COVID-19 has caused the closure of schools around the world. According to the Global World Forum, more than 1.2 billion students have dropped out of classrooms worldwide. As a result, education has transformed dramatically with the extensive rise in e-learning where teaching is delivered remotely through technological solutions and platforms. Even though successful transitions among many universities have taken place, the users’ expectations of e-learning systems are still poor due to this rapid movement. Therefore, e-learning systems need to be investigated from a perspective of quality in order to ensure its effectiveness. The aim of this study is to empirically investigate the role of quality factors in influencing the effectiveness of e-learning systems from the perspective of academic staff. A quantitative approach was adopted using a web-based questionnaire. A total of 129 valid questionnaires were obtained through simple random sampling techniques. The results of the study indicated that all examined factors, namely, System Quality (SQ), Information Quality (IQ), Service Quality (SEQ), Technical Support Quality (TSQ), Course Design Quality (CDQ), and Learner Quality (LQ), influenced E-learning System Effectiveness significantly. The proposed factors explained a significant percentage with 90.8 percent of the total variance of E-learning Effectiveness. Furthermore, the results of multiple regressions using stepwise analysis indicated that the top three contributing factors were Service Quality, Learner Quality, and System Quality respectively. Moreover, the results revealed that Attitude partially mediated the relationship between Service Quality and E-learning System Effectiveness. Several implications and recommendations were proposed for future research.
{"title":"An Empirical Study into the Role of Quality Factors in Influencing the Effectiveness of the E-learning System: An Academic Staff Perspective","authors":"A. Alenezi","doi":"10.46300/9109.2022.16.7","DOIUrl":"https://doi.org/10.46300/9109.2022.16.7","url":null,"abstract":"COVID-19 has caused the closure of schools around the world. According to the Global World Forum, more than 1.2 billion students have dropped out of classrooms worldwide. As a result, education has transformed dramatically with the extensive rise in e-learning where teaching is delivered remotely through technological solutions and platforms. Even though successful transitions among many universities have taken place, the users’ expectations of e-learning systems are still poor due to this rapid movement. Therefore, e-learning systems need to be investigated from a perspective of quality in order to ensure its effectiveness. The aim of this study is to empirically investigate the role of quality factors in influencing the effectiveness of e-learning systems from the perspective of academic staff. A quantitative approach was adopted using a web-based questionnaire. A total of 129 valid questionnaires were obtained through simple random sampling techniques. The results of the study indicated that all examined factors, namely, System Quality (SQ), Information Quality (IQ), Service Quality (SEQ), Technical Support Quality (TSQ), Course Design Quality (CDQ), and Learner Quality (LQ), influenced E-learning System Effectiveness significantly. The proposed factors explained a significant percentage with 90.8 percent of the total variance of E-learning Effectiveness. Furthermore, the results of multiple regressions using stepwise analysis indicated that the top three contributing factors were Service Quality, Learner Quality, and System Quality respectively. Moreover, the results revealed that Attitude partially mediated the relationship between Service Quality and E-learning System Effectiveness. Several implications and recommendations were proposed for future research.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46987468","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 article investigates a methodology to design an automated supervision report, ensuring the suitability between the designers and the users of an algorithm. For this purpose, we built a super-vision tool, focused on error diagnosis. The argumentation of the article relies first on the exposition of the reasons to use model reports as a supervision artefact, with a prototype of implementation at an organization level, describing the necessary tooling to industrialize its production. Finally, we propose a method for supervising machine learning algorithms in a responsible and sustainable way, starting from the conception of the algorithm, along its development and dur-ing its operating phase.
{"title":"Model Reports, a Supervision Tool for Machine Learning Engineers and Users","authors":"Amine Saboni, M. R. Ouamane, O. Bennis, F. Kratz","doi":"10.46300/9109.2022.16.5","DOIUrl":"https://doi.org/10.46300/9109.2022.16.5","url":null,"abstract":"This article investigates a methodology to design an automated supervision report, ensuring the suitability between the designers and the users of an algorithm. For this purpose, we built a super-vision tool, focused on error diagnosis. The argumentation of the article relies first on the exposition of the reasons to use model reports as a supervision artefact, with a prototype of implementation at an organization level, describing the necessary tooling to industrialize its production. Finally, we propose a method for supervising machine learning algorithms in a responsible and sustainable way, starting from the conception of the algorithm, along its development and dur-ing its operating phase.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43619874","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}
L. Nanivska, S. Pasichnyk, T. Serhiienko, O. V. Shcherba, Yurii M. Yakimets
The article deals with providing future officers of the Armed Forces of Ukraine with foreign language training for participating in international peacekeeping operations. The purpose was to analyze specifics of foreign language training for international peacekeeping operations. The content and essence of future officers’ foreign language training for participating in international peacekeeping operations were studied. Further, the state of future officers’ foreign language training for participating in international peacekeeping operations in higher military educational institutions of Ukraine was determined and consequent proposals for improving the content of future officers’ foreign language training for participating in international peacekeeping operations were elaborated. The main research methods were as follows: comparative, problem-based and retrospective information analysis; testing of cadets, surveying the officers of the Armed Forces, enhancing the pronunciation and articulation of cadets. The results of cadet testing showed the need to improve the content of future officers’ foreign language training for participating in international peacekeeping operations. The survey of the officers serving with the Armed Forces of Ukraine confirmed the urgent need to provide foreign language training in higher military educational institutions of Ukraine. According to the results of various survey forms applied, the main ways to improve the content of the future officers’ foreign language training aimed at participating in international peacekeeping operations were identified: the use of open training platforms, the use of information and communication technologies, use of mind mapping, situational tasks, interactive technologies.
{"title":"The Value of Future Officers’ Foreign Language Training for Participating in International Peacekeeping Operations","authors":"L. Nanivska, S. Pasichnyk, T. Serhiienko, O. V. Shcherba, Yurii M. Yakimets","doi":"10.46300/9109.2022.16.1","DOIUrl":"https://doi.org/10.46300/9109.2022.16.1","url":null,"abstract":"The article deals with providing future officers of the Armed Forces of Ukraine with foreign language training for participating in international peacekeeping operations. The purpose was to analyze specifics of foreign language training for international peacekeeping operations. The content and essence of future officers’ foreign language training for participating in international peacekeeping operations were studied. Further, the state of future officers’ foreign language training for participating in international peacekeeping operations in higher military educational institutions of Ukraine was determined and consequent proposals for improving the content of future officers’ foreign language training for participating in international peacekeeping operations were elaborated. The main research methods were as follows: comparative, problem-based and retrospective information analysis; testing of cadets, surveying the officers of the Armed Forces, enhancing the pronunciation and articulation of cadets. The results of cadet testing showed the need to improve the content of future officers’ foreign language training for participating in international peacekeeping operations. The survey of the officers serving with the Armed Forces of Ukraine confirmed the urgent need to provide foreign language training in higher military educational institutions of Ukraine. According to the results of various survey forms applied, the main ways to improve the content of the future officers’ foreign language training aimed at participating in international peacekeeping operations were identified: the use of open training platforms, the use of information and communication technologies, use of mind mapping, situational tasks, interactive technologies.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43819877","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 presents the authors' experience of teaching the finite element method (FEM) at university. With the development of computational tools in the second half of the twentieth century, there was also the development of computational methods focused on the algorithmization of engineering tasks based on FEM. From the solution of individual problems of the state of stress and deformation from the influence of the external environment, a complex solution of the mutual interaction of the system of deformable bodies (elements) has been performed while improving the physical and geometric characteristics of modern materials and structures. Many processes in the automatic design system take place as if in a "black box" and the process of verifying the achieved results becomes the most important stage in the design activity. Without knowledge of the theoretical basis of FEM, physical and mathematical modeling, verification procedures and methods, the design of a structure cannot be safe and reliable. In this paper we present one of the possibilities how the student can get acquainted with the theoretical foundations of FEM and with computational procedures using ANSYS software.
{"title":"Methodology of Teaching Methods of FEM Analysis Using Software ANSYS","authors":"J. Králik, J. Králik","doi":"10.46300/9109.2022.16.2","DOIUrl":"https://doi.org/10.46300/9109.2022.16.2","url":null,"abstract":"This paper presents the authors' experience of teaching the finite element method (FEM) at university. With the development of computational tools in the second half of the twentieth century, there was also the development of computational methods focused on the algorithmization of engineering tasks based on FEM. From the solution of individual problems of the state of stress and deformation from the influence of the external environment, a complex solution of the mutual interaction of the system of deformable bodies (elements) has been performed while improving the physical and geometric characteristics of modern materials and structures. Many processes in the automatic design system take place as if in a \"black box\" and the process of verifying the achieved results becomes the most important stage in the design activity. Without knowledge of the theoretical basis of FEM, physical and mathematical modeling, verification procedures and methods, the design of a structure cannot be safe and reliable. In this paper we present one of the possibilities how the student can get acquainted with the theoretical foundations of FEM and with computational procedures using ANSYS software.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45861798","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 : 2021-10-22DOI: 10.46300/9109.2021.15.38
L. Honchar, O. Derkachova, V. Shakhrai, V. Saienko, O. Hladoshchuk, T. Voropayeva
The relevance of discussing the components of the psychological strategy for teachers’ use of Information and Communications Technology (ICT) at General High School Educational Institution (GHSEI) involves the categories of cooperation, reflexive, motivational and informational parts of the strategy have been developed and characterized as components of teacher readiness for professional activity in a multidisciplinary environment. The aim of the research is to develop a pedagogical strategy for psychological readiness of teachers to use ICT to eliminate internal and external barriers that interfere with the intensive exchange of information among and behind the educational team. Methodology. Sociological survey (number of participants 1200) on the platform “Online Test Pad” among teachers of GHSEI (Ukraine). Results. The list of components in the structure of psychological readiness of students to implementation of educational innovations, including emotional-motivational, cognitive-motivational, orientational, activity-operational, moral, communicative, volitional, mobilizing, evaluative-resulting. The article outlines the stages of solving the main psychological barriers to innovation in the use of information and communication technologies. Presented is the assessment of the components of psychological readiness to the implementation of ICT through the respondents’ free responses. The article revealed the criteria of psychological actualization of personal achievements in the use of ICT in professional activity. The conditions of psychological readiness for the use of ICTs in pedagogical activity as well as the professional tasks of ICT use were determined. The practical value of the study was the presentation of the recommended strategy for implementation of ICT-warehouses in professional activities with the use of information on the psychological readiness of the teacher.
{"title":"Formation of Psychological Readiness of the Teacher to Implement Information and Communication Technologies in Professional Activities","authors":"L. Honchar, O. Derkachova, V. Shakhrai, V. Saienko, O. Hladoshchuk, T. Voropayeva","doi":"10.46300/9109.2021.15.38","DOIUrl":"https://doi.org/10.46300/9109.2021.15.38","url":null,"abstract":"The relevance of discussing the components of the psychological strategy for teachers’ use of Information and Communications Technology (ICT) at General High School Educational Institution (GHSEI) involves the categories of cooperation, reflexive, motivational and informational parts of the strategy have been developed and characterized as components of teacher readiness for professional activity in a multidisciplinary environment. The aim of the research is to develop a pedagogical strategy for psychological readiness of teachers to use ICT to eliminate internal and external barriers that interfere with the intensive exchange of information among and behind the educational team. Methodology. Sociological survey (number of participants 1200) on the platform “Online Test Pad” among teachers of GHSEI (Ukraine). Results. The list of components in the structure of psychological readiness of students to implementation of educational innovations, including emotional-motivational, cognitive-motivational, orientational, activity-operational, moral, communicative, volitional, mobilizing, evaluative-resulting. The article outlines the stages of solving the main psychological barriers to innovation in the use of information and communication technologies. Presented is the assessment of the components of psychological readiness to the implementation of ICT through the respondents’ free responses. The article revealed the criteria of psychological actualization of personal achievements in the use of ICT in professional activity. The conditions of psychological readiness for the use of ICTs in pedagogical activity as well as the professional tasks of ICT use were determined. The practical value of the study was the presentation of the recommended strategy for implementation of ICT-warehouses in professional activities with the use of information on the psychological readiness of the teacher.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49403952","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 : 2021-10-22DOI: 10.46300/9109.2021.15.36
Nada Lebkiri, Mohamed Daoudi, Z. Abidli, Joumana Elturk, A. Soulaymani, Youssef Khatori, Youssef El Madhi, M. Benattou
Student failure prediction is one of the main topics in university learning contexts, as it helps to avoid failure in higher education institutions and provides a basis to make the teaching and learning process more effective, efficient and reliable. The overall aim of this study is to identify students who are susceptible to fail a given university course. This research paper reports the implementation of an Educational Data Mining project based on the CRISP-DM methodology. The data was collected from the APOGEE system of Ibn Tofail University, a form and specifications of the tested courses. The business goal of this paper is to develop a model that can identify students who are susceptible to failure in a given academic course. Such a model helps prevent failure in higher education institutions and provides a basis for making the teaching and learning process more effective, efficient and reliable. Most common machine learning algorithms in the field of Educational Data Mining were used. The results of our research showed that the proposed method was able to achieve an overall accuracy of 97% in predicting students at potential failure.
{"title":"Using Machine Learning for Prediction Students Failure in Morocco: an Application of the CRISP-DM Methodology","authors":"Nada Lebkiri, Mohamed Daoudi, Z. Abidli, Joumana Elturk, A. Soulaymani, Youssef Khatori, Youssef El Madhi, M. Benattou","doi":"10.46300/9109.2021.15.36","DOIUrl":"https://doi.org/10.46300/9109.2021.15.36","url":null,"abstract":"Student failure prediction is one of the main topics in university learning contexts, as it helps to avoid failure in higher education institutions and provides a basis to make the teaching and learning process more effective, efficient and reliable. The overall aim of this study is to identify students who are susceptible to fail a given university course. This research paper reports the implementation of an Educational Data Mining project based on the CRISP-DM methodology. The data was collected from the APOGEE system of Ibn Tofail University, a form and specifications of the tested courses. The business goal of this paper is to develop a model that can identify students who are susceptible to failure in a given academic course. Such a model helps prevent failure in higher education institutions and provides a basis for making the teaching and learning process more effective, efficient and reliable. Most common machine learning algorithms in the field of Educational Data Mining were used. The results of our research showed that the proposed method was able to achieve an overall accuracy of 97% in predicting students at potential failure.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48377874","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}
Around the world, the “coding is the new literacy” thesis is beginning to be shared by an increasing number of decision-makers inside and outside national education systems. This leads to the inclusion of courses on information technology, including programming, in the curricula of school and early childhood education in various countries. In Russia, with its centralized education system, the amount of programming skills that a 9th grade graduate must master was established by the federal standard in mid-2021 and includes a certain set of initial programming skills that a student must be able to demonstrate by choosing one of the 6 full-text programming languages prescribed by the standard. Our experience shows that today the programming skills provided for by the specified standard can be successfully mastered by all primary school graduates (age 11-12), and we predict that the problem of early compulsory teaching in programming will be posed by Russian legislators and solved by the Russian education system in the near future. The main thesis of this article is that the best way to systematically teach the basics of programming to beginners of all ages, including elementary school students, is to consistently use the three approaches - icon-based, block-based, and text-based - provided that there is a methodological and technological continuity of software environments that support these three approaches. This continuity can be achieved by creating a consistent family of multiple learning environments. The article describes the experience of developing and using such a family of three software environments for the system of preschool and primary education in Russia, as well as for the system of teacher training in universities.
{"title":"Problems of Early Learning to Program. How to Bridge the Gap Between Pictographic and Textual Programming Styles","authors":"Agliamutdinova D.B, Besshaposhnikov N.O., Kushnirenko A.G., Leonov A.G., Raiko M.V.","doi":"10.46300/9109.2021.15.35","DOIUrl":"https://doi.org/10.46300/9109.2021.15.35","url":null,"abstract":"Around the world, the “coding is the new literacy” thesis is beginning to be shared by an increasing number of decision-makers inside and outside national education systems. This leads to the inclusion of courses on information technology, including programming, in the curricula of school and early childhood education in various countries. In Russia, with its centralized education system, the amount of programming skills that a 9th grade graduate must master was established by the federal standard in mid-2021 and includes a certain set of initial programming skills that a student must be able to demonstrate by choosing one of the 6 full-text programming languages prescribed by the standard. Our experience shows that today the programming skills provided for by the specified standard can be successfully mastered by all primary school graduates (age 11-12), and we predict that the problem of early compulsory teaching in programming will be posed by Russian legislators and solved by the Russian education system in the near future. The main thesis of this article is that the best way to systematically teach the basics of programming to beginners of all ages, including elementary school students, is to consistently use the three approaches - icon-based, block-based, and text-based - provided that there is a methodological and technological continuity of software environments that support these three approaches. This continuity can be achieved by creating a consistent family of multiple learning environments. The article describes the experience of developing and using such a family of three software environments for the system of preschool and primary education in Russia, as well as for the system of teacher training in universities.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44099481","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 : 2021-10-22DOI: 10.46300/9109.2021.15.39
Nayar Rafique
By acknowledging the quality of individuals as an important parameter for the socio-economic and political development of a society, this study has attempted to examine the quality of political choices made by the resident of the massively uneducated district Rahim Yar Khan in Punjab province of Pakistan. The persistence of an inefficient and fruitless political status quo of few influential political families and the existence of a massive uneducated population cast doubts over the quality of political choices made by the residents of Rahim Yar Khan. By centralizing analysis around education, this study assessed political awareness and the extent to which individuals are willing to participate in the political process. A total of 404 respondents with varying educational levels from 42 union councils, systematically selected from the whole district, were examined. The findings of this study revealed a shockingly poor state of political awareness and higher willingness of political participation for the individuals with no and lower level of education. This poor awareness then explains the persistence of the inefficient political status quo of few families without any value and hence causing chronic damage to political as well as socio-economic profile of Rahim Yar Khan.
{"title":"Education, Political Awareness, and Political Participation: a Case of Rahim Yar Khan District of Pakistan","authors":"Nayar Rafique","doi":"10.46300/9109.2021.15.39","DOIUrl":"https://doi.org/10.46300/9109.2021.15.39","url":null,"abstract":"By acknowledging the quality of individuals as an important parameter for the socio-economic and political development of a society, this study has attempted to examine the quality of political choices made by the resident of the massively uneducated district Rahim Yar Khan in Punjab province of Pakistan. The persistence of an inefficient and fruitless political status quo of few influential political families and the existence of a massive uneducated population cast doubts over the quality of political choices made by the residents of Rahim Yar Khan. By centralizing analysis around education, this study assessed political awareness and the extent to which individuals are willing to participate in the political process. A total of 404 respondents with varying educational levels from 42 union councils, systematically selected from the whole district, were examined. The findings of this study revealed a shockingly poor state of political awareness and higher willingness of political participation for the individuals with no and lower level of education. This poor awareness then explains the persistence of the inefficient political status quo of few families without any value and hence causing chronic damage to political as well as socio-economic profile of Rahim Yar Khan.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46954604","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 : 2021-10-22DOI: 10.46300/9109.2021.15.40
E. Panulinová, S. Harabinova, R. Baskova
Revolutionary changes in society are linked to digital technologies and affect all areas of social life, not excluding construction industry. This requires not only knowledge reform, but above all skills reform. The current demand of practice is to increase the knowledge and competences of graduates of civil engineering faculties in the field of introduction and use of digital technologies in the process of planning, implementation, and maintenance of buildings, as well as to support the skills development of civil engineers in teamwork while using BIM technologies. The presented, currently implemented project contributes to meeting the above-described Practice Needs. The expected direct impact of the project is to increase the competitiveness, employability, and quality of life of graduates entering practice.
{"title":"Implementation of Digital Technologies Into the Educational Process","authors":"E. Panulinová, S. Harabinova, R. Baskova","doi":"10.46300/9109.2021.15.40","DOIUrl":"https://doi.org/10.46300/9109.2021.15.40","url":null,"abstract":"Revolutionary changes in society are linked to digital technologies and affect all areas of social life, not excluding construction industry. This requires not only knowledge reform, but above all skills reform. The current demand of practice is to increase the knowledge and competences of graduates of civil engineering faculties in the field of introduction and use of digital technologies in the process of planning, implementation, and maintenance of buildings, as well as to support the skills development of civil engineers in teamwork while using BIM technologies. The presented, currently implemented project contributes to meeting the above-described Practice Needs. The expected direct impact of the project is to increase the competitiveness, employability, and quality of life of graduates entering practice.","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48229110","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 : 2021-10-20DOI: 10.46300/9109.2021.15.34
J. Alandejani
Workshops are very useful tools that allow participants to gain new knowledge and to promote selfdevelopment. However, most workshops tend to be presented in a way that isolates the workshop and the material being discussed and be more like a lecture than a workshop. The aim of this qualitative study was to learn more about how to design effective workshops for leaders. Saudi Arabia has set a clear vision for 2030 to change in education and learning. Simultaneously, the country seeks to increase the female workforce by 8%. To bridge the gap between work-shops and workshop efficacy and come closer to the Vision 2030’s objectives. This study showed how trainers could re-design workshops to be more productive and meaningful. This qualitative study used a hermeneutic phenomenological research approach. Purposive sampling of 36 educational leaders from different departments. Two theories provided a rich foundation and framework for this qualitative study: social constructivist and transformational learning. This qualitative study revealed themes; the implementation of different learning strategies, use of reflection, and the assurance of a safe learning environment. Based on emerged themes and subthemes, tips that workshop professional developers should incorporate when planning and giving a workshop where extracted. The study shed some light on how trainers can transfer the core component in learning that relates to both process and outcome
{"title":"Sustainable Workshops for Education Leaders for Applying Gained Knowledge","authors":"J. Alandejani","doi":"10.46300/9109.2021.15.34","DOIUrl":"https://doi.org/10.46300/9109.2021.15.34","url":null,"abstract":"Workshops are very useful tools that allow participants to gain new knowledge and to promote selfdevelopment. However, most workshops tend to be presented in a way that isolates the workshop and the material being discussed and be more like a lecture than a workshop. The aim of this qualitative study was to learn more about how to design effective workshops for leaders. Saudi Arabia has set a clear vision for 2030 to change in education and learning. Simultaneously, the country seeks to increase the female workforce by 8%. To bridge the gap between work-shops and workshop efficacy and come closer to the Vision 2030’s objectives. This study showed how trainers could re-design workshops to be more productive and meaningful. This qualitative study used a hermeneutic phenomenological research approach. Purposive sampling of 36 educational leaders from different departments. Two theories provided a rich foundation and framework for this qualitative study: social constructivist and transformational learning. This qualitative study revealed themes; the implementation of different learning strategies, use of reflection, and the assurance of a safe learning environment. Based on emerged themes and subthemes, tips that workshop professional developers should incorporate when planning and giving a workshop where extracted. The study shed some light on how trainers can transfer the core component in learning that relates to both process and outcome","PeriodicalId":42201,"journal":{"name":"International Journal of Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41841258","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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