Pub Date : 2022-08-06DOI: 10.1177/20427530221118775
Akhmad Habibi, Yasir Riady, Turki Mesfer Alqahtani, M. Muhaimin, Nour Awni Albelbisi, A. Jaya, Lalu Nurul Yaqin
The current study uses the technology acceptance model to understand the drivers affecting Indonesian pre-service teachers’ intention to use m-learning. Eleven hypotheses were proposed within seven variables; self-efficacy, subjective norms, facilitating conditions, perceived usefulness, perceived ease of use, attitudes, and intention to use m-learning. Content validity index and pilot study were conducted before the data collection. The survey instrument was distributed to more than 1000 Indonesian pre-service teachers; however, 772 responses were measurable. The analysis was achieved through the partial least square structural equation modeling and t-test. Findings revealed that 10 out of 11 relationships were significant. Intention to use m-learning was significantly predicted by perceived usefulness and attitude. Perceived usefulness and perceived ease of use were the significant predictors of attitude. Self-efficacy, perceived ease of use, and subjective norms were reported to predict perceived usefulness, while an insignificant correlation emerged between facilitating conditions and perceived usefulness. Perceived ease of use was significantly affected by facilitating conditions, subjective norms, and self-efficacy. Additionally, the difference test reported that the mean scores between participants’ gender were different regarding intention to use m-learning; female teachers’ intention to use m-learning was lower than their male teacher counterparts. An insignificant difference was confirmed based on age. Suggestions are proposed to improve technology integration in education, especially m-learning integration in Indonesia.
{"title":"Drivers affecting Indonesian pre-service teachers’ intention to use m-learning: Structural equation modeling at three universities","authors":"Akhmad Habibi, Yasir Riady, Turki Mesfer Alqahtani, M. Muhaimin, Nour Awni Albelbisi, A. Jaya, Lalu Nurul Yaqin","doi":"10.1177/20427530221118775","DOIUrl":"https://doi.org/10.1177/20427530221118775","url":null,"abstract":"The current study uses the technology acceptance model to understand the drivers affecting Indonesian pre-service teachers’ intention to use m-learning. Eleven hypotheses were proposed within seven variables; self-efficacy, subjective norms, facilitating conditions, perceived usefulness, perceived ease of use, attitudes, and intention to use m-learning. Content validity index and pilot study were conducted before the data collection. The survey instrument was distributed to more than 1000 Indonesian pre-service teachers; however, 772 responses were measurable. The analysis was achieved through the partial least square structural equation modeling and t-test. Findings revealed that 10 out of 11 relationships were significant. Intention to use m-learning was significantly predicted by perceived usefulness and attitude. Perceived usefulness and perceived ease of use were the significant predictors of attitude. Self-efficacy, perceived ease of use, and subjective norms were reported to predict perceived usefulness, while an insignificant correlation emerged between facilitating conditions and perceived usefulness. Perceived ease of use was significantly affected by facilitating conditions, subjective norms, and self-efficacy. Additionally, the difference test reported that the mean scores between participants’ gender were different regarding intention to use m-learning; female teachers’ intention to use m-learning was lower than their male teacher counterparts. An insignificant difference was confirmed based on age. Suggestions are proposed to improve technology integration in education, especially m-learning integration in Indonesia.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48823927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-06DOI: 10.1177/20427530221117913
D. Addae
The closure of schools and colleges worldwide, as a result of the COVID-19 lockdown and stay-at-home protocols, were timely actions given the surge in infection rates. It became immediately necessary for innovative strategies to be put in place to engage students while they remained at home. In Ghana, many traditional universities adopted the use of online learning tools to promote learning amongst their students during this period of uncertainty. In this exploratory case study, I explore the experiences of final year undergraduate students ( N = 18) in the University of Ghana with the intention of examining: (1) the various strategies adopted by lecturers to engage students in online learning during this time when they were at home; (2) the challenges the students experienced; and (3) the students’ views on ways of promoting effective student online learning engagement during future emergencies. Three strategies were identified by the students as being used by the lecturers for online learning engagement, namely videoconferencing, use of discussion boards, and use of regular assignments. It was found that the students experienced manifold engagement challenges in online learning including data and network problems, technical difficulties, assessment overload, as well as administrative issues. In order to ensure effective student online learning engagement in future national emergencies, it was suggested that resources such as internet facilities should be made available to students; assessment load should be reduced while interactive and active online learning engagement strategies are prioritized; and administrative support should be offered to students. The study’s findings have significant implications for the planning, design and the implementation of online learning programmes in higher education.
{"title":"Online student engagement in times of emergency: Listening to the voices of students","authors":"D. Addae","doi":"10.1177/20427530221117913","DOIUrl":"https://doi.org/10.1177/20427530221117913","url":null,"abstract":"The closure of schools and colleges worldwide, as a result of the COVID-19 lockdown and stay-at-home protocols, were timely actions given the surge in infection rates. It became immediately necessary for innovative strategies to be put in place to engage students while they remained at home. In Ghana, many traditional universities adopted the use of online learning tools to promote learning amongst their students during this period of uncertainty. In this exploratory case study, I explore the experiences of final year undergraduate students ( N = 18) in the University of Ghana with the intention of examining: (1) the various strategies adopted by lecturers to engage students in online learning during this time when they were at home; (2) the challenges the students experienced; and (3) the students’ views on ways of promoting effective student online learning engagement during future emergencies. Three strategies were identified by the students as being used by the lecturers for online learning engagement, namely videoconferencing, use of discussion boards, and use of regular assignments. It was found that the students experienced manifold engagement challenges in online learning including data and network problems, technical difficulties, assessment overload, as well as administrative issues. In order to ensure effective student online learning engagement in future national emergencies, it was suggested that resources such as internet facilities should be made available to students; assessment load should be reduced while interactive and active online learning engagement strategies are prioritized; and administrative support should be offered to students. The study’s findings have significant implications for the planning, design and the implementation of online learning programmes in higher education.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41534894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-03DOI: 10.1177/20427530221117330
Diem TN Hoang, Thinh Hoang
The outbreak of COVID-19 pandemic since the last days of 2019 has led to school closure worldwide and forced institutions at all levels to move to online or distance learning. This study was conducted to explore university students’ readiness to such a sudden situational shift to online learning. We surveyed 1304 online-learning students in a higher education institution in Vietnam. Through exploratory factor analyses, we identified three dimensions of online learning readiness (OLR): online learning motivation, online learning self-efficacy beliefs, and online self-directed learning. We then conducted multiple regression analyses to investigate the predictive power of different students’ individual characteristics and perceptions on OLR, and the impacts of the three OLR dimensions on students’ intention to use online learning (IU). Our results suggested that students’ perceived facilitating conditions and their online learning experience were the significant predictors of OLR. Furthermore, online learning motivation was the construct that exerted the strongest influence on IU, compared to other OLR constructs. The study highlights the need for improving facilitating conditions to support students’ OLR. It also suggests enhancing the usefulness and enjoyment that students perceive from online learning to improve their willingness to use this learning channel.
{"title":"Ready or not? An exploration of university students’ online learning readiness and intention to use during COVID-19 pandemic","authors":"Diem TN Hoang, Thinh Hoang","doi":"10.1177/20427530221117330","DOIUrl":"https://doi.org/10.1177/20427530221117330","url":null,"abstract":"The outbreak of COVID-19 pandemic since the last days of 2019 has led to school closure worldwide and forced institutions at all levels to move to online or distance learning. This study was conducted to explore university students’ readiness to such a sudden situational shift to online learning. We surveyed 1304 online-learning students in a higher education institution in Vietnam. Through exploratory factor analyses, we identified three dimensions of online learning readiness (OLR): online learning motivation, online learning self-efficacy beliefs, and online self-directed learning. We then conducted multiple regression analyses to investigate the predictive power of different students’ individual characteristics and perceptions on OLR, and the impacts of the three OLR dimensions on students’ intention to use online learning (IU). Our results suggested that students’ perceived facilitating conditions and their online learning experience were the significant predictors of OLR. Furthermore, online learning motivation was the construct that exerted the strongest influence on IU, compared to other OLR constructs. The study highlights the need for improving facilitating conditions to support students’ OLR. It also suggests enhancing the usefulness and enjoyment that students perceive from online learning to improve their willingness to use this learning channel.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48891131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-18DOI: 10.1177/20427530221108030
Habtamu H. Zelelew, Z. Teshome, Tefera Tadesse, Y. Keleta
Many institutions of higher education systems worldwide are transitioning from face-to-face modality to e-learning as a means of solving issues of limited resources and access to quality education. One of the crucial prerequisites for the successful implementation of e-learning is a careful consideration of emerging technologies and the underlying pedagogy of how learning takes place using a virtual platform. In practice, however, this consideration is often a neglected aspect in developing countries’ context, and this neglect results in several challenges in academic setups. This study identifies and evaluates clusters of e-learning features and implementation strategies in use and challenges sought at the ET Online College located in Addis Ababa, Ethiopia. The features of these strategies are briefly discussed, as well as how these strategies evolved during the implementation processes. The college’s e-learning components have achieved merits for quality by their primary users (online students, e-course instructors, and technology, instructional design, and curriculum experts), web designers and graphic designers, and administrators within the college. These also achieved acceptance nationally by the larger key stakeholders. The findings and recommendations of the study can be used as empirical evidence-base to help policymakers strategically think about the implementation of e-learning in the Ethiopian Higher Education institutions, and other similar contexts at large.
{"title":"Planting the seeds of innovative e-learning platform in higher education institutions in Ethiopia: The case of ET online college","authors":"Habtamu H. Zelelew, Z. Teshome, Tefera Tadesse, Y. Keleta","doi":"10.1177/20427530221108030","DOIUrl":"https://doi.org/10.1177/20427530221108030","url":null,"abstract":"Many institutions of higher education systems worldwide are transitioning from face-to-face modality to e-learning as a means of solving issues of limited resources and access to quality education. One of the crucial prerequisites for the successful implementation of e-learning is a careful consideration of emerging technologies and the underlying pedagogy of how learning takes place using a virtual platform. In practice, however, this consideration is often a neglected aspect in developing countries’ context, and this neglect results in several challenges in academic setups. This study identifies and evaluates clusters of e-learning features and implementation strategies in use and challenges sought at the ET Online College located in Addis Ababa, Ethiopia. The features of these strategies are briefly discussed, as well as how these strategies evolved during the implementation processes. The college’s e-learning components have achieved merits for quality by their primary users (online students, e-course instructors, and technology, instructional design, and curriculum experts), web designers and graphic designers, and administrators within the college. These also achieved acceptance nationally by the larger key stakeholders. The findings and recommendations of the study can be used as empirical evidence-base to help policymakers strategically think about the implementation of e-learning in the Ethiopian Higher Education institutions, and other similar contexts at large.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"115 - 137"},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45997523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-18DOI: 10.1177/20427530221111268
Gamze Uçak, G. Kartal
This study explored the effects of reading strategy training delivered online through an experimental scaffolding tool in comparison to similar training delivered by a teacher, and a control condition. The instructional design of the tool followed scaffolding design guidelines, reciprocal teaching model, and principles of multimedia design. The training provided metacognitive reading strategy instruction to improve reading comprehension through multiple strategies using multiple texts. The participants were 87 college students studying English as a Foreign Language (EFL) at an English medium university in Turkey. At pretest, the control group had scored significantly higher in reading comprehension based on a standardized measure. Both of the experimental groups significantly improved their reading comprehension and metacognitive strategy awareness, while the control group’s reading and engagement scores decreased. The in-class experimental group also improved on the engagement scale. No significant difference was found between the experimental groups or compared to the control group in reading comprehension. The findings have implications regarding institutional policies for teaching reading in EFL and online reading strategy design at the tertiary level.
{"title":"Scaffolding design to increase reading comprehension for learners of English through online strategy training","authors":"Gamze Uçak, G. Kartal","doi":"10.1177/20427530221111268","DOIUrl":"https://doi.org/10.1177/20427530221111268","url":null,"abstract":"This study explored the effects of reading strategy training delivered online through an experimental scaffolding tool in comparison to similar training delivered by a teacher, and a control condition. The instructional design of the tool followed scaffolding design guidelines, reciprocal teaching model, and principles of multimedia design. The training provided metacognitive reading strategy instruction to improve reading comprehension through multiple strategies using multiple texts. The participants were 87 college students studying English as a Foreign Language (EFL) at an English medium university in Turkey. At pretest, the control group had scored significantly higher in reading comprehension based on a standardized measure. Both of the experimental groups significantly improved their reading comprehension and metacognitive strategy awareness, while the control group’s reading and engagement scores decreased. The in-class experimental group also improved on the engagement scale. No significant difference was found between the experimental groups or compared to the control group in reading comprehension. The findings have implications regarding institutional policies for teaching reading in EFL and online reading strategy design at the tertiary level.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"402 - 423"},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42053111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-09DOI: 10.1177/20427530221107776
Buket Özüm Bülbül, M. Güler
Geometric habits of mind (GHoM) are the approaches that individuals use to solve geometry problems. This study aimed to determine the effect of dynamic geometry software (DGS) in activating the GHoM of pre-service mathematics teachers. The study was conducted with six teacher candidates who were enrolled in a semester-long course titled "Computer Assisted Mathematics Teaching" that entailed a focus on GHoM. In order to identify the impact of the DGS on their GHoM, clinical interviews were conducted with the participants before and after the course wherein they were asked questions relating to each habit. The preliminary interviews showed that, prior to the intervention, the pre-service teachers primarily used the software in the context of the habits of exploration and reflection and visualizing geometric shapes to find the solution of a given problem. On the other hand, the post-intervention interviews revealed that the DGS supported the habits of investigating invariants, reasoning with relationships and considering specific cases and generalizing geometric ideas. This paper discusses how the DGS supported each habit.
{"title":"Examining the effect of dynamic geometry software on supporting geometric habits of mind: A qualitative inquiry","authors":"Buket Özüm Bülbül, M. Güler","doi":"10.1177/20427530221107776","DOIUrl":"https://doi.org/10.1177/20427530221107776","url":null,"abstract":"Geometric habits of mind (GHoM) are the approaches that individuals use to solve geometry problems. This study aimed to determine the effect of dynamic geometry software (DGS) in activating the GHoM of pre-service mathematics teachers. The study was conducted with six teacher candidates who were enrolled in a semester-long course titled \"Computer Assisted Mathematics Teaching\" that entailed a focus on GHoM. In order to identify the impact of the DGS on their GHoM, clinical interviews were conducted with the participants before and after the course wherein they were asked questions relating to each habit. The preliminary interviews showed that, prior to the intervention, the pre-service teachers primarily used the software in the context of the habits of exploration and reflection and visualizing geometric shapes to find the solution of a given problem. On the other hand, the post-intervention interviews revealed that the DGS supported the habits of investigating invariants, reasoning with relationships and considering specific cases and generalizing geometric ideas. This paper discusses how the DGS supported each habit.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"138 - 161"},"PeriodicalIF":0.0,"publicationDate":"2022-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66147075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.1177/20427530221107779
R. Antar
The following article is a thorough literature review, discussing the impact of media technology on brain development in the context of magical thinking. This systematic literature review discusses the impact of video gaming on magical thinking in early childhood. The purpose of this paper is to shed light on how media technology, especially video games, can influence the cognitive process in children, thus their magical thoughts. In conclusion, more research needs to be done in regards to magical thinking, and video gaming. There is still a controversy about the extent media technology can influence a child’s discrimination between fantasy, and reality.
{"title":"Video games, the brain and magical thinking: A 21st century controversy","authors":"R. Antar","doi":"10.1177/20427530221107779","DOIUrl":"https://doi.org/10.1177/20427530221107779","url":null,"abstract":"The following article is a thorough literature review, discussing the impact of media technology on brain development in the context of magical thinking. This systematic literature review discusses the impact of video gaming on magical thinking in early childhood. The purpose of this paper is to shed light on how media technology, especially video games, can influence the cognitive process in children, thus their magical thoughts. In conclusion, more research needs to be done in regards to magical thinking, and video gaming. There is still a controversy about the extent media technology can influence a child’s discrimination between fantasy, and reality.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"102 - 114"},"PeriodicalIF":0.0,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44312201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-27DOI: 10.1177/20427530221109716
A. Glotova, N. Samoylenko, L. Zharko, A. Georgiadi, Maria Shevchenko
Modern technologies and World Wide Web open new opportunities for smooth learning process making education more accessible and flexible. Digitalization of modern society has resulted in the transformation of all levels of education leading to the transition from mass education to high quality individual training. In modern context the quality of education is viewed as the most important indicator of the institutions’ competitiveness on the market of educational services. The quality of education is the priority of states’ policy agenda around the world. The paper considers “shadow education” and private tutoring, as one of its forms. The term “private tutoring” is defined in the article based on the analysis of legislative and regulatory sources that allow to provide tutoring services using e-learning tools and technologies in compliance with the legal framework of the Russian Federation. The legitimacy of the notion of “private tutoring” in the legislation of Russia is justified in the research. An overview of sites offering tutoring services is given with the comparison of price range, depending on the academic subject and regions of Russia. Besides, the advantages and disadvantages of private tutoring are outlined. The results of the study showed that private tutoring services are in high demand due to two main factors: the insufficient level of public/private education received and the inconsistency in knowledge obtained and the requirements of national and international labor markets. The paper also contains the review of popular educational platforms and online learning tools used by private tutors as well as pros and cons of their application. The results of the questionnaire offered to the academic staff of the V.I. Vernadsky Crimean Federal University, the Sevastopol State University, and the Crimean Fevzi Yakubov Engineering and Pedagogical University show that most of educators practice online tutoring and consider it to be their additional professional activity.
{"title":"Shadow education: Shapes of private tutoring in e-learning environment","authors":"A. Glotova, N. Samoylenko, L. Zharko, A. Georgiadi, Maria Shevchenko","doi":"10.1177/20427530221109716","DOIUrl":"https://doi.org/10.1177/20427530221109716","url":null,"abstract":"Modern technologies and World Wide Web open new opportunities for smooth learning process making education more accessible and flexible. Digitalization of modern society has resulted in the transformation of all levels of education leading to the transition from mass education to high quality individual training. In modern context the quality of education is viewed as the most important indicator of the institutions’ competitiveness on the market of educational services. The quality of education is the priority of states’ policy agenda around the world. The paper considers “shadow education” and private tutoring, as one of its forms. The term “private tutoring” is defined in the article based on the analysis of legislative and regulatory sources that allow to provide tutoring services using e-learning tools and technologies in compliance with the legal framework of the Russian Federation. The legitimacy of the notion of “private tutoring” in the legislation of Russia is justified in the research. An overview of sites offering tutoring services is given with the comparison of price range, depending on the academic subject and regions of Russia. Besides, the advantages and disadvantages of private tutoring are outlined. The results of the study showed that private tutoring services are in high demand due to two main factors: the insufficient level of public/private education received and the inconsistency in knowledge obtained and the requirements of national and international labor markets. The paper also contains the review of popular educational platforms and online learning tools used by private tutors as well as pros and cons of their application. The results of the questionnaire offered to the academic staff of the V.I. Vernadsky Crimean Federal University, the Sevastopol State University, and the Crimean Fevzi Yakubov Engineering and Pedagogical University show that most of educators practice online tutoring and consider it to be their additional professional activity.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"314 - 330"},"PeriodicalIF":0.0,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46747634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-25DOI: 10.1177/20427530221108538
M. Farber, W. Merchant
Researchers were invited to investigate the effectiveness of bibliotherapeutic electronic books, or ebooks, social and emotional learning (SEL) digital platform in afterschool sites in a large school district situated in the Rocky Mountain region of the United States. This study was not particular to the platform’s efficacy; instead, we sought to explore how bibliotherapeutic ebooks can boost literacy, cognition, and SEL skills in young children. Researchers used a quasi-experimental design with nonequivalent treatment/control groups. Groups were assigned at the site level with individual students as the unit of analysis. Student data on literacy, cognitive ability, and SEL outcomes were collected pre-treatment and post-treatment. The researchers found no significant change in the studied groups. Upon digging deeper into SEL outcomes, researchers uncovered an invisible problem: the school district’s state-mandated measurement suite did not neatly map or align to the constructs within the afterschool curriculum for SEL. Interpretations and implications, including how districts define and assess SEL, are included in the discussion.
{"title":"Insights from investigating early childhood ebooks on literacy, cognitive development, and social and emotional learning outcomes","authors":"M. Farber, W. Merchant","doi":"10.1177/20427530221108538","DOIUrl":"https://doi.org/10.1177/20427530221108538","url":null,"abstract":"Researchers were invited to investigate the effectiveness of bibliotherapeutic electronic books, or ebooks, social and emotional learning (SEL) digital platform in afterschool sites in a large school district situated in the Rocky Mountain region of the United States. This study was not particular to the platform’s efficacy; instead, we sought to explore how bibliotherapeutic ebooks can boost literacy, cognition, and SEL skills in young children. Researchers used a quasi-experimental design with nonequivalent treatment/control groups. Groups were assigned at the site level with individual students as the unit of analysis. Student data on literacy, cognitive ability, and SEL outcomes were collected pre-treatment and post-treatment. The researchers found no significant change in the studied groups. Upon digging deeper into SEL outcomes, researchers uncovered an invisible problem: the school district’s state-mandated measurement suite did not neatly map or align to the constructs within the afterschool curriculum for SEL. Interpretations and implications, including how districts define and assess SEL, are included in the discussion.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"300 - 313"},"PeriodicalIF":0.0,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41864800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-17DOI: 10.1177/20427530221109700
A. Kundu, Tripti Bej, G. Mondal
Excellent certificates are not enough to make excellent teachers rather, teaching demands constant insight, reflection, and suitable pedagogy. Determining the best pedagogical method of course delivery plagues faculty members and schools across the globe. This paper reports on an investigation and outcomes of a comparative study of three different methods of course delivery offered for the same course in an Indian elementary school before the COVID-19 pandemic. The study followed a Design-Based Research (DBR) approach. Comparisons have been made to the collected quantitative data from each teaching method-face-to-face, blended flipped, and fully online-in respect of students’ learning achievement and satisfaction. Findings revealed that participants in the face-to-face group achieved better than the rest two groups. However, students in the flipped group reported better satisfaction with the course than in the other two modes, and it happened within 8 weeks. These results offer implications for selecting the best method of course delivery for elementary mathematics even in unequipped schools, echoing an insight for practice to add effectiveness to the delivery mode.
{"title":"Elementary math class in face-to-face, fully online, and flipped mode: A comparative study on students’ achievement and satisfaction","authors":"A. Kundu, Tripti Bej, G. Mondal","doi":"10.1177/20427530221109700","DOIUrl":"https://doi.org/10.1177/20427530221109700","url":null,"abstract":"Excellent certificates are not enough to make excellent teachers rather, teaching demands constant insight, reflection, and suitable pedagogy. Determining the best pedagogical method of course delivery plagues faculty members and schools across the globe. This paper reports on an investigation and outcomes of a comparative study of three different methods of course delivery offered for the same course in an Indian elementary school before the COVID-19 pandemic. The study followed a Design-Based Research (DBR) approach. Comparisons have been made to the collected quantitative data from each teaching method-face-to-face, blended flipped, and fully online-in respect of students’ learning achievement and satisfaction. Findings revealed that participants in the face-to-face group achieved better than the rest two groups. However, students in the flipped group reported better satisfaction with the course than in the other two modes, and it happened within 8 weeks. These results offer implications for selecting the best method of course delivery for elementary mathematics even in unequipped schools, echoing an insight for practice to add effectiveness to the delivery mode.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"331 - 351"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49603102","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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