This paper presents the design, implementation, and results of a teaching intervention in a Greek kindergarten where the researcher works, highlighting the significant positive impact of artificial intelligence (AI) tools on children’s learning of the concept of Magnetism. The teaching intervention was implemented as an extension of the specific thematic unit that had already been the subject of processing in kindergarten, using STEM tools and new technologies. A total of 3 activities with AI applications were implemented, with a total duration of 8 teaching hours. The methodology was based on the experiential and interdisciplinary approach and cooperative and playful learning. The role of the kindergarten teacher was helpful and supportive during the implementation of the action and its evaluation by the children. The children worked in small groups, where their group members mainly supported them in any difficulty. Children turned to the kindergarten teacher only for issues related to technical difficulties in handling the software. The educational intervention was evaluated through presentations of each group’s work in plenary. At the end of the educational intervention, the children were asked what they liked and what they found difficult. The results of the present action are very encouraging, as the use of artificial intelligence tools particularly activated children’s participation in the whole process and worked supportively and creatively in their mental potential.
{"title":"Use of the artificial intelligence in teaching the concept of magnetism in preschool education","authors":"Vasiliki Samara, Konstantinos T. Kotsis","doi":"10.30935/jdet/14864","DOIUrl":"https://doi.org/10.30935/jdet/14864","url":null,"abstract":"This paper presents the design, implementation, and results of a teaching intervention in a Greek kindergarten where the researcher works, highlighting the significant positive impact of artificial intelligence (AI) tools on children’s learning of the concept of Magnetism. The teaching intervention was implemented as an extension of the specific thematic unit that had already been the subject of processing in kindergarten, using STEM tools and new technologies. A total of 3 activities with AI applications were implemented, with a total duration of 8 teaching hours. The methodology was based on the experiential and interdisciplinary approach and cooperative and playful learning. The role of the kindergarten teacher was helpful and supportive during the implementation of the action and its evaluation by the children. The children worked in small groups, where their group members mainly supported them in any difficulty. Children turned to the kindergarten teacher only for issues related to technical difficulties in handling the software. The educational intervention was evaluated through presentations of each group’s work in plenary. At the end of the educational intervention, the children were asked what they liked and what they found difficult. The results of the present action are very encouraging, as the use of artificial intelligence tools particularly activated children’s participation in the whole process and worked supportively and creatively in their mental potential.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811350","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}
Hannah Joyce Agtarap, Anna Carmela Januto, Karl Alvin Aglibot, C. Toquero
Education was forced to modify face-to-face classes into three pedagogical approaches: synchronous, asynchronous, and blended learning, requiring teachers to change the grading system, assessment, and evaluation of student performance. This study aimed to determine the assessment tools, strategies, and challenges that teachers encounter during online learning. The researchers conducted an online and face-to-face survey that consisted of 75 questions to 50 online teachers who were selected through convenience sampling from seven public and private elementary schools. Findings indicate that most teachers apply traditional assessment strategies to evaluate students in online learning. Some online assessment applications like Edpuzzle, Google Classroom, Kahoot, and Quizzes are rarely used to assess student learning. Teachers, however, frequently utilized Facebook and Messenger in delivering assessments. They applied multiple assessment strategies in online learning to accommodate the learning styles of their students. However, data revealed that most teachers have difficulty ensuring the quality of participation, integrating authentic assessment into online learning, and using online assessment applications. It is recommended for teachers to provide their students with balanced assessment, timely communication, constructive feedback, group multimedia projects, appropriate instructional materials, and alternative online tools to enable meaningful learning.
{"title":"Assessment strategies and challenges of teachers in evaluating students during online learning","authors":"Hannah Joyce Agtarap, Anna Carmela Januto, Karl Alvin Aglibot, C. Toquero","doi":"10.30935/jdet/14863","DOIUrl":"https://doi.org/10.30935/jdet/14863","url":null,"abstract":"Education was forced to modify face-to-face classes into three pedagogical approaches: synchronous, asynchronous, and blended learning, requiring teachers to change the grading system, assessment, and evaluation of student performance. This study aimed to determine the assessment tools, strategies, and challenges that teachers encounter during online learning. The researchers conducted an online and face-to-face survey that consisted of 75 questions to 50 online teachers who were selected through convenience sampling from seven public and private elementary schools. Findings indicate that most teachers apply traditional assessment strategies to evaluate students in online learning. Some online assessment applications like Edpuzzle, Google Classroom, Kahoot, and Quizzes are rarely used to assess student learning. Teachers, however, frequently utilized Facebook and Messenger in delivering assessments. They applied multiple assessment strategies in online learning to accommodate the learning styles of their students. However, data revealed that most teachers have difficulty ensuring the quality of participation, integrating authentic assessment into online learning, and using online assessment applications. It is recommended for teachers to provide their students with balanced assessment, timely communication, constructive feedback, group multimedia projects, appropriate instructional materials, and alternative online tools to enable meaningful learning.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812328","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}
As technology's influence deepens in educational settings, the need for enhanced guidance and support for educators grows. Frameworks for EdTech implementation exist, however a disconnect between theory and practice remains. To support educators, access to well-integrated, high-quality, teacher-designed EdTech PD will facilitate mindset shifts and EdTech integration for teachers. Findings highlight three themes: (a) quality of EdTech application in the classroom by the teacher matters, (b) quality of EdTech application in the classroom by the student matters and (c) quality PD matters. Furthermore, PD needs to highlight the student use of EdTech to enhance student engagement and learning.
{"title":"Quality EdTech professional development for K12 classroom practice","authors":"Abbigail Morris, Jessica Pryor","doi":"10.30935/jdet/14809","DOIUrl":"https://doi.org/10.30935/jdet/14809","url":null,"abstract":"As technology's influence deepens in educational settings, the need for enhanced guidance and support for educators grows. Frameworks for EdTech implementation exist, however a disconnect between theory and practice remains. To support educators, access to well-integrated, high-quality, teacher-designed EdTech PD will facilitate mindset shifts and EdTech integration for teachers. Findings highlight three themes: (a) quality of EdTech application in the classroom by the teacher matters, (b) quality of EdTech application in the classroom by the student matters and (c) quality PD matters. Furthermore, PD needs to highlight the student use of EdTech to enhance student engagement and learning.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141647566","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}
Globally, higher education (HE) institutions now implement some element of hybrid learning, heightened since the COVID-19 pandemic and temporary shift to online learning. To communicate, online self-disclosure (revealing information about the self) is required. The majority of HE students are aged between 18-24 years, which is considered the developmentally sensitive period of ‘emerging adulthood’. Having only ever known a digitally-connected world, emerging adults self-disclose differently to other generations when communicating via an online environment. Whilst communicating online with HE staff, students may self-disclose in a way that misaligns with the expectations of staff; this may result in miscommunication or over-disclosure (revealing inappropriate information to a misjudged audience). Over-disclosing via online educational platforms (e.g., Moodle, MS Teams, and e-mail) may result in negative feedback from staff and this may impact student experience, engagement and attainment. Problematically, no standardized measure exists that captures student self-disclosure via online educational platforms and so research on this topic is currently limited and theoretically unstable. Via a three-phase study, comprising four studies and 283 participants, we have created and conducted an initial evaluation of the online self-disclosure via educational platforms (OSDEP) scale. The OSDEP scale is the first psychometric tool to specifically measure HE students’ online self-disclosure behaviors specifically within an online educational context. The OSDEP scale can be used for future educational and pedagogical research to further understand HE students’ online self-disclosure behaviors and to what extent these may be associated with topics such as mental health, engagement, attainment, and student experience.
{"title":"Creation and validation of the online self-disclosure via educational platforms scale","authors":"Beatrice Hayes, Lizete Murniece","doi":"10.30935/jdet/14789","DOIUrl":"https://doi.org/10.30935/jdet/14789","url":null,"abstract":"Globally, higher education (HE) institutions now implement some element of hybrid learning, heightened since the COVID-19 pandemic and temporary shift to online learning. To communicate, online self-disclosure (revealing information about the self) is required. The majority of HE students are aged between 18-24 years, which is considered the developmentally sensitive period of ‘emerging adulthood’. Having only ever known a digitally-connected world, emerging adults self-disclose differently to other generations when communicating via an online environment. Whilst communicating online with HE staff, students may self-disclose in a way that misaligns with the expectations of staff; this may result in miscommunication or over-disclosure (revealing inappropriate information to a misjudged audience). Over-disclosing via online educational platforms (e.g., Moodle, MS Teams, and e-mail) may result in negative feedback from staff and this may impact student experience, engagement and attainment. Problematically, no standardized measure exists that captures student self-disclosure via online educational platforms and so research on this topic is currently limited and theoretically unstable. Via a three-phase study, comprising four studies and 283 participants, we have created and conducted an initial evaluation of the online self-disclosure via educational platforms (OSDEP) scale. The OSDEP scale is the first psychometric tool to specifically measure HE students’ online self-disclosure behaviors specifically within an online educational context. The OSDEP scale can be used for future educational and pedagogical research to further understand HE students’ online self-disclosure behaviors and to what extent these may be associated with topics such as mental health, engagement, attainment, and student experience.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663445","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 objective of this study was to employ the unified theory of acceptance and use of technology (UTAUT) model to compare the differences in learning management systems (LMSs) usage by age, gender, and institution type among tertiary students in Ghana. The research used a survey design to collect quantitative data for the study. Multi-stage sampling was used to sample 476 tertiary students from three categories of tertiary institutions: public universities, technical universities, and colleges of education. Questionnaires were employed as a means of data collection and the data were analyzed using ANOVA, independent sample t-test, and post-hoc analysis. The results indicate that there is a statistically significant difference in performance expectancy, effort expectancy, and behavioral intention between the groups of tertiary institution users of LMS. The study concluded that the usage and acceptance rate of LMS among tertiary students was moderate. This work is a valuable contribution to the existing body of knowledge. Thus, providing empirical data on the comparative analysis of LMS usage among Ghanaian tertiary students that has implication for policy and practice. The study recommends that tertiary institutions should develop policies governing the usage of LMS across their various campuses.
{"title":"Comparative analysis of learning management systems usage among tertiary students in Ghana","authors":"Issah Bala Abdulai, Daniel Paa Korsah","doi":"10.30935/jdet/14582","DOIUrl":"https://doi.org/10.30935/jdet/14582","url":null,"abstract":"The objective of this study was to employ the unified theory of acceptance and use of technology (UTAUT) model to compare the differences in learning management systems (LMSs) usage by age, gender, and institution type among tertiary students in Ghana. The research used a survey design to collect quantitative data for the study. Multi-stage sampling was used to sample 476 tertiary students from three categories of tertiary institutions: public universities, technical universities, and colleges of education. Questionnaires were employed as a means of data collection and the data were analyzed using ANOVA, independent sample t-test, and post-hoc analysis. The results indicate that there is a statistically significant difference in performance expectancy, effort expectancy, and behavioral intention between the groups of tertiary institution users of LMS. The study concluded that the usage and acceptance rate of LMS among tertiary students was moderate. This work is a valuable contribution to the existing body of knowledge. Thus, providing empirical data on the comparative analysis of LMS usage among Ghanaian tertiary students that has implication for policy and practice. The study recommends that tertiary institutions should develop policies governing the usage of LMS across their various campuses.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141709534","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 aim of this qualitative study is to provide an understanding about the experiences and challenges of Greek undergraduate early childhood care and education students that continue their studies online during the COVID-19 pandemic. Numerous studies were carried out worldwide, since March 2020, trying to explore students’ experiences of online education. These studies mainly focused on the issues that arose while studying online education during the pandemic. However, qualitative research on the topic is limited. In this study, a phenomenological perspective will be considered to address the experiences and challenges of early childhood education and care undergraduate university students in online education during the pandemic. The purpose is to inform university lecturers about their future online practices. Overall, 64 undergraduate (62 female and 2 male) students participated in an online open-ended questionnaire and were analyzed with the use of interpretive phenomenological analysis. It was revealed that students were anxious studying in a digital learning environment with the main themes that emerged being isolation, lack of motivation and lack of interpersonal communication. However, students expressed their optimism about the successful outcome of the online experience as they showed skills of flexibility and adaptation with regards to the situation. Although Greece does not have a long tradition of online education practices and these students were not enrolled to the course having a distance learning mode in mind, the findings of the study provide evidence that they encountered an overall positive online learning experience.
{"title":"Exploring Perspectives: Undergraduate Experiences and Challenges in Online Education – A Qualitative Study in the Greek Higher Education Context","authors":"Maria Stamatoglou","doi":"10.30935/jdet/14483","DOIUrl":"https://doi.org/10.30935/jdet/14483","url":null,"abstract":"The aim of this qualitative study is to provide an understanding about the experiences and challenges of Greek undergraduate early childhood care and education students that continue their studies online during the COVID-19 pandemic. Numerous studies were carried out worldwide, since March 2020, trying to explore students’ experiences of online education. These studies mainly focused on the issues that arose while studying online education during the pandemic. However, qualitative research on the topic is limited. In this study, a phenomenological perspective will be considered to address the experiences and challenges of early childhood education and care undergraduate university students in online education during the pandemic. The purpose is to inform university lecturers about their future online practices. Overall, 64 undergraduate (62 female and 2 male) students participated in an online open-ended questionnaire and were analyzed with the use of interpretive phenomenological analysis. It was revealed that students were anxious studying in a digital learning environment with the main themes that emerged being isolation, lack of motivation and lack of interpersonal communication. However, students expressed their optimism about the successful outcome of the online experience as they showed skills of flexibility and adaptation with regards to the situation. Although Greece does not have a long tradition of online education practices and these students were not enrolled to the course having a distance learning mode in mind, the findings of the study provide evidence that they encountered an overall positive online learning experience.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141715891","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}
French-language textbooks have long faced criticism for their limited use of authentic resources and their failure to meaningfully incorporate cultural elements into language teaching, letting foreign language learners struggle to grasp the non-literal aspects of language, known as the “invisible culture.” These hidden cultural components encompass beliefs, values, social norms, and non-verbal cues, influencing communication and language use. Experienced language users may take these elements for granted, making them challenging for learners to grasp without adequate exposure to French. Understanding these hidden cultural elements is essential for successful language acquisition and cross-cultural communication, enabling learners to genuinely and authentically interpret and express themselves. Without positive evidence of a concept’s culturally specific values, learners must rely on cultural knowledge from their first language/culture, which results in the direct transfer of cultural assumptions which hinders their ability to make authentic sense of the target language. Taking inspiration from the Cultura project, this study uses the multiliteracies framework to bridge the gap between first and second-language intercultural representations, helping learners develop semantic aspects of cross-cultural literacy through visualization tasks using Instagram, a photo-based social media platform. Intermediate-level French students provided written impressions of three culturally specific word pairs: snack/goûter, suburb/banlieue, and freedom/liberté. They searched for these concepts on Instagram, selected images that best represented their understanding, and created e-posters. Participants then analyzed and compared these e-posters across languages, refining their definitions during discussions. This approach successfully developed certain semantic aspects of the invisible culture within the target language, highlighting the benefits of exposing learners to diverse text types.
长期以来，法语教科书因其对真实资源的使用有限以及未能将文化元素有意义地融入语言教学而饱受批评，让外语学习者难以掌握语言的非文字方面，即所谓的 "隐形文化"。这些隐性文化因素包括信仰、价值观、社会规范和非语言暗示，影响着交流和语言的使用。经验丰富的语言使用者可能会认为这些因素是理所当然的，因此对于没有充分接触过法语的学习者来说，掌握这些因素具有挑战性。了解这些隐藏的文化元素对于成功学习语言和进行跨文化交际至关重要，能让学习者真正、真实地诠释和表达自己。如果没有积极的证据来证明一个概念的特定文化价值，学习者就必须依赖第一语言/文化中的文化知识，这就导致了文化假设的直接转移，从而阻碍了他们对目标语言的真实理解能力。受到 Cultura 项目的启发，本研究使用多元文学框架来弥合第一语言和第二语言跨文化表述之间的差距，通过使用 Instagram（一个基于照片的社交媒体平台）进行可视化任务，帮助学习者发展跨文化素养的语义方面。法语中级水平的学生提供了对三个文化特定词对的书面印象：零食/goûter、郊区/banlieue 和自由/liberté。他们在 Instagram 上搜索了这些概念，选择了最能代表他们理解的图片，并制作了电子海报。然后，参与者对这些电子海报进行跨语言分析和比较，并在讨论中完善他们的定义。这种方法成功地发展了目标语言中隐形文化的某些语义方面，突出了让学习者接触不同文本类型的好处。
{"title":"I spy something #invisible: Using Instagram to help learners understand second language invisible culture","authors":"G. Blattner, Amanda Dalola, Stéphanie Roulon","doi":"10.30935/jdet/14724","DOIUrl":"https://doi.org/10.30935/jdet/14724","url":null,"abstract":"French-language textbooks have long faced criticism for their limited use of authentic resources and their failure to meaningfully incorporate cultural elements into language teaching, letting foreign language learners struggle to grasp the non-literal aspects of language, known as the “invisible culture.” These hidden cultural components encompass beliefs, values, social norms, and non-verbal cues, influencing communication and language use. Experienced language users may take these elements for granted, making them challenging for learners to grasp without adequate exposure to French. Understanding these hidden cultural elements is essential for successful language acquisition and cross-cultural communication, enabling learners to genuinely and authentically interpret and express themselves. Without positive evidence of a concept’s culturally specific values, learners must rely on cultural knowledge from their first language/culture, which results in the direct transfer of cultural assumptions which hinders their ability to make authentic sense of the target language. Taking inspiration from the Cultura project, this study uses the multiliteracies framework to bridge the gap between first and second-language intercultural representations, helping learners develop semantic aspects of cross-cultural literacy through visualization tasks using Instagram, a photo-based social media platform. Intermediate-level French students provided written impressions of three culturally specific word pairs: snack/goûter, suburb/banlieue, and freedom/liberté. They searched for these concepts on Instagram, selected images that best represented their understanding, and created e-posters. Participants then analyzed and compared these e-posters across languages, refining their definitions during discussions. This approach successfully developed certain semantic aspects of the invisible culture within the target language, highlighting the benefits of exposing learners to diverse text types.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141339595","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 cogitates and reflects on some of the lessons learned about journalism and mass communication education in Zambia following the outbreak of the COVID-19 pandemic. It highlights specific observations from the experience of teaching journalism, mass communication and media studies courses in the wake of the globally menacing pandemic within the context of a country in the global South with limited resources and a traditional approach to journalism education. The paper combines thoughts from reflexive autoethnography based on professional positionality, buttressed by selected literature on teaching and learning in higher education during the pandemic, and insights from selected journalism educators in the country. The paper uncovers six critical reflection points or lessons pertinent to post-pandemic journalism education. These are: (a) there are still low levels of digital readiness in journalism schools; (b) distance education for journalism and mass communication is not easy but not at all impossible; (c) digital literacy for both faculty members and students in journalism schools must be scaled up; (d) persistent digital inequalities characterise higher education, including journalism education; (e) exceedingly low levels of training in science and health reporting/coverage are still prevalent; and lastly (f), there is need to rethink how student internships and attachment programs can best be conducted in times of crisis. In addition to these observations, the paper argues for a holistic approach to digital transformation to address many of these and other challenges.
{"title":"What the COVID-19 pandemic has brought to light about journalism education in Zambia: A reflexive analysis of the transition to online teaching and learning","authors":"Elastus Mambwe","doi":"10.30935/jdet/14474","DOIUrl":"https://doi.org/10.30935/jdet/14474","url":null,"abstract":"This paper cogitates and reflects on some of the lessons learned about journalism and mass communication education in Zambia following the outbreak of the COVID-19 pandemic. It highlights specific observations from the experience of teaching journalism, mass communication and media studies courses in the wake of the globally menacing pandemic within the context of a country in the global South with limited resources and a traditional approach to journalism education. The paper combines thoughts from reflexive autoethnography based on professional positionality, buttressed by selected literature on teaching and learning in higher education during the pandemic, and insights from selected journalism educators in the country. The paper uncovers six critical reflection points or lessons pertinent to post-pandemic journalism education. These are: (a) there are still low levels of digital readiness in journalism schools; (b) distance education for journalism and mass communication is not easy but not at all impossible; (c) digital literacy for both faculty members and students in journalism schools must be scaled up; (d) persistent digital inequalities characterise higher education, including journalism education; (e) exceedingly low levels of training in science and health reporting/coverage are still prevalent; and lastly (f), there is need to rethink how student internships and attachment programs can best be conducted in times of crisis. In addition to these observations, the paper argues for a holistic approach to digital transformation to address many of these and other challenges.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140693613","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}
Smartphones are frequently the subject of digital screen media-based research due to their popularity. Other screen devices, such as computers, conventional TV, laptops, smart TV, and tablets, which have a significant impact on children’s and adolescents’ psychological behaviors, are rarely covered. Parents are considered the active agents who can regulate adolescents screen-based media use and control online risks. Parents of adolescents in developing countries are digital immigrants, and their consumption patterns of screen devices must be studied before exploring their media usage regulatory strategies for children and adolescents. To gather information on screen device usage patterns, including availability, usage, ownership, and screen time, a quantitative technique approach was used in the study. A statistical analysis was performed on survey data collected from 447 parent-adolescent dyadic samples (n=894). Results show a positive association between socio-economic status and the number of screen devices present in households. Parents and adolescents spend the same amount of screen time on conventional TV and smart TV as they do on smartphones. Tablets were the least used, but they had more screen time than laptops and computers. Screen time is associated with the intended use of the device. Screen time spent per device by digital immigrant parents is quite like that of their digital-native adolescents. Girls use smartphones often; boys spend more screen time with them. Parents’ screen-based media usage practices should also be regulated, as they highly influence their children’s screen time.
{"title":"Screen media-based devices usage patterns: Comparison between digital immigrant parents and digital native adolescents","authors":"Nandhini Priya, P. U. Maheswari","doi":"10.30935/jdet/14463","DOIUrl":"https://doi.org/10.30935/jdet/14463","url":null,"abstract":"Smartphones are frequently the subject of digital screen media-based research due to their popularity. Other screen devices, such as computers, conventional TV, laptops, smart TV, and tablets, which have a significant impact on children’s and adolescents’ psychological behaviors, are rarely covered. Parents are considered the active agents who can regulate adolescents screen-based media use and control online risks. Parents of adolescents in developing countries are digital immigrants, and their consumption patterns of screen devices must be studied before exploring their media usage regulatory strategies for children and adolescents. To gather information on screen device usage patterns, including availability, usage, ownership, and screen time, a quantitative technique approach was used in the study. A statistical analysis was performed on survey data collected from 447 parent-adolescent dyadic samples (n=894). Results show a positive association between socio-economic status and the number of screen devices present in households. Parents and adolescents spend the same amount of screen time on conventional TV and smart TV as they do on smartphones. Tablets were the least used, but they had more screen time than laptops and computers. Screen time is associated with the intended use of the device. Screen time spent per device by digital immigrant parents is quite like that of their digital-native adolescents. Girls use smartphones often; boys spend more screen time with them. Parents’ screen-based media usage practices should also be regulated, as they highly influence their children’s screen time.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140715591","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}
K. Samaila, Chau Kien Tsong, Mona Masood, Brandford Bervell
The lack of clear instruction and teaching strategy during the in-class learning activities of flipped classroom (FC) model has affected the model’s efficacy. This study aims to improve FC model by proposing the think-pair-share-based flipped classroom model (TPS-FCM). This study investigates the effect of TPS-FCM on students’ academic achievement and self-efficacy in an information and communications technology (ICT) in education course. One hundred and seventy-three students were involved in the quasi-experimental study. The students in the experimental group (n=91) learned with TPS-FCM, and students in the control group (n=82) used the conventional flipped classroom model (CFCM). Pre-test, post-test, and survey were employed. Results showed that TPS-FCM significantly improved students’ ICT learning achievement and self-efficacy compared to CFCM. Gender was found to have been significantly affected by TPS-FCM in students’ learning achievement but not in self-efficacy. This study recommends think-pair-share (TPS) strategy to improve in-class activities in FC model. Moreover, the study has limitations because of using two different teachers, which might affect students’ learning achievement and self-efficacy. Nonetheless, this study contributed that integrating TPS into FC model improves in-class learning activities. Integrating TPS into the in-class learning activities proved the budding support to enhance the efficacy of FC model. Based on the results of this study, the authors suggested that flipped practitioners can use the think-pair-share strategy to minimize in-class issues, particularly the lack of clear instruction and teaching strategy. Many practical studies of FC model have already been conducted. The originality of this work is in the fact that it proposes a suitable strategy (TPS) to improve the in-class learning activities of the model. The study also explores the effect of the proposed model on students’ learning achievement and self-efficacy, which enrich the current literature.
翻转课堂（FC）模式在课堂学习活动中缺乏明确的指导和教学策略，影响了该模式的效果。本研究旨在通过提出基于 "思考-结对-分享 "的翻转课堂教学模式（TPS-FCM）来改进翻转课堂教学模式。本研究调查了 TPS-FCM 在信息与通信技术（ICT）教育课程中对学生学业成绩和自我效能的影响。一百七十三名学生参与了这项准实验研究。实验组学生（人数=91）使用 TPS-FCM 学习，对照组学生（人数=82）使用传统翻转课堂模式（CFCM）。采用了前测、后测和问卷调查。结果显示，与传统翻转课堂模式相比，TPS-FCM 显著提高了学生的信息与通信技术学习成绩和自我效能感。研究发现，TPS-FCM 对学生的学习成绩有明显影响，但对自我效能感没有影响。本研究建议采用 "思考对分享"（TPS）策略来改进 FC 模式下的课堂活动。此外，本研究也有局限性，因为使用了两位不同的教师，这可能会影响学生的学习成绩和自我效能感。尽管如此，本研究表明，将 TPS 纳入 FC 模式可改善课堂学习活动。事实证明，将 TPS 纳入课堂学习活动对提高 FC 模式的效能具有崭新的支持作用。基于本研究的结果，作者建议翻转实践者可以使用 "思考-结对-分享 "策略来减少课堂问题，尤其是缺乏清晰的教学和教学策略的问题。关于 FC 模式的实践研究已有很多。这项工作的独创性在于它提出了一种合适的策略（TPS），以改善该模式的课内学习活动。本研究还探讨了所建议的模式对学生学习成绩和自我效能感的影响，丰富了现有文献。
{"title":"Think-pair-share based flipped classroom: A model for improving students’ learning achievement and self-efficacy","authors":"K. Samaila, Chau Kien Tsong, Mona Masood, Brandford Bervell","doi":"10.30935/jdet/14422","DOIUrl":"https://doi.org/10.30935/jdet/14422","url":null,"abstract":"The lack of clear instruction and teaching strategy during the in-class learning activities of flipped classroom (FC) model has affected the model’s efficacy. This study aims to improve FC model by proposing the think-pair-share-based flipped classroom model (TPS-FCM). This study investigates the effect of TPS-FCM on students’ academic achievement and self-efficacy in an information and communications technology (ICT) in education course. One hundred and seventy-three students were involved in the quasi-experimental study. The students in the experimental group (n=91) learned with TPS-FCM, and students in the control group (n=82) used the conventional flipped classroom model (CFCM). Pre-test, post-test, and survey were employed. Results showed that TPS-FCM significantly improved students’ ICT learning achievement and self-efficacy compared to CFCM. Gender was found to have been significantly affected by TPS-FCM in students’ learning achievement but not in self-efficacy. This study recommends think-pair-share (TPS) strategy to improve in-class activities in FC model. Moreover, the study has limitations because of using two different teachers, which might affect students’ learning achievement and self-efficacy. Nonetheless, this study contributed that integrating TPS into FC model improves in-class learning activities. Integrating TPS into the in-class learning activities proved the budding support to enhance the efficacy of FC model. Based on the results of this study, the authors suggested that flipped practitioners can use the think-pair-share strategy to minimize in-class issues, particularly the lack of clear instruction and teaching strategy. Many practical studies of FC model have already been conducted. The originality of this work is in the fact that it proposes a suitable strategy (TPS) to improve the in-class learning activities of the model. The study also explores the effect of the proposed model on students’ learning achievement and self-efficacy, which enrich the current literature.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140770788","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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