The global expansion in the Internet access and the rise of digital media are compatible with students’ characteristics as generations-Z who mainly engage in nature through mobile applications. Because of the characteristics of today’s students and the growth of digital media and information, there is a need for critical media literacy (CML) instructions and the use of digital-based and student-centered learning approaches such as online discussion forums (ODFs). Through an exploratory study, we aim to understand better students’ perceptions of ODF for their CML learning within EFL classes, factors affecting students’ active participation in ODF, and teachers’ roles in ODF while facilitating students’ CML learning in an EFL context and enhancing students’ engagement and performance in ODF. 250 EFL students from Indonesian secondary schools took part in this study. The participating students were studying English with CML embedded into the lessons. The research showed significant conclusions about factors that need to consider while having ODF in CML learning within the EFL context and the roles of teachers in ODF. We have also provided some practical and feasible suggestions from which practitioners in the area might benefit.
{"title":"EFL students’ participations and teachers’ roles in online discussion forum for critical media literacy learning","authors":"Rida Afrilyasanti, Y. Basthomi, E. L. Zen","doi":"10.30935/cedtech/12965","DOIUrl":"https://doi.org/10.30935/cedtech/12965","url":null,"abstract":"The global expansion in the Internet access and the rise of digital media are compatible with students’ characteristics as generations-Z who mainly engage in nature through mobile applications. Because of the characteristics of today’s students and the growth of digital media and information, there is a need for critical media literacy (CML) instructions and the use of digital-based and student-centered learning approaches such as online discussion forums (ODFs). Through an exploratory study, we aim to understand better students’ perceptions of ODF for their CML learning within EFL classes, factors affecting students’ active participation in ODF, and teachers’ roles in ODF while facilitating students’ CML learning in an EFL context and enhancing students’ engagement and performance in ODF. 250 EFL students from Indonesian secondary schools took part in this study. The participating students were studying English with CML embedded into the lessons. The research showed significant conclusions about factors that need to consider while having ODF in CML learning within the EFL context and the roles of teachers in ODF. We have also provided some practical and feasible suggestions from which practitioners in the area might benefit.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44580051","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}
Mobile learning has extensively influenced students’ learning gains and motivation due to the hardware and software development of mobile devices and applications in recent decades. On-the-go learning increases the capacity for flexible and joyful learning and guarantees access to the instructional content anywhere, anytime. Despite their potential benefits, the presence of mobile applications in students’ every educational activity can be detrimental to their cognitive abilities as misuse or overuse of specific applications may influence students’ concentration and critical thinking. One such downside is reported for overusing automatic spelling correction software, known as AutoCorrect (AC), in language learning. Uncertainty regarding the educational values of AC has increased as students’ spelling skills and vocabulary knowledge have declined. The main problem this study addressed is examining the relationship between EFL learners’ AC use and their vocabulary size; and if their academic self-regulation mediates this association. Data were gathered from 101 foreign language learners who completed the measures of AC use, academic self-regulation, and vocabulary size. The results showed significant positive correlations between AC use, vocabulary size, and self-regulation. Further, testing the model supported a mediating role for self-regulation in the relationship between AC use and vocabulary size, suggesting that AC use can lead to more knowledge of English words in the condition of deploying self-regulatory strategies. The study signifies how academic self-regulation can assist learners in exploiting mobile learning (m-learning) to their advantage and attaining their educational goals more efficiently.
{"title":"The mediating role of academic self-regulation in the relationship between autocorrect use and vocabulary size","authors":"Gholamreza Gholizadeh, Mehrak Rahimi","doi":"10.30935/cedtech/12937","DOIUrl":"https://doi.org/10.30935/cedtech/12937","url":null,"abstract":"Mobile learning has extensively influenced students’ learning gains and motivation due to the hardware and software development of mobile devices and applications in recent decades. On-the-go learning increases the capacity for flexible and joyful learning and guarantees access to the instructional content anywhere, anytime. Despite their potential benefits, the presence of mobile applications in students’ every educational activity can be detrimental to their cognitive abilities as misuse or overuse of specific applications may influence students’ concentration and critical thinking. One such downside is reported for overusing automatic spelling correction software, known as AutoCorrect (AC), in language learning. Uncertainty regarding the educational values of AC has increased as students’ spelling skills and vocabulary knowledge have declined. The main problem this study addressed is examining the relationship between EFL learners’ AC use and their vocabulary size; and if their academic self-regulation mediates this association. Data were gathered from 101 foreign language learners who completed the measures of AC use, academic self-regulation, and vocabulary size. The results showed significant positive correlations between AC use, vocabulary size, and self-regulation. Further, testing the model supported a mediating role for self-regulation in the relationship between AC use and vocabulary size, suggesting that AC use can lead to more knowledge of English words in the condition of deploying self-regulatory strategies. The study signifies how academic self-regulation can assist learners in exploiting mobile learning (m-learning) to their advantage and attaining their educational goals more efficiently.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44582110","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}
Kulthida Tuamsuk, Lan Thị Nguyễn, Issara Kanjug, Grichawat Lowatcharin, Teeradej Manakul, Kornwipa Poonpon, W. Sarakorn, Anucha Somabut, N. Srisawasdi, Saksuriya Traiyarach
This study aimed to investigate the success factors for transforming classrooms into learning communities in digital learning ecosystem (DLE) of Thailand’s secondary schools. Quantitative research was conducted by using a questionnaire as the research instrument to measure teachers’ evaluation of factors. Purposive sampling was applied to obtain a sample group of secondary schools. The questionnaires were sent to teachers at secondary schools in 20 provinces in Northeast Thailand that were employing the smart learning project for their teaching and learning. Data analysis was performed using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis. The results revealed that learning support technologies, teachers, and learners were the three most important factors influencing the development of DLE (x =4.64, x =4.61, and x =4.49, respectively). The findings of this study have implications for educators, administrators, and teachers to review and discover appropriate ways to invest the necessary conditions that can enhance the quality of DLEs and improve teaching and learning activities in the digital environment at secondary schools.
{"title":"Key success factors for transforming classrooms into learning communities in digital learning ecosystem at secondary schools in Thailand","authors":"Kulthida Tuamsuk, Lan Thị Nguyễn, Issara Kanjug, Grichawat Lowatcharin, Teeradej Manakul, Kornwipa Poonpon, W. Sarakorn, Anucha Somabut, N. Srisawasdi, Saksuriya Traiyarach","doi":"10.30935/cedtech/12920","DOIUrl":"https://doi.org/10.30935/cedtech/12920","url":null,"abstract":"This study aimed to investigate the success factors for transforming classrooms into learning communities in digital learning ecosystem (DLE) of Thailand’s secondary schools. Quantitative research was conducted by using a questionnaire as the research instrument to measure teachers’ evaluation of factors. Purposive sampling was applied to obtain a sample group of secondary schools. The questionnaires were sent to teachers at secondary schools in 20 provinces in Northeast Thailand that were employing the smart learning project for their teaching and learning. Data analysis was performed using descriptive statistics, exploratory factor analysis, and confirmatory factor analysis. The results revealed that learning support technologies, teachers, and learners were the three most important factors influencing the development of DLE (x =4.64, x =4.61, and x =4.49, respectively). The findings of this study have implications for educators, administrators, and teachers to review and discover appropriate ways to invest the necessary conditions that can enhance the quality of DLEs and improve teaching and learning activities in the digital environment at secondary schools.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46397421","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}
Cutaneous malignancy is one of the leading causes of cancer-related morbidities and mortalities. Patient self-screening is helpful for early detection. Among educational pedagogies, game-based learning (GBL) has received increasing attention in recent years. We appraised the effectiveness of GBL, using Wordwall, to enhance cognitive performances pertaining to fundamental knowledge of cutaneous malignancies and perspectives on the intervention compared with a digital pamphlet. This multi-center study utilized a quasi-experimental research design and was conducted between February and April 2022. Participants were recruited and randomly assigned into a game group and a pamphlet group with a 1:1 ratio. Fundamental knowledge of cutaneous malignancies was assessed with pre- and post-intervention tests consisting of ten multiple choice questions with four alternative answers. These tests asked about prominent or pathognomonic features of cutaneous malignancies. During the five-day intervention period, recognition scores of participants in the game group were recorded. Perspectives on the interventions were also collected for analysis. A total of 94 participants were included, 60 (63.8%) were female. The mean age was 19.8 years (standard deviation [SD]=0.8). The increase in knowledge scores of the participants in the game group and pamphlet group was 2.57 (SD=1.30) and 2.36 (SD=1.52), respectively. In the game group, the mean best recognition score (13.89, SD=2.83) was significantly higher than the mean first recognition score (9.53, SD=2.48) with a p-value <0.001. The overall satisfaction among the participants in the game group and pamphlet group was 4.41 (SD=0.57) and 4.23 (SD=0.59), respectively. This study suggests potentiality of GBL to enhance knowledge and recognition performances of common cutaneous malignancies with high satisfaction. Embedding this approach in the primary prevention of cutaneous malignancies might be a promising option to prevent cancer-related morbidities and mortalities.
{"title":"Comparison of the efficacy between game-based learning and pamphlet on enhancing recognition of common cutaneous malignancies in Thai younger adults","authors":"Dichitchai Mettarikanon, Weeratian Tawanwongsri, Adisak Wanchai, Naparat Chookerd","doi":"10.30935/cedtech/13013","DOIUrl":"https://doi.org/10.30935/cedtech/13013","url":null,"abstract":"Cutaneous malignancy is one of the leading causes of cancer-related morbidities and mortalities. Patient self-screening is helpful for early detection. Among educational pedagogies, game-based learning (GBL) has received increasing attention in recent years. We appraised the effectiveness of GBL, using Wordwall, to enhance cognitive performances pertaining to fundamental knowledge of cutaneous malignancies and perspectives on the intervention compared with a digital pamphlet. This multi-center study utilized a quasi-experimental research design and was conducted between February and April 2022. Participants were recruited and randomly assigned into a game group and a pamphlet group with a 1:1 ratio. Fundamental knowledge of cutaneous malignancies was assessed with pre- and post-intervention tests consisting of ten multiple choice questions with four alternative answers. These tests asked about prominent or pathognomonic features of cutaneous malignancies. During the five-day intervention period, recognition scores of participants in the game group were recorded. Perspectives on the interventions were also collected for analysis. A total of 94 participants were included, 60 (63.8%) were female. The mean age was 19.8 years (standard deviation [SD]=0.8). The increase in knowledge scores of the participants in the game group and pamphlet group was 2.57 (SD=1.30) and 2.36 (SD=1.52), respectively. In the game group, the mean best recognition score (13.89, SD=2.83) was significantly higher than the mean first recognition score (9.53, SD=2.48) with a p-value <0.001. The overall satisfaction among the participants in the game group and pamphlet group was 4.41 (SD=0.57) and 4.23 (SD=0.59), respectively. This study suggests potentiality of GBL to enhance knowledge and recognition performances of common cutaneous malignancies with high satisfaction. Embedding this approach in the primary prevention of cutaneous malignancies might be a promising option to prevent cancer-related morbidities and mortalities.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47220943","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 study aims to examine the impact of gamified learning using Quizizz on English as a second language (ESL) learners’ grammar achievement. The pre-/post-test control group design was applied to research 63 English-majored freshmen. 20 multiple-choice quizzes were designed based on grammar points included in the basic grammar course over a 10-week intervention period. There were 33 students from the experimental group doing the quizzes on Quizizz, while 30 participants from the control group did the same quizzes on paper. The findings indicate that although students from the two groups both improved their marks on the post-test compared to the pre-test, students from the treatment group got significantly higher scores than those from the control group on the achievement test. However, educators are supported to consider using this gamified learning platform as a supportive tool besides choosing the appropriate instructional content to optimize the quality of their teaching.
{"title":"The impact of gamified learning using Quizizz on ESL learners’ grammar achievement","authors":"Anh Tuan Pham","doi":"10.30935/cedtech/12923","DOIUrl":"https://doi.org/10.30935/cedtech/12923","url":null,"abstract":"This study aims to examine the impact of gamified learning using Quizizz on English as a second language (ESL) learners’ grammar achievement. The pre-/post-test control group design was applied to research 63 English-majored freshmen. 20 multiple-choice quizzes were designed based on grammar points included in the basic grammar course over a 10-week intervention period. There were 33 students from the experimental group doing the quizzes on Quizizz, while 30 participants from the control group did the same quizzes on paper. The findings indicate that although students from the two groups both improved their marks on the post-test compared to the pre-test, students from the treatment group got significantly higher scores than those from the control group on the achievement test. However, educators are supported to consider using this gamified learning platform as a supportive tool besides choosing the appropriate instructional content to optimize the quality of their teaching.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45289841","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}
M. Thohir, Erif Ahdhianto, S. Mas’ula, Fitri April Yanti, M. I. Sukarelawan
Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on pre-service teachers’ use of VR in Indonesian science education courses. This condition emphasizes the description of these teachers’ readiness in designing VR for learning and teaching integration. The survey was conducted using 406 preservice teachers from 12 Indonesian universities, with confirmatory factor analysis (CFA) and partial least square-structural equation model (PLS-SEM) subsequently utilized. The results showed that PU (perceived usefulness), PEOU (perceived ease of use), behavior Intention (BI), TPACK, and FC were significantly and positively related. However, two hypotheses emphasizing the relationship between FC and TPACK to PEOU were rejected. These results are expected to facilitate preservice teachers in easily adopting VR learning in courses.
{"title":"The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course","authors":"M. Thohir, Erif Ahdhianto, S. Mas’ula, Fitri April Yanti, M. I. Sukarelawan","doi":"10.30935/cedtech/12918","DOIUrl":"https://doi.org/10.30935/cedtech/12918","url":null,"abstract":"Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on pre-service teachers’ use of VR in Indonesian science education courses. This condition emphasizes the description of these teachers’ readiness in designing VR for learning and teaching integration. The survey was conducted using 406 preservice teachers from 12 Indonesian universities, with confirmatory factor analysis (CFA) and partial least square-structural equation model (PLS-SEM) subsequently utilized. The results showed that PU (perceived usefulness), PEOU (perceived ease of use), behavior Intention (BI), TPACK, and FC were significantly and positively related. However, two hypotheses emphasizing the relationship between FC and TPACK to PEOU were rejected. These results are expected to facilitate preservice teachers in easily adopting VR learning in courses.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42745322","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 purpose of this study is to investigate the factors that are facilitating or impeding the use of video media in distance learning for deaf students, as well as the solutions that have been implemented. The method of inquiry in this study was a phenomenological qualitative approach. This research also makes use of descriptive analysis. In this study, data was gathered by observation, interviews, and documentation. The data’s reliability may be checked and double-checked in a number of different ways, including via increased involvement, extended observation, and the use of triangulation. There were several steps involved in the data analysis process, starting with data collection and ending with conclusions drawn from the data. Attempts to use video media in distance learning for deaf students are entangled with a number of circumstances, some of which are helpful and others of which are hindering. These include the student, the teacher, and the school’s physical location. Aside from that, all teachers are attempting to address the challenges faced by deaf students who utilize video-based learning resources as part of their distance education courses.
{"title":"The use of video as media in distance learning for deaf students","authors":"M. Khasawneh","doi":"10.30935/cedtech/13012","DOIUrl":"https://doi.org/10.30935/cedtech/13012","url":null,"abstract":"The purpose of this study is to investigate the factors that are facilitating or impeding the use of video media in distance learning for deaf students, as well as the solutions that have been implemented. The method of inquiry in this study was a phenomenological qualitative approach. This research also makes use of descriptive analysis. In this study, data was gathered by observation, interviews, and documentation. The data’s reliability may be checked and double-checked in a number of different ways, including via increased involvement, extended observation, and the use of triangulation. There were several steps involved in the data analysis process, starting with data collection and ending with conclusions drawn from the data. Attempts to use video media in distance learning for deaf students are entangled with a number of circumstances, some of which are helpful and others of which are hindering. These include the student, the teacher, and the school’s physical location. Aside from that, all teachers are attempting to address the challenges faced by deaf students who utilize video-based learning resources as part of their distance education courses.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48114052","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 paper analyzes the professional ethical knowledge of teachers in the use of technologies by teachers in training. Based on the disciplinary pedagogical technological knowledge (TPACK) model, it is intended to measure the correct inclusion of technologies in the classroom. For this, a descriptive exploratory methodological design study was carried out. The instruments used have been the Likert scale questionnaire and the personal interview, organized into four dimensions in which the self-perception of professional ethical knowledge, ethical knowledge of technology, pedagogical technological ethical knowledge and disciplinary technological ethical knowledge of the future teachers. The questionnaire has been applied to a sample of 1.051 trainee teachers from a European university in the context of COVID-19 and 822 students participated in the interview. The results show the scarce training in professional ethical knowledge of teachers in training and the importance of addressing this knowledge in the 21st century, a post-pandemic context. Another of the conclusions is the need to include the ethical component in the TPACK model to achieve a correct and ethical use of digital resources in the classroom.
{"title":"Digital skills and ethical knowledge of teachers with TPACK in higher education","authors":"Isabel María Gómez-Trigueros","doi":"10.30935/cedtech/12874","DOIUrl":"https://doi.org/10.30935/cedtech/12874","url":null,"abstract":"This paper analyzes the professional ethical knowledge of teachers in the use of technologies by teachers in training. Based on the disciplinary pedagogical technological knowledge (TPACK) model, it is intended to measure the correct inclusion of technologies in the classroom. For this, a descriptive exploratory methodological design study was carried out. The instruments used have been the Likert scale questionnaire and the personal interview, organized into four dimensions in which the self-perception of professional ethical knowledge, ethical knowledge of technology, pedagogical technological ethical knowledge and disciplinary technological ethical knowledge of the future teachers. The questionnaire has been applied to a sample of 1.051 trainee teachers from a European university in the context of COVID-19 and 822 students participated in the interview.\u0000The results show the scarce training in professional ethical knowledge of teachers in training and the importance of addressing this knowledge in the 21st century, a post-pandemic context. Another of the conclusions is the need to include the ethical component in the TPACK model to achieve a correct and ethical use of digital resources in the classroom.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69235389","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}
Adisti Yuliastrin, R. Vebrianto, Mery Berlian, M. Thahir
The Open University is a university that has been around for a long time, so that it is able to develop a learning process that demands the development of science and technology, both online and offline independently. Therefore, this study aims to describe and analyze the process and results of the development of a virtual science laboratory to support UT’s role as a pioneer of cyber-university in Indonesia. This research is a development-research that uses the ADDIE model. The instruments used were validation sheets filled in by 64 validators, practicality sheets and effectiveness sheets filled out by 237 respondents. The data analysis used to answer the research objectives was descriptive and inferential statistical tests using the IBM SPSS 23.00 program. The results showed that product development in the form of textbooks based on the virtual laboratory of science met the valid, practical and effective criteria for use in the process learning. The results of this study have implications for stakeholders and teachers to be able to implement this media in a more appropriate and interesting learning process and can be a source of inspiration for conducting current research.
{"title":"Developing media of virtual laboratory of science: To support as a pioneer of cyber-university","authors":"Adisti Yuliastrin, R. Vebrianto, Mery Berlian, M. Thahir","doi":"10.30935/cedtech/13032","DOIUrl":"https://doi.org/10.30935/cedtech/13032","url":null,"abstract":"The Open University is a university that has been around for a long time, so that it is able to develop a learning process that demands the development of science and technology, both online and offline independently. Therefore, this study aims to describe and analyze the process and results of the development of a virtual science laboratory to support UT’s role as a pioneer of cyber-university in Indonesia. This research is a development-research that uses the ADDIE model. The instruments used were validation sheets filled in by 64 validators, practicality sheets and effectiveness sheets filled out by 237 respondents. The data analysis used to answer the research objectives was descriptive and inferential statistical tests using the IBM SPSS 23.00 program. The results showed that product development in the form of textbooks based on the virtual laboratory of science met the valid, practical and effective criteria for use in the process learning. The results of this study have implications for stakeholders and teachers to be able to implement this media in a more appropriate and interesting learning process and can be a source of inspiration for conducting current research.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69235415","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}
Since the launch of ChatGPT for public use, educators have expressed a variety of concerns about its integration into educational settings. This paper has been written to provide an in-depth examination of these issues and explore the potential use of ChatGPT in educational contexts. Specifically, it aims to (i) present an argument in favor of incorporating ChatGPT into education and (ii) provide educators with a set of strategies and techniques to ensure responsible and successful implementation of ChatGPT in teaching or research. By doing so, this paper aims to promote a more informed discussion around the use of ChatGPT in education.
{"title":"ChatGPT in education: Strategies for responsible implementation","authors":"Mohanad Halaweh","doi":"10.30935/cedtech/13036","DOIUrl":"https://doi.org/10.30935/cedtech/13036","url":null,"abstract":"Since the launch of ChatGPT for public use, educators have expressed a variety of concerns about its integration into educational settings. This paper has been written to provide an in-depth examination of these issues and explore the potential use of ChatGPT in educational contexts. Specifically, it aims to (i) present an argument in favor of incorporating ChatGPT into education and (ii) provide educators with a set of strategies and techniques to ensure responsible and successful implementation of ChatGPT in teaching or research. By doing so, this paper aims to promote a more informed discussion around the use of ChatGPT in education.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49291619","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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