.00, and the content validity and reliability for the factor were 0.97–0.99. Second-order confirmatory factor analysis (CFA) was employed for data analysis. The research discovered new knowledge on the list of essential competencies for undergraduates under five factors of the qualifications framework of learning outcomes with 24 indicators. These 24 indicators were separated for each factor: six for Ethical and Moral Development and Knowledge, four for Cognitive Skills, Interpersonal, and Responsibility, Numerical Analysis, and Communication and Information Technology skills, respectively.
{"title":"Qualifications Framework of Essential Learning Outcomes for Computer Innovation and Digital Industry Professionals","authors":"Thamasan Suwanroj, Orawan Saeung, Punnee Leekitchwatana, Kanaporn Kaewkamjan","doi":"10.18178/ijiet.2023.13.2.1804","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.2.1804","url":null,"abstract":"This research aimed to study and analyze the factors of the qualification framework of essential learning outcomes for computer innovation and digital industry professionals. The factors consisted of indicators of essential competencies for undergraduates under the professional qualifications of Computer Innovation and Digital Industry Major based on the context of Nakhon Si Thammarat Rajabhat University (NSTRU). The sample group consisted of all teachers and experts in Computer Science, Computer Engineering, Software Engineering, Information Technology, Business Computer, and Computer Education, covering all undergraduate programs from public institutions of higher education across Thailand. The research instrument was the questionnaire about factors of the qualifications framework of essential learning outcomes for undergraduates in Computer Innovation and Digital Industry Major. The questionnaire used five levels of a rating scale. Content validity and reliability for the scale were 0.96–1.00, and the content validity and reliability for the factor were 0.97–0.99. Second-order confirmatory factor analysis (CFA) was employed for data analysis. The research discovered new knowledge on the list of essential competencies for undergraduates under five factors of the qualifications framework of learning outcomes with 24 indicators. These 24 indicators were separated for each factor: six for Ethical and Moral Development and Knowledge, four for Cognitive Skills, Interpersonal, and Responsibility, Numerical Analysis, and Communication and Information Technology skills, respectively.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67491612","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 mobile application via experiential learning to promote news awareness and proactive public relations is a kind of tool in the form of a mobile application, which is used to both publicize and receive news within Broadcast Major, College of Industrial Technology, King Mongkut’s University of Technology North Bangkok, Thailand so that all of the targeted users in Thailand, and especially in this major, have the same understanding. The application is compatible with a variety of display screens with different user interfaces (Responsive Web Design) in both iOS and Android operating systems. The 62 participants in this research, 41 males and 21 females, were derived by means of purposive sampling and divided into two groups: lecturers, current students, and staff at the College of Industrial Technology, King Mongkut’s University of Technology North Bangkok, and the general public. Data gathered from these participants were accumulated during the second semester. The research tools consisted of 1) the mobile application via experiential learning to promote news awareness and proactive public relations, and 2) an evaluation form on the satisfaction towards the mobile application via experiential learning to promote news awareness and proactive public relations. The results of this research show that 1) the mobile application via experiential learning to promote news awareness and proactive public relations can be used practically for news awareness and public relations, as it allows users of both iOS and Android operating systems to instantly access information, anywhere and at any time; and it is compatible with a variety of display screens with different user interfaces (Responsive Web Design), and 2) the satisfaction towards the mobile application via experiential learning to promote news awareness and proactive public relations is at a very high level.
通过体验式学习促进新闻意识和主动公关的移动应用程序是一种以移动应用程序形式的工具，用于泰国北曼谷蒙库特国王理工大学工业技术学院广播专业的新闻宣传和接收，使泰国所有目标用户，特别是该专业的目标用户都有相同的认识。该应用程序兼容各种显示屏幕与不同的用户界面(响应式网页设计)在iOS和Android操作系统。本研究的62名参与者，41名男性和21名女性，通过有目的抽样的方式获得，并分为两组:讲师、在校生和工业技术学院的工作人员、蒙库特国王北曼谷科技大学和普通公众。从这些参与者收集的数据是在第二学期积累起来的。研究工具包括:1)通过体验式学习促进新闻意识和主动公关的移动应用;2)通过体验式学习促进新闻意识和主动公关的移动应用满意度评估表。本研究结果表明:1)通过体验式学习促进新闻意识和主动公关的移动应用程序可以在实际中用于新闻意识和公关，因为它允许iOS和Android操作系统的用户随时随地即时获取信息;兼容多种不同用户界面的显示屏(Responsive Web Design)。2)通过体验式学习促进新闻意识和主动公关的移动应用满意度很高。
{"title":"The Mobile Application via Experiential Learning for Public Relations in Thailand","authors":"Pinanta Chatwattana, Supannee Wangsorn, Ploypim Promchai","doi":"10.18178/ijiet.2023.13.2.1807","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.2.1807","url":null,"abstract":"The mobile application via experiential learning to promote news awareness and proactive public relations is a kind of tool in the form of a mobile application, which is used to both publicize and receive news within Broadcast Major, College of Industrial Technology, King Mongkut’s University of Technology North Bangkok, Thailand so that all of the targeted users in Thailand, and especially in this major, have the same understanding. The application is compatible with a variety of display screens with different user interfaces (Responsive Web Design) in both iOS and Android operating systems. The 62 participants in this research, 41 males and 21 females, were derived by means of purposive sampling and divided into two groups: lecturers, current students, and staff at the College of Industrial Technology, King Mongkut’s University of Technology North Bangkok, and the general public. Data gathered from these participants were accumulated during the second semester. The research tools consisted of 1) the mobile application via experiential learning to promote news awareness and proactive public relations, and 2) an evaluation form on the satisfaction towards the mobile application via experiential learning to promote news awareness and proactive public relations. The results of this research show that 1) the mobile application via experiential learning to promote news awareness and proactive public relations can be used practically for news awareness and public relations, as it allows users of both iOS and Android operating systems to instantly access information, anywhere and at any time; and it is compatible with a variety of display screens with different user interfaces (Responsive Web Design), and 2) the satisfaction towards the mobile application via experiential learning to promote news awareness and proactive public relations is at a very high level.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67491861","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.2023.13.2.1813
Sara Dias-Trindade, S. Henriques, Joana Duarte Correia
The present study takes as a starting point the COVID-19 lockdown to which Portuguese and Brazilian schools were confined during 2020, to trace the scenario regarding the training needs of secondary education teachers in terms of digital skills. The research questions seek, firstly, to understand how the transition from face-to-face environments to digital environments was carried out in those countries and, secondly, to assess how to improve digital skills in education when considering a post-pandemic future. The results, obtained from responses by 300 teachers to a questionnaire survey, are in line with the conclusions of the intense research that has been conducted in this area: the COVID-19 pandemic has made teachers’ digital training more urgent, and has highlighted the importance of integrating digital environments in education, both as a strategy for the continuity and sustainability of education itself, and as a fluid space that allows the development of practices that enhance quality learning. The analysis also allows us to perceive the differences and similarities in terms of education between two countries that share the same language and have historical proximity, but different socioeconomic indices.
{"title":"Teaching during the Pandemic: An Exploratory Study in Portuguese and Brazilian Secondary Education Teachers","authors":"Sara Dias-Trindade, S. Henriques, Joana Duarte Correia","doi":"10.18178/ijiet.2023.13.2.1813","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.2.1813","url":null,"abstract":"The present study takes as a starting point the COVID-19 lockdown to which Portuguese and Brazilian schools were confined during 2020, to trace the scenario regarding the training needs of secondary education teachers in terms of digital skills. The research questions seek, firstly, to understand how the transition from face-to-face environments to digital environments was carried out in those countries and, secondly, to assess how to improve digital skills in education when considering a post-pandemic future. The results, obtained from responses by 300 teachers to a questionnaire survey, are in line with the conclusions of the intense research that has been conducted in this area: the COVID-19 pandemic has made teachers’ digital training more urgent, and has highlighted the importance of integrating digital environments in education, both as a strategy for the continuity and sustainability of education itself, and as a fluid space that allows the development of practices that enhance quality learning. The analysis also allows us to perceive the differences and similarities in terms of education between two countries that share the same language and have historical proximity, but different socioeconomic indices.","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":"67492291","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.2023.13.2.1817
Nuwan Lakmal Hettiarachchi, Tamil Selvan Raman Subramaniam, M. Nurtanto, S. T. Palpanadan, Zachariah John A. Belmonte, A. Selvaraj, N. Kholifah
The teaching and learning process of financial accounting (FA) has become a challenge in an ever-changing global perspective, and an important discussion is replacing classroom teaching with career-based requirements. Problem-solving skills (PSS) help determine the source of problems and find appropriate solutions in teaching FA topics. This study aimed to identify the need for problem-solving skills for FA students for job readiness and identify the appropriate technology-savvy platform to improve problem-solving skills. Undergraduate students at the College of Banking and Financial Studies (CBFS) in Muscat, Sultanate of Oman, were selected as the research domain for data collection and analysis. This study reports a part of a preliminary study conducted using a survey technique on FA students. The main finding was that they had placed problem-solving skills as one of the important job skills in the modern financial accounting era. Furthermore, the needs analysis reflected the importance of the quiz-based learning (QBL) method embedded in Microsoft Forms (MFS) as a technology-based platform for teaching and learning about FA. Therefore, this study collected findings from the needs analysis phase with the help of QBL-MFS to improve the problem-solving skills of FA students to prepare them with life skills to be applied in the world place.
在不断变化的全球视野下，财务会计的教学过程已经成为一个挑战，一个重要的讨论是用基于职业的要求取代课堂教学。问题解决能力(PSS)有助于确定问题的来源，并在教学中找到适当的解决方案。本研究旨在确定FA学生在就业准备方面对解决问题技能的需求，并确定适当的技术精通平台来提高解决问题技能。阿曼苏丹国马斯喀特银行与金融研究学院(CBFS)的本科生被选为数据收集和分析的研究领域。本研究报告了使用调查技术对FA学生进行的初步研究的一部分。主要发现是他们已经把解决问题的能力作为现代财务会计时代重要的工作技能之一。此外，需求分析反映了嵌入Microsoft Forms (MFS)中的基于测验的学习(QBL)方法作为基于技术的FA教与学平台的重要性。因此，本研究透过QBL-MFS收集需求分析阶段的研究结果，以提高FA学生解决问题的能力，为他们在世界上的应用做好准备。
{"title":"Educating Financial Accounting: A Need Analysis for Technology-Driven Problem-Solving Skills","authors":"Nuwan Lakmal Hettiarachchi, Tamil Selvan Raman Subramaniam, M. Nurtanto, S. T. Palpanadan, Zachariah John A. Belmonte, A. Selvaraj, N. Kholifah","doi":"10.18178/ijiet.2023.13.2.1817","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.2.1817","url":null,"abstract":"The teaching and learning process of financial accounting (FA) has become a challenge in an ever-changing global perspective, and an important discussion is replacing classroom teaching with career-based requirements. Problem-solving skills (PSS) help determine the source of problems and find appropriate solutions in teaching FA topics. This study aimed to identify the need for problem-solving skills for FA students for job readiness and identify the appropriate technology-savvy platform to improve problem-solving skills. Undergraduate students at the College of Banking and Financial Studies (CBFS) in Muscat, Sultanate of Oman, were selected as the research domain for data collection and analysis. This study reports a part of a preliminary study conducted using a survey technique on FA students. The main finding was that they had placed problem-solving skills as one of the important job skills in the modern financial accounting era. Furthermore, the needs analysis reflected the importance of the quiz-based learning (QBL) method embedded in Microsoft Forms (MFS) as a technology-based platform for teaching and learning about FA. Therefore, this study collected findings from the needs analysis phase with the help of QBL-MFS to improve the problem-solving skills of FA students to prepare them with life skills to be applied in the world place.","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":"67492545","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.2023.13.4.1848
Leonidas Xiros, A. Tsirigotis, A. Leisos
The μΝet (microNet) project aims to deploy and operate an extensive school network of educational cosmic ray telescopes in Greece. As part of the μNet project, an extended educational program will be conducted, focusing on the construction, testing, and operation of a Cosmic Ray Telescope, as well as the remote operation of cosmic ray detection stations and Astroparticle physics detectors deployed at the Hellenic Open University (HOU) campus. During the 2021–2022 school year, a preparatory phase of the program took place engaging 150 students and 21 science teachers from all over Greece. The high school teachers and students were trained to the experimental procedures of cosmic ray physics using distance learning methods. In this report, we briefly present the methodology we followed, the tools we developed to support the educational program, as well as the findings and results of this preparatory phase.
{"title":"Using of Distant Education Approaches to Introduce Cutting Edge Science into the Secondary School Classroom","authors":"Leonidas Xiros, A. Tsirigotis, A. Leisos","doi":"10.18178/ijiet.2023.13.4.1848","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1848","url":null,"abstract":"The μΝet (microNet) project aims to deploy and operate an extensive school network of educational cosmic ray telescopes in Greece. As part of the μNet project, an extended educational program will be conducted, focusing on the construction, testing, and operation of a Cosmic Ray Telescope, as well as the remote operation of cosmic ray detection stations and Astroparticle physics detectors deployed at the Hellenic Open University (HOU) campus. During the 2021–2022 school year, a preparatory phase of the program took place engaging 150 students and 21 science teachers from all over Greece. The high school teachers and students were trained to the experimental procedures of cosmic ray physics using distance learning methods. In this report, we briefly present the methodology we followed, the tools we developed to support the educational program, as well as the findings and results of this preparatory phase.","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":"67493421","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.2023.13.4.1851
Nuwan Lakmal Hettiarachchi, Tamil Selvan Raman Subramaniam, S. T. Palpanadan, Anas Al-Fattal
This study investigates financial accounting students’ attitudes about several aspects related to modern pedagogies focusing on communication skills development. The paper focuses on areas of students’ need to develop communication skills irrespective of cultural diversity and gender inequality, quiz-based learning, requirements, and assessment. The study employed an online survey of students at one of the largest business colleges in the Sultanate of Oman. The study surveyed 96 currently registered students to cover the research objectives and questions. The findings showed that the students enjoyed a high level of awareness of the importance and relevance of communication skills in relation to future employability. Students believed developing communication importance was not limited to careers in financial accounting as it was also extended to other careers requiring a post-secondary degree. Quiz-based learning strategies were found to be relevant in improving communication skills. The results also highlighted adaptability as a main assessment criterion of communication skills. The study provided bases for higher education institutions in the Sultanate of Oman or other countries to empower the generalizability of the findings. Another possible research could replicate the investigation in other fields of study. This paper brings several implications for instructional practice and pedagogies, as well as for policies of instructional training and development. The study is original in its particular context and specific time during the COVID-19 pandemic as attitudes toward online technologies have been shifting paradigms.
{"title":"Infusing Communication Skills into Financial Accounting Curriculum: A Perspective from the Digital Era","authors":"Nuwan Lakmal Hettiarachchi, Tamil Selvan Raman Subramaniam, S. T. Palpanadan, Anas Al-Fattal","doi":"10.18178/ijiet.2023.13.4.1851","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1851","url":null,"abstract":"This study investigates financial accounting students’ attitudes about several aspects related to modern pedagogies focusing on communication skills development. The paper focuses on areas of students’ need to develop communication skills irrespective of cultural diversity and gender inequality, quiz-based learning, requirements, and assessment. The study employed an online survey of students at one of the largest business colleges in the Sultanate of Oman. The study surveyed 96 currently registered students to cover the research objectives and questions. The findings showed that the students enjoyed a high level of awareness of the importance and relevance of communication skills in relation to future employability. Students believed developing communication importance was not limited to careers in financial accounting as it was also extended to other careers requiring a post-secondary degree. Quiz-based learning strategies were found to be relevant in improving communication skills. The results also highlighted adaptability as a main assessment criterion of communication skills. The study provided bases for higher education institutions in the Sultanate of Oman or other countries to empower the generalizability of the findings. Another possible research could replicate the investigation in other fields of study. This paper brings several implications for instructional practice and pedagogies, as well as for policies of instructional training and development. The study is original in its particular context and specific time during the COVID-19 pandemic as attitudes toward online technologies have been shifting paradigms.","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":"67493543","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.2023.13.4.1858
Y. Horban, Nataliya Gaisynuik, Tetiana Dolbenko, O. Karakoz, Nataliia Kobyzhcha, Yuliia Kulish
Virtual and augmented reality technologies provide access to learning materials and improve the organization of a modern library’s media space. This article aims to identify the significance and role of virtual and augmented reality technologies in the modern library's media space organization. The research uses a university library case study methodology to empirically investigate virtual and augmented reality technologies. Virtual and augmented reality technologies provide research and improve learning outcomes by engaging students and learners with significant interest in such technologies. Libraries offer users the opportunity to create their VR content through available software. Students can test their VR content in the libraries’ labs. Libraries support access to a variety of virtual and augmented reality content. The content is accessed using “virtual reality headsets” for viewing and workstations with “authoring software and loanable 360 cameras” for creating. The library lab is a space to support students’ digital creativity and research through virtual and augmented reality. There are 3D Design Labs within the libraries as a medium to large group design learning spaces with virtual reality technology. Libraries form a media space where users can create videos, podcasts, portfolios, edit media, and book tours, and students and researchers can explore different scientific knowledge. In this way, technology ensures that risks in learning are minimized as opposed to hands-on seminars and classes.
{"title":"The Media Space of a Modern Library in the Context of Its Organizing by Virtual and Augmented Reality Technologies","authors":"Y. Horban, Nataliya Gaisynuik, Tetiana Dolbenko, O. Karakoz, Nataliia Kobyzhcha, Yuliia Kulish","doi":"10.18178/ijiet.2023.13.4.1858","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1858","url":null,"abstract":"Virtual and augmented reality technologies provide access to learning materials and improve the organization of a modern library’s media space. This article aims to identify the significance and role of virtual and augmented reality technologies in the modern library's media space organization. The research uses a university library case study methodology to empirically investigate virtual and augmented reality technologies. Virtual and augmented reality technologies provide research and improve learning outcomes by engaging students and learners with significant interest in such technologies. Libraries offer users the opportunity to create their VR content through available software. Students can test their VR content in the libraries’ labs. Libraries support access to a variety of virtual and augmented reality content. The content is accessed using “virtual reality headsets” for viewing and workstations with “authoring software and loanable 360 cameras” for creating. The library lab is a space to support students’ digital creativity and research through virtual and augmented reality. There are 3D Design Labs within the libraries as a medium to large group design learning spaces with virtual reality technology. Libraries form a media space where users can create videos, podcasts, portfolios, edit media, and book tours, and students and researchers can explore different scientific knowledge. In this way, technology ensures that risks in learning are minimized as opposed to hands-on seminars and classes.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"25 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67493584","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.2023.13.4.1860
R. Richardo, A. Wijaya, Tri Rochmadi, A. A. Abdullah, Nurkhamid, Astri Widi Astuti, Khasanah Nur Hidayah
Based on previous research, an Android-based AR learning media with an ethnomathematical context has been developed. The media was specially developed for vocational students and prospective mathematics teachers in teaching and learning geometry. However, there has been no research on the development of android-based AR learning media using the ethnomathematical context of Yogyakarta, Indonesia, especially for junior high school students. This research is expected to make a new contribution in the field of AR-based learning technology with ethnomathematics for junior high school students. This is development research carried out using the ADDIE model which consists of five categories: analysis, design, development, implementation, and evaluation. The research was conducted in one of the Islamic junior high schools in Yogyakarta. There were 4 expert validators, 4 mathematics teachers, and 18 students involved in this study. The results of the validity test showed that the multimedia developed was regarded as very valid with a material expert score of 0.83 and a media expert score of 0.80. The results of the practicality test revealed that the multimedia was in the practical category with a practicality percentage of 89% based on teacher assessment and 84% based on student assessment. The data analysis which was carried out using one sample t-test obtained a value of t = 9.92 which was higher than the value of t-table = 1.74. Thus, it can be concluded that the multimedia developed in this current research is effective in improving students’ creative thinking skills.
{"title":"Ethnomathematics Augmented Reality: Android-Based Learning Multimedia to Improve Creative Thinking Skills on Geometry","authors":"R. Richardo, A. Wijaya, Tri Rochmadi, A. A. Abdullah, Nurkhamid, Astri Widi Astuti, Khasanah Nur Hidayah","doi":"10.18178/ijiet.2023.13.4.1860","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.4.1860","url":null,"abstract":"Based on previous research, an Android-based AR learning media with an ethnomathematical context has been developed. The media was specially developed for vocational students and prospective mathematics teachers in teaching and learning geometry. However, there has been no research on the development of android-based AR learning media using the ethnomathematical context of Yogyakarta, Indonesia, especially for junior high school students. This research is expected to make a new contribution in the field of AR-based learning technology with ethnomathematics for junior high school students. This is development research carried out using the ADDIE model which consists of five categories: analysis, design, development, implementation, and evaluation. The research was conducted in one of the Islamic junior high schools in Yogyakarta. There were 4 expert validators, 4 mathematics teachers, and 18 students involved in this study. The results of the validity test showed that the multimedia developed was regarded as very valid with a material expert score of 0.83 and a media expert score of 0.80. The results of the practicality test revealed that the multimedia was in the practical category with a practicality percentage of 89% based on teacher assessment and 84% based on student assessment. The data analysis which was carried out using one sample t-test obtained a value of t = 9.92 which was higher than the value of t-table = 1.74. Thus, it can be concluded that the multimedia developed in this current research is effective in improving students’ creative thinking skills.","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":"67493686","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.2023.13.5.1869
Krismadinata, Efan, C. Boudia, J. Jama, Arie Yandi Saputra
Employers need qualified human resources with high competitiveness and employability skills to compete in the age of technological disruption especially collaborative work. IT Students could fill the profile. Nevertheless, teachers still face challenges in teaching object-oriented programming (OOP) to students who struggle with complexity that involves a level of abstraction necessary to understand the concepts. The objective of this paper is to discern and study the overall effects non-real-time collaborative programming using Media Wiki in OOP courses. According to the quasi-experimental method conducted among 56 students majoring in Informatics, and utilizing Media Wiki, a collaborative programming learning model has been applied. The study was divided into an experimental class of 30 students and a control class of 26 students. The survey results show that students get better programming achievement. There is a decrease in the level of OOP abstraction by students. Students’ collaborative experience increases and indirectly improves their collaboration skills. After the experiment, students were asked to complete an online questionnaire mainly occurred to assess the effectiveness of the teaching and learning method using of Media Wiki for collaborative programming. As results, the students report that they are able to assimilate complex concepts and code more easily in collaborative learning using Media Wiki.
{"title":"Effect of Collaborative Programming on Students Achievement Learning Object-Oriented Programming Course","authors":"Krismadinata, Efan, C. Boudia, J. Jama, Arie Yandi Saputra","doi":"10.18178/ijiet.2023.13.5.1869","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1869","url":null,"abstract":"Employers need qualified human resources with high competitiveness and employability skills to compete in the age of technological disruption especially collaborative work. IT Students could fill the profile. Nevertheless, teachers still face challenges in teaching object-oriented programming (OOP) to students who struggle with complexity that involves a level of abstraction necessary to understand the concepts. The objective of this paper is to discern and study the overall effects non-real-time collaborative programming using Media Wiki in OOP courses. According to the quasi-experimental method conducted among 56 students majoring in Informatics, and utilizing Media Wiki, a collaborative programming learning model has been applied. The study was divided into an experimental class of 30 students and a control class of 26 students. The survey results show that students get better programming achievement. There is a decrease in the level of OOP abstraction by students. Students’ collaborative experience increases and indirectly improves their collaboration skills. After the experiment, students were asked to complete an online questionnaire mainly occurred to assess the effectiveness of the teaching and learning method using of Media Wiki for collaborative programming. As results, the students report that they are able to assimilate complex concepts and code more easily in collaborative learning using Media Wiki.","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":"67494083","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.2023.13.5.1867
Gayane Sedrakyan, Stéphanie M. van den Berg, B. Veldkamp, J. Hillegersberg
After some time of lockdown experiences, limited attention for feedback and the absence of feedback digitalization frameworks suggests rethinking traditional feedback practices toward post-pandemics digital/hybrid education. This research surveyed feedback digitalization needs in the context of online education in high education institutions in the Netherlands and Germany during the COVID-19 pandemic. The dimensions surveyed included preferences for feedback such as typology of feedback (e.g., cognitive, behavioral, etc.), formats (e.g., written, audio, video), online instruments, and features for communicating feedback. The results suggest that online instruments supporting features for effortless interactivity are among the highly preferred digital options for giving/receiving feedback. When given online, inclusive formats of feedback that inform learners not only about their own but also peer performance were also found to be among highly rated options. The increased need for inclusive feedback with peers, however, may also negatively affect students’ mastery orientations. Thus, balancing online with offline approaches should also be recommended when considering feedback digitalization approaches.
{"title":"Analysis of the Feedback Digitization Needs in Higher Education: Experiences from Lockdown Education in the Netherlands and Germany","authors":"Gayane Sedrakyan, Stéphanie M. van den Berg, B. Veldkamp, J. Hillegersberg","doi":"10.18178/ijiet.2023.13.5.1867","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1867","url":null,"abstract":"After some time of lockdown experiences, limited attention for feedback and the absence of feedback digitalization frameworks suggests rethinking traditional feedback practices toward post-pandemics digital/hybrid education. This research surveyed feedback digitalization needs in the context of online education in high education institutions in the Netherlands and Germany during the COVID-19 pandemic. The dimensions surveyed included preferences for feedback such as typology of feedback (e.g., cognitive, behavioral, etc.), formats (e.g., written, audio, video), online instruments, and features for communicating feedback. The results suggest that online instruments supporting features for effortless interactivity are among the highly preferred digital options for giving/receiving feedback. When given online, inclusive formats of feedback that inform learners not only about their own but also peer performance were also found to be among highly rated options. The increased need for inclusive feedback with peers, however, may also negatively affect students’ mastery orientations. Thus, balancing online with offline approaches should also be recommended when considering feedback digitalization approaches.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67494306","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：