Cristina Arranz Barcenilla, Sara Gutiérrez González, María Consuelo Saiz Manzanares, Lourdes Alameda Cuenca-Romero, Sarah Vandekerkhof
Assessment is an essential resource for guaranteeing quality education. In order for it to be effective, it must be continuous, formative and adapted to the characteristics of the individual student, so that it shows their abilities. Students with Down Syndrome benefit from these aspects, as they can demonstrate their achievements and difficulties in different ways. This article analyses these approaches and brings together the suggestions of 14 experts, in the field of education for students with Down Syndrome, from three different countries, 5 members of Belgium and Spain, and 4 members of Ireland. Through the instrumental case study and focus discussions of the experts, using the Delphi method, a series of basic aspects are established on the most appropriate methods and evaluation tools for the target group. In the analysis the experts agreed on three key aspects (with scores of three out of three): maintaining high expectations of students' potential, encouraging self-evaluation, and enabling students controlling their own learning process. The group of experts proposes the use of a learning register or portfolio as a method of assessment for students with Down Syndrome.
{"title":"Assessment of Learning about Sustainability in Students with Down Syndrome","authors":"Cristina Arranz Barcenilla, Sara Gutiérrez González, María Consuelo Saiz Manzanares, Lourdes Alameda Cuenca-Romero, Sarah Vandekerkhof","doi":"10.26803/ijlter.22.10.5","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.5","url":null,"abstract":"Assessment is an essential resource for guaranteeing quality education. In order for it to be effective, it must be continuous, formative and adapted to the characteristics of the individual student, so that it shows their abilities. Students with Down Syndrome benefit from these aspects, as they can demonstrate their achievements and difficulties in different ways. This article analyses these approaches and brings together the suggestions of 14 experts, in the field of education for students with Down Syndrome, from three different countries, 5 members of Belgium and Spain, and 4 members of Ireland. Through the instrumental case study and focus discussions of the experts, using the Delphi method, a series of basic aspects are established on the most appropriate methods and evaluation tools for the target group. In the analysis the experts agreed on three key aspects (with scores of three out of three): maintaining high expectations of students' potential, encouraging self-evaluation, and enabling students controlling their own learning process. The group of experts proposes the use of a learning register or portfolio as a method of assessment for students with Down Syndrome.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"42 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132321","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}
Sook Wei Loi, Syar Meeze Mohd Rashid, Hasnah Toran
Augmentative and Alternative Communication (AAC) is one of the methods used to assist students with communication problems, particularly those in special education who suffer from speech delay and total loss of speech, for example, those with processed autism, cerebral palsy, or intellectual disabilities. The implementation of AAC in Malaysia’s schools falls primarily on the shoulders of special education teachers. However, past research has demonstrated that most special education teachers do not undergo enough teacher training to equip themselves with skills and knowledge in the field of AAC. There is scant literature about teacher training related to AAC as there has been a lack of guidelines in terms of AAC training for educators. Therefore, a Systematic Literature Review (SLR) was carried out to identify teacher training in AAC in terms of content and delivery method so that it can be used as a reference for an upcoming teacher training course. By using PRISMA, as a guideline, the Google Scholar and Scopus databases yielded a total of 18 articles. Findings reveal that previous teacher preparation programmes did not go into detail about delivery methods, particularly when it comes to how theory and practical experience are combined to maximise learning for collaborative skills and AAC-related information that was becoming more technologically advanced and online-based. Future studies should examine how each delivery modality impacts teacher learning in AAC and how to enhance in-field training to reduce the gap between theory and practice concerns in teacher preparation.
{"title":"Teacher Training’s Content and Delivery Method Related to Augmentative and Alternative Communication (AAC): A Systematic Literature Review (SLR)","authors":"Sook Wei Loi, Syar Meeze Mohd Rashid, Hasnah Toran","doi":"10.26803/ijlter.22.10.9","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.9","url":null,"abstract":"Augmentative and Alternative Communication (AAC) is one of the methods used to assist students with communication problems, particularly those in special education who suffer from speech delay and total loss of speech, for example, those with processed autism, cerebral palsy, or intellectual disabilities. The implementation of AAC in Malaysia’s schools falls primarily on the shoulders of special education teachers. However, past research has demonstrated that most special education teachers do not undergo enough teacher training to equip themselves with skills and knowledge in the field of AAC. There is scant literature about teacher training related to AAC as there has been a lack of guidelines in terms of AAC training for educators. Therefore, a Systematic Literature Review (SLR) was carried out to identify teacher training in AAC in terms of content and delivery method so that it can be used as a reference for an upcoming teacher training course. By using PRISMA, as a guideline, the Google Scholar and Scopus databases yielded a total of 18 articles. Findings reveal that previous teacher preparation programmes did not go into detail about delivery methods, particularly when it comes to how theory and practical experience are combined to maximise learning for collaborative skills and AAC-related information that was becoming more technologically advanced and online-based. Future studies should examine how each delivery modality impacts teacher learning in AAC and how to enhance in-field training to reduce the gap between theory and practice concerns in teacher preparation.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132331","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 : 2023-10-30DOI: 10.26803/ijlter.22.10.17
Nomasomi Hilda Matiso
In order to produce academically competent learners, a comprehensive approach addressing English Second Language (ESL) learners’ grammatical difficulties needs to be developed. Research has shown that learners’ essay writing skills are spoiled by incompetent writing abilities, in particular, grammatical difficulties. This enquiry, whose main objective was to unravel grammatical difficulties experienced by ESL learners and to propose a comprehensive approach addressing these, was guided by a theoretical framework that emphasises cognitive, socio-cultural, and communicative perspectives. An interpretive paradigm, embedded in a qualitative approach, was used to gather data from 16 conveniently nominated participants. A case study design was deemed suitable for this enquiry because of its ability to focus on a specified group of participants. The data were generated through semi-structured interviews and thematically analysed. The findings were that error analysis, followed by explicit instruction of language structures; learner engagement in corrective feedback; multiple exposure to and practice of a language structure; and immersion into rich target language environments could be beneficial. The learners would then take responsibility for their own learning. It is recommended that professional development for language educators is essential to employ these approaches to combat the widespread incompetence in learners’ writing abilities, which negatively affect their academic performance.
{"title":"A Comprehensive Approach to Eliminate English Second Language Learners’ Grammatical Difficulties","authors":"Nomasomi Hilda Matiso","doi":"10.26803/ijlter.22.10.17","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.17","url":null,"abstract":"In order to produce academically competent learners, a comprehensive approach addressing English Second Language (ESL) learners’ grammatical difficulties needs to be developed. Research has shown that learners’ essay writing skills are spoiled by incompetent writing abilities, in particular, grammatical difficulties. This enquiry, whose main objective was to unravel grammatical difficulties experienced by ESL learners and to propose a comprehensive approach addressing these, was guided by a theoretical framework that emphasises cognitive, socio-cultural, and communicative perspectives. An interpretive paradigm, embedded in a qualitative approach, was used to gather data from 16 conveniently nominated participants. A case study design was deemed suitable for this enquiry because of its ability to focus on a specified group of participants. The data were generated through semi-structured interviews and thematically analysed. The findings were that error analysis, followed by explicit instruction of language structures; learner engagement in corrective feedback; multiple exposure to and practice of a language structure; and immersion into rich target language environments could be beneficial. The learners would then take responsibility for their own learning. It is recommended that professional development for language educators is essential to employ these approaches to combat the widespread incompetence in learners’ writing abilities, which negatively affect their academic performance.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"243 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132875","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}
Sukadari Sukadari, Mahilda Dea Komalasari, Nina Widyaningsih, Gulzhaina K Kassymova, Fang Yuqi, Lily Muliana Mustafa, Nurudeen Babatunde Bamiro
The incorporation of local knowledge into pocket book learning media provides for a multidimensional strategy for enhancing academic integrity. To create a learning atmosphere that prioritizes both academic excellence and ethical conduct, this incorporation mixes contemporary educational techniques with traditional cultural views. This paper aims to systematically review and synthesize literature on the creation of pocket book learning media based on local knowledge, with a focus on its potential to enhance academic integrity. To investigate the research topic, a systematic literature review was conducted using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology to address three main research objectives. The quality of studies reviewed between 2013 and 2023 was analyzed using the Mixed Methods Appraisal Tool (MMAT). Three (3) articles were rated as average, eleven (11) articles as above-average quality, and the remaining six (6) were rated high quality. The central discovery of the research highlights a shared foundation between local wisdom and academic integrity, which are moral and social ethics, honesty, trust, and respect, forming a basis upon which pocket book learning media can be crafted. By infusing the principles of local wisdom into pocket book learning resources, the potential to enhance academic integrity arises due to this common ground. The study has further established a versatile framework that, in conjunction with various research models, can guide the creation of learning materials rooted in local wisdom, thereby fostering and promoting academic integrity.
{"title":"Exploring the Potential of Integrating Local Wisdom into the Development of Pocket Book Learning Media: A Systematic Literature Review","authors":"Sukadari Sukadari, Mahilda Dea Komalasari, Nina Widyaningsih, Gulzhaina K Kassymova, Fang Yuqi, Lily Muliana Mustafa, Nurudeen Babatunde Bamiro","doi":"10.26803/ijlter.22.10.8","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.8","url":null,"abstract":"The incorporation of local knowledge into pocket book learning media provides for a multidimensional strategy for enhancing academic integrity. To create a learning atmosphere that prioritizes both academic excellence and ethical conduct, this incorporation mixes contemporary educational techniques with traditional cultural views. This paper aims to systematically review and synthesize literature on the creation of pocket book learning media based on local knowledge, with a focus on its potential to enhance academic integrity. To investigate the research topic, a systematic literature review was conducted using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology to address three main research objectives. The quality of studies reviewed between 2013 and 2023 was analyzed using the Mixed Methods Appraisal Tool (MMAT). Three (3) articles were rated as average, eleven (11) articles as above-average quality, and the remaining six (6) were rated high quality. The central discovery of the research highlights a shared foundation between local wisdom and academic integrity, which are moral and social ethics, honesty, trust, and respect, forming a basis upon which pocket book learning media can be crafted. By infusing the principles of local wisdom into pocket book learning resources, the potential to enhance academic integrity arises due to this common ground. The study has further established a versatile framework that, in conjunction with various research models, can guide the creation of learning materials rooted in local wisdom, thereby fostering and promoting academic integrity.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"21 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133301","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 : 2023-10-30DOI: 10.26803/ijlter.22.10.25
Dang Thi Thuan An, Huynh Van Son, Pham Ngoc Son, Nguyen Mau Duc
Currently, STEM (science, technology, engineering, and mathematics) teaching that applies scientific and technical processes is an approach to effectively implementing education in Vietnam. This paper describes the application of scientific and technical processes in teaching STEM topics in a school model associated with production, business, and social life in Vietnam. This experimental study elicited feedback by experts and high school chemistry teachers. Data were collected through expert evaluation forms and questionnaires answered with reference to a Likert scale, and the results were analyzed using quantitative analysis. The research proposed STEM topics associated with production practice and social life for teaching physics, chemistry, and biology in Vietnam. Through the proposed process, we designed and organized 33 STEM education topics associated with production and social life in teaching physics, chemistry and biology. Research results show that teaching STEM topics associated with production practices and social life has clear advantages. Teachers' knowledge and use of STEM topics was found to be at a high level. The study confirmed the effectiveness of applying scientific processes in teaching STEM topics and creating connections between schools and production practices.
{"title":"Applying Technical Science Process in Teaching STEM Topics under Model School with Production Practice and Social Life in Vietnam","authors":"Dang Thi Thuan An, Huynh Van Son, Pham Ngoc Son, Nguyen Mau Duc","doi":"10.26803/ijlter.22.10.25","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.25","url":null,"abstract":"Currently, STEM (science, technology, engineering, and mathematics) teaching that applies scientific and technical processes is an approach to effectively implementing education in Vietnam. This paper describes the application of scientific and technical processes in teaching STEM topics in a school model associated with production, business, and social life in Vietnam. This experimental study elicited feedback by experts and high school chemistry teachers. Data were collected through expert evaluation forms and questionnaires answered with reference to a Likert scale, and the results were analyzed using quantitative analysis. The research proposed STEM topics associated with production practice and social life for teaching physics, chemistry, and biology in Vietnam. Through the proposed process, we designed and organized 33 STEM education topics associated with production and social life in teaching physics, chemistry and biology. Research results show that teaching STEM topics associated with production practices and social life has clear advantages. Teachers' knowledge and use of STEM topics was found to be at a high level. The study confirmed the effectiveness of applying scientific processes in teaching STEM topics and creating connections between schools and production practices.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"3 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136133854","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 : 2023-10-30DOI: 10.26803/ijlter.22.10.21
Christiana Kappo-Abidemi, Christopher Babatunde Ogunyemi
The research uses decolonial theory to delineate the conceptualisation of the academic qualifications provided by South African tertiary institutions and their relevance to closing the national skills gap. Decolonising the South African educational system represents a progressive approach that is new to both students and educators. Both government and employers acknowledge a skills shortage in South Africa. However, the question of where the skills should be provided is unanswered. Graduates are expected to have specific skills before entering the labour market. The study uses desktop research that focuses on secondary data to explore the phenomenon. The research has two objectives: to present a decolonial explanation of the relationship between academic qualifications and national skills needs and to explore ways of integrating current academic qualifications offered by educational institutions in South Africa to address the national skills gap. The study explores how the content of the National Qualification Framework and its relevance in skills development can be decolonised. The study found that the existing educational qualification programmes in South African tertiary institutions are unable to address the skills gap effectively due to emerging needs highlighted in recent literature. To address this issue, there is a need to restructure academic qualifications to better align them with the country's skill shortages or explore alternative approaches to aligning knowledge and skills. The study recommends examining the national skills shortage beyond the higher education institutions’ academic structure and looking at other factors, such as workplace discrimination in training and development. Collaboration between stakeholders, employers and tertiary education institutions should be encouraged for curriculum development and alternative means of skills acquisition.
{"title":"De/colonising Theoretical Literatures and the Educational Qualifications to Unpack the Grotesque Skills Gap in South Africa","authors":"Christiana Kappo-Abidemi, Christopher Babatunde Ogunyemi","doi":"10.26803/ijlter.22.10.21","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.21","url":null,"abstract":"The research uses decolonial theory to delineate the conceptualisation of the academic qualifications provided by South African tertiary institutions and their relevance to closing the national skills gap. Decolonising the South African educational system represents a progressive approach that is new to both students and educators. Both government and employers acknowledge a skills shortage in South Africa. However, the question of where the skills should be provided is unanswered. Graduates are expected to have specific skills before entering the labour market. The study uses desktop research that focuses on secondary data to explore the phenomenon. The research has two objectives: to present a decolonial explanation of the relationship between academic qualifications and national skills needs and to explore ways of integrating current academic qualifications offered by educational institutions in South Africa to address the national skills gap. The study explores how the content of the National Qualification Framework and its relevance in skills development can be decolonised. The study found that the existing educational qualification programmes in South African tertiary institutions are unable to address the skills gap effectively due to emerging needs highlighted in recent literature. To address this issue, there is a need to restructure academic qualifications to better align them with the country's skill shortages or explore alternative approaches to aligning knowledge and skills. The study recommends examining the national skills shortage beyond the higher education institutions’ academic structure and looking at other factors, such as workplace discrimination in training and development. Collaboration between stakeholders, employers and tertiary education institutions should be encouraged for curriculum development and alternative means of skills acquisition.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"56 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132870","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 : 2023-10-30DOI: 10.26803/ijlter.22.10.18
Ana Quinonez-Beltran, Carmen Benitez-Correa, Elsa Morocho-Cuenca
Distance education has adopted innovative technology-assisted approaches to improve teacher engagement, with virtual worlds emerging as a potentially promising tool for enhancing the participation of distance practice teachers in the learning process. In this context, the purpose of this study is to investigate the incidence of using virtual worlds as a resource to increase distance practice teachers’ participation in the learning process. An action research design that incorporated a combination of both quantitative and qualitative research was used to carry out the study. The techniques applied to collect the information were a survey, an interview, and an observation checklist. The sample consisted of 116 participants (44 male and 72 female) whose ages ranged from 25 to 35 years. They were enrolled in the English major of a distance program at a private university in a southern city in Ecuador. They participated actively in 16 synchronic activities during the intervention period (one per week). The results showed that the use of virtual worlds allowed pre-service teachers to increase the frequency of their participation during synchronic classes. Besides, practice English teachers had positive perceptions regarding the use of virtual worlds as a resource for learning because the sense of presence provided by the platform motivated them to participate in the activities. From the findings of the study, it is recommended that further research consider the use of virtual worlds for fostering participation in on-site learning environments to further triangulate the results of the study and for comparative analysis.
{"title":"Implementation of Virtual Worlds to Promote Distance Practice Teachers' Participation in the English Learning Process","authors":"Ana Quinonez-Beltran, Carmen Benitez-Correa, Elsa Morocho-Cuenca","doi":"10.26803/ijlter.22.10.18","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.18","url":null,"abstract":"Distance education has adopted innovative technology-assisted approaches to improve teacher engagement, with virtual worlds emerging as a potentially promising tool for enhancing the participation of distance practice teachers in the learning process. In this context, the purpose of this study is to investigate the incidence of using virtual worlds as a resource to increase distance practice teachers’ participation in the learning process. An action research design that incorporated a combination of both quantitative and qualitative research was used to carry out the study. The techniques applied to collect the information were a survey, an interview, and an observation checklist. The sample consisted of 116 participants (44 male and 72 female) whose ages ranged from 25 to 35 years. They were enrolled in the English major of a distance program at a private university in a southern city in Ecuador. They participated actively in 16 synchronic activities during the intervention period (one per week). The results showed that the use of virtual worlds allowed pre-service teachers to increase the frequency of their participation during synchronic classes. Besides, practice English teachers had positive perceptions regarding the use of virtual worlds as a resource for learning because the sense of presence provided by the platform motivated them to participate in the activities. From the findings of the study, it is recommended that further research consider the use of virtual worlds for fostering participation in on-site learning environments to further triangulate the results of the study and for comparative analysis.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"56 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132871","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 : 2023-10-30DOI: 10.26803/ijlter.22.10.15
Philani Brian Mlambo, Mogale Simon Albert Maeko, Samuel Dumazi Khoza
The prevalent adoption of ICT in education has compelled even EGD teachers to integrate ICT in teaching and learning of EGD. However, not every teacher understands the importance of using technology in EGD lessons, even though it offers a lot of benefits for both teachers and learners. Many scholars have attributed this resistance of teachers to many factors, such as gender, age, and attitudes as well as the fact that teachers do not perceive technology as important as they believe that traditional methods are still bearing fruit. In an attempt to understand the actual reasons behind teachers’ resistance to ICT integration in EGD lessons, this study followed a qualitative approach, and semi-structured interviews were used to gather data. Purposive sampling was used to identify 11 EGD teachers to take part in this study. Furthermore, the study employed the Technology Acceptance Model (TAM) framework, which puts emphasis on the acceptance and adoption of technology. This framework assisted in pinpointing factors contributing to ICT resistance and how teachers can accept technology for the purpose of teaching and learning. The findings show that factors such as age, lack of proper skills to use technology, lack of exposure to technology at the tertiary level, attitude, and shortage of resources in schools are contributing to teachers’ resistance to using technology. The study recommends that the department of education should train teachers and provide schools with relevant ICT resources.
{"title":"Factors Contributing to Resistance in the use of Information and Communications Technology: A Snapshot on Engineering Graphics and Design Teachers","authors":"Philani Brian Mlambo, Mogale Simon Albert Maeko, Samuel Dumazi Khoza","doi":"10.26803/ijlter.22.10.15","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.15","url":null,"abstract":"The prevalent adoption of ICT in education has compelled even EGD teachers to integrate ICT in teaching and learning of EGD. However, not every teacher understands the importance of using technology in EGD lessons, even though it offers a lot of benefits for both teachers and learners. Many scholars have attributed this resistance of teachers to many factors, such as gender, age, and attitudes as well as the fact that teachers do not perceive technology as important as they believe that traditional methods are still bearing fruit. In an attempt to understand the actual reasons behind teachers’ resistance to ICT integration in EGD lessons, this study followed a qualitative approach, and semi-structured interviews were used to gather data. Purposive sampling was used to identify 11 EGD teachers to take part in this study. Furthermore, the study employed the Technology Acceptance Model (TAM) framework, which puts emphasis on the acceptance and adoption of technology. This framework assisted in pinpointing factors contributing to ICT resistance and how teachers can accept technology for the purpose of teaching and learning. The findings show that factors such as age, lack of proper skills to use technology, lack of exposure to technology at the tertiary level, attitude, and shortage of resources in schools are contributing to teachers’ resistance to using technology. The study recommends that the department of education should train teachers and provide schools with relevant ICT resources.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"56 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132872","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 : 2023-10-30DOI: 10.26803/ijlter.22.10.14
Omar Chamorro-Atalaya, Víctor Durán-Herrera, Raul Suarez-Bazalar, Constantino Nieves-Barreto, Julio Tarazona-Padilla, Milagros Rojas-Carbajal, Yreneo Cruz-Telada, Juan Caller-Luna, Ronald Alarcón-Anco, José Antonio Arévalo-Tuesta
The flipped classroom as a teaching strategy implies a change in the traditional class dynamics; however, in recent years the use of metaverses has been incorporated in the development of flipped classrooms, seeking to provide a more immersive and interactive environment for the student. Therefore, it is necessary to analyze and identify the existing gaps in the scientific production that investigate the inclusion of metaverses in university education. In this sense, the purpose of this study is to examine and present currents of study related to the integration of metaverses in the development of the flipped classroom, in university environments, using bibliometric analysis regarding academic works indexed in the Scopus database, between 2013 and 2023. The results obtained show a constant growth in scientific production. This increase is influenced by the context of the COVID-19 pandemic and the search for more immersive and effective solutions in virtual education. The predominant thematic areas focus specifically on the use of virtual reality and augmented reality as key elements for the design and construction of metaverses, which, combined with gamification techniques, lead to the development of flipped and immersive classrooms. In this sense, based on the identified results, it is concluded that there is a gap in the research corpus that needs to be addressed in terms of guidelines and good practices for the effective integration of metaverses in flipped classrooms.
{"title":"Inclusion of Metaverses in the Development of the Flipped Classroom in the University environment: Bibliometric Analysis of Indexed Scientific Production in SCOPUS","authors":"Omar Chamorro-Atalaya, Víctor Durán-Herrera, Raul Suarez-Bazalar, Constantino Nieves-Barreto, Julio Tarazona-Padilla, Milagros Rojas-Carbajal, Yreneo Cruz-Telada, Juan Caller-Luna, Ronald Alarcón-Anco, José Antonio Arévalo-Tuesta","doi":"10.26803/ijlter.22.10.14","DOIUrl":"https://doi.org/10.26803/ijlter.22.10.14","url":null,"abstract":"The flipped classroom as a teaching strategy implies a change in the traditional class dynamics; however, in recent years the use of metaverses has been incorporated in the development of flipped classrooms, seeking to provide a more immersive and interactive environment for the student. Therefore, it is necessary to analyze and identify the existing gaps in the scientific production that investigate the inclusion of metaverses in university education. In this sense, the purpose of this study is to examine and present currents of study related to the integration of metaverses in the development of the flipped classroom, in university environments, using bibliometric analysis regarding academic works indexed in the Scopus database, between 2013 and 2023. The results obtained show a constant growth in scientific production. This increase is influenced by the context of the COVID-19 pandemic and the search for more immersive and effective solutions in virtual education. The predominant thematic areas focus specifically on the use of virtual reality and augmented reality as key elements for the design and construction of metaverses, which, combined with gamification techniques, lead to the development of flipped and immersive classrooms. In this sense, based on the identified results, it is concluded that there is a gap in the research corpus that needs to be addressed in terms of guidelines and good practices for the effective integration of metaverses in flipped classrooms.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"35 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136132173","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 : 2023-10-30DOI: 10.26803/ijlter.22.10.16
Nik Yusri Musa, Ateerah Abdul Razak, Amanina Abdul Razak Mohamed, Asma Lailee Mohd Noor, Mohd Zain Mubarak, Nur Azuki Yusuff, Burhan Che Daud, Noor Hisham Md Nawi, Marwan Ismail, Azhar Muhammad
The religious learning institution [pondok] is a common form of traditional Islamic educational institution in the archipelagic areas of Malaysia, Indonesia, and southern Thailand. It has been widely known and established, especially in Kelantan, Malaysia, for many years. It is regarded as a significant learning institution since it focuses on lifelong learning concepts. However, there are some crises faced by learners who study at a pondok. These need to be addressed as the learning institution receives negative perceptions from society in general. This study aimed to analyse the perception of the role of religious learning institutions and how this contributes to spreading knowledge so that society can get a better understanding of the concept of learning in a pondok. This study uses both quantitative and qualitative methods; questionnaires were distributed and focus group discussions were conducted among selected research participants. There were 121 research participants for the quantitative studies and five groups for the qualitative study. This study used a purposive sampling method and the participants were selected according to whether they were willing to support the development of the pondok and whether they had experience living near a religious institution. The study revealed that the pondok requires a lot of improvements, especially in spreading religious knowledge and having a good relationship with society. It is also suggested that a proper guideline be provided for every religious learning institution in Kelantan so that it becomes more systematic. It was revealed that the potential of the pondok is to ensure that society gains benefits from these religious institutions. The significance of the current study lies in its analysis of the quality of teaching and learning in religious institutions so that they meet international educational qualification standards.
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