Pub Date : 2022-12-30DOI: 10.34105/j.kmel.2022.14.020
The number of science, technology, engineering, and mathematics (STEM)-related jobs is increasing all around the world and especially in Europe. However, teachers face many difficulties in making STEM related classes more attractive and motivating the students to learn. This paper presents two case studies involving 116 students from two European countries (Slovakia and Ireland). The studies investigated the impact of a new educational computer game called Final Frontier on learning process and students’ motivation. We found that there are no significant differences between the two countries in terms of students’ interest in STEM, although the students in Slovakia achieved slightly better grades than those in Ireland. We also found that in both countries, the students using the Final Frontier game outperformed those not using the game in improving their subject knowledge after the study. Furthermore, the impact of game-based learning on students’ motivation for STEM differed in the two countries.
{"title":"Impact of game-based learning on STEM learning and motivation: Two case studies in Europe","authors":"","doi":"10.34105/j.kmel.2022.14.020","DOIUrl":"https://doi.org/10.34105/j.kmel.2022.14.020","url":null,"abstract":"The number of science, technology, engineering, and mathematics (STEM)-related jobs is increasing all around the world and especially in Europe. However, teachers face many difficulties in making STEM related classes more attractive and motivating the students to learn. This paper presents two case studies involving 116 students from two European countries (Slovakia and Ireland). The studies investigated the impact of a new educational computer game called Final Frontier on learning process and students’ motivation. We found that there are no significant differences between the two countries in terms of students’ interest in STEM, although the students in Slovakia achieved slightly better grades than those in Ireland. We also found that in both countries, the students using the Final Frontier game outperformed those not using the game in improving their subject knowledge after the study. Furthermore, the impact of game-based learning on students’ motivation for STEM differed in the two countries.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79880952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.34105/j.kmel.2022.14.022
R. Elangovan, Satyanarayana Parayitam
Given the adverse impacts of the global pandemic COVID-19 on higher educational institutions worldwide, this study aims to examine the effectiveness of emergency remote teaching (ERT), especially in the developing country context, India. In addition, this study investigates the antecedents and consequences of academic performance and explores social media use as a moderator in these relationships. A carefully crafted survey instrument was distributed. Data was collected from 719 respondents from the affiliated arts and science college of a renowned university in southern India. After checking the psychometric properties of the constructs using the Smart Partial Least Squares (Smart-PLS) of structural equation modelling, and hierarchical regression was used to test the hypothesized relationships. The results of this research indicate that course content, instructor-learner interaction, and student expectation are positively associated with academic performance; social media use moderate the relationship between (i) course content and academic performance, (ii) student expectation and academic performance, and (iii) learning platforms and academic performance. The results also support the positive relationship between academic performance and students’ satisfaction with ERT.
{"title":"Demystifying the effectiveness of emergency remote teaching during global pandemic: Evidence from India","authors":"R. Elangovan, Satyanarayana Parayitam","doi":"10.34105/j.kmel.2022.14.022","DOIUrl":"https://doi.org/10.34105/j.kmel.2022.14.022","url":null,"abstract":"Given the adverse impacts of the global pandemic COVID-19 on higher educational institutions worldwide, this study aims to examine the effectiveness of emergency remote teaching (ERT), especially in the developing country context, India. In addition, this study investigates the antecedents and consequences of academic performance and explores social media use as a moderator in these relationships. A carefully crafted survey instrument was distributed. Data was collected from 719 respondents from the affiliated arts and science college of a renowned university in southern India. After checking the psychometric properties of the constructs using the Smart Partial Least Squares (Smart-PLS) of structural equation modelling, and hierarchical regression was used to test the hypothesized relationships. The results of this research indicate that course content, instructor-learner interaction, and student expectation are positively associated with academic performance; social media use moderate the relationship between (i) course content and academic performance, (ii) student expectation and academic performance, and (iii) learning platforms and academic performance. The results also support the positive relationship between academic performance and students’ satisfaction with ERT.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":"66 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85067706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.34105/j.kmel.2022.14.027
L. Anthonysamy
This study investigates employees’ intentions to telecommute post-pandemic based on IT employees’ present work experiences. Perceived utility, contentment, and confirmation of expectations are proposed as factors of continuing intention to telecommute, according to the expectation-confirmation theory. The integration of work-life balance into the expectation confirmation theory was investigated to see if work-life balance influences employees’ continued intention to telecommute. Data from 131 Malaysian IT workers was used to test the hypothesised model. The findings backed up the theory that perceived usefulness, satisfaction, confirmation of expectations, and work-life balance all play a role in employees’ desire to continue telecommuting post-pandemic. Work-life balance was also found to be a significant mediator of the effect of expectation confirmation on job satisfaction. As a result, this research adds to the idea by including work-life balance literature to demonstrate that the behaviour of IT professionals is associated with their quality of work-life harmony. This study can assist businesses that plan to transition to hybrid work environments. With the needs of the emerging workplace still being uncharted territory for everyone, hybrid work models can be built and customized based on the findings of this study. This is imperative to fit the needs of employees and help organisations sustain their businesses.
{"title":"Continuance intention of IT professionals to telecommute post pandemic: A modified expectation confirmation model perspective","authors":"L. Anthonysamy","doi":"10.34105/j.kmel.2022.14.027","DOIUrl":"https://doi.org/10.34105/j.kmel.2022.14.027","url":null,"abstract":"This study investigates employees’ intentions to telecommute post-pandemic based on IT employees’ present work experiences. Perceived utility, contentment, and confirmation of expectations are proposed as factors of continuing intention to telecommute, according to the expectation-confirmation theory. The integration of work-life balance into the expectation confirmation theory was investigated to see if work-life balance influences employees’ continued intention to telecommute. Data from 131 Malaysian IT workers was used to test the hypothesised model. The findings backed up the theory that perceived usefulness, satisfaction, confirmation of expectations, and work-life balance all play a role in employees’ desire to continue telecommuting post-pandemic. Work-life balance was also found to be a significant mediator of the effect of expectation confirmation on job satisfaction. As a result, this research adds to the idea by including work-life balance literature to demonstrate that the behaviour of IT professionals is associated with their quality of work-life harmony. This study can assist businesses that plan to transition to hybrid work environments. With the needs of the emerging workplace still being uncharted territory for everyone, hybrid work models can be built and customized based on the findings of this study. This is imperative to fit the needs of employees and help organisations sustain their businesses.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":"43 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88259329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.34105/j.kmel.2022.14.025
As an alternative solution to solve different reading comprehension problems in learning English as a foreign language (EFL), it is necessary to implement a blended learning model that combines both online and face-to-face (f2f) teaching modes. This study aimed at investigating the impact of blended learning on Iranian intermediate EFL learners’ reading proficiency. Sixty EFL learners were chosen based on their performance on Oxford Placement Test. Then, they were divided into two groups (an experimental and a control group). The experimental group received reading materials through blending learning techniques and the control group received training in the traditional way. During treatment, the teacher designed and assigned activities for students to read the text effectively and reinforce their comprehension. The activities were designed to teach reading like scanning, skimming, and reading for accurate comprehension. Afterward, both groups participated in the reading post-test at the end of the study. The results showed that the experimental group outperformed the control group in the post-test of reading comprehension and the intra-group progress was higher for the experimental group than the control group.
{"title":"Investigating the effectiveness of blended learning in reading proficiency: Evidence from intermediate EFL learners","authors":"","doi":"10.34105/j.kmel.2022.14.025","DOIUrl":"https://doi.org/10.34105/j.kmel.2022.14.025","url":null,"abstract":"As an alternative solution to solve different reading comprehension problems in learning English as a foreign language (EFL), it is necessary to implement a blended learning model that combines both online and face-to-face (f2f) teaching modes. This study aimed at investigating the impact of blended learning on Iranian intermediate EFL learners’ reading proficiency. Sixty EFL learners were chosen based on their performance on Oxford Placement Test. Then, they were divided into two groups (an experimental and a control group). The experimental group received reading materials through blending learning techniques and the control group received training in the traditional way. During treatment, the teacher designed and assigned activities for students to read the text effectively and reinforce their comprehension. The activities were designed to teach reading like scanning, skimming, and reading for accurate comprehension. Afterward, both groups participated in the reading post-test at the end of the study. The results showed that the experimental group outperformed the control group in the post-test of reading comprehension and the intra-group progress was higher for the experimental group than the control group.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":"100 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86773108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.34105/j.kmel.2022.14.026
Working in a toxic environment makes it harder to be productive. This study examines the direct impact of Machiavellianism and professional envy on research productivity (individual and group) with the moderating role of knowledge-hiding behaviors. For this purpose, through convenience sampling, an online survey through Google Docs was conducted, and 221 permanent faculty members from private sector higher education institutions participated. The impact of moderating variables between predictors and criterion variables was tested through PROCESS-macro. The findings of this study revealed that Machiavellianism and professional envy have a significant negative influence on individuals and as well group-based research productivity. In contrast, knowledge hiding behaviors of faculty members moderate the relationships between Machiavellianism, professional envy, and individual and group-based research productivity.
{"title":"Knowledge hiding behaviors as moderator between machiavellianism, professional envy and research productivity: Empirical evidence from emerging economy","authors":"","doi":"10.34105/j.kmel.2022.14.026","DOIUrl":"https://doi.org/10.34105/j.kmel.2022.14.026","url":null,"abstract":"Working in a toxic environment makes it harder to be productive. This study examines the direct impact of Machiavellianism and professional envy on research productivity (individual and group) with the moderating role of knowledge-hiding behaviors. For this purpose, through convenience sampling, an online survey through Google Docs was conducted, and 221 permanent faculty members from private sector higher education institutions participated. The impact of moderating variables between predictors and criterion variables was tested through PROCESS-macro. The findings of this study revealed that Machiavellianism and professional envy have a significant negative influence on individuals and as well group-based research productivity. In contrast, knowledge hiding behaviors of faculty members moderate the relationships between Machiavellianism, professional envy, and individual and group-based research productivity.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":"64 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89232422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.34105/j.kmel.2022.14.023
The emergence of open educational resources (OER) represents one of the most significant educational developments in the 21st century. Given their capacity to be freely adapted, re-used, and shared in different contexts, OER expand the options for educators. This paper reports on an initial study concerning such choices in which educators’ personalities are investigated in relation to the OER adoption. Choosing open approaches has been shown to correlate with personal attitudes and several studies have highlighted the potential and need for investigating how personality might affect OER adoption. To address this gap, this study investigates the impact of educators’ personality differences in relation to OER adoption. The analysis focuses specifically on the perception towards OER and the intention to use OER using the Five-Factor Model (FFM) to identify educators’ personalities. Following a mixed methods approach, data collected from university educators using questionnaires (57 respondents) and interviews (15 respondents) are discussed in a two-stage hierarchical regression analysis. Demographic variables (age and gender) do not show any significant relationship. Findings reveal that while the explored five personality dimensions do not have an impact on the educator attitudes towards OER, they seem to have a significant impact on their intention to use OER. Specifically, only three personality dimensions – namely, extraversion, agreeableness, and openness – have a significant impact on the intention to use OER. This shows that ‘open attitude’ (mixing extraversion, and agreeableness, and openness) may be a fundamental prerequisite for educators to engage in open teaching practices, including the use of OER.
{"title":"Impact of personality on educator attitudes towards open educational resources","authors":"","doi":"10.34105/j.kmel.2022.14.023","DOIUrl":"https://doi.org/10.34105/j.kmel.2022.14.023","url":null,"abstract":"The emergence of open educational resources (OER) represents one of the most significant educational developments in the 21st century. Given their capacity to be freely adapted, re-used, and shared in different contexts, OER expand the options for educators. This paper reports on an initial study concerning such choices in which educators’ personalities are investigated in relation to the OER adoption. Choosing open approaches has been shown to correlate with personal attitudes and several studies have highlighted the potential and need for investigating how personality might affect OER adoption. To address this gap, this study investigates the impact of educators’ personality differences in relation to OER adoption. The analysis focuses specifically on the perception towards OER and the intention to use OER using the Five-Factor Model (FFM) to identify educators’ personalities. Following a mixed methods approach, data collected from university educators using questionnaires (57 respondents) and interviews (15 respondents) are discussed in a two-stage hierarchical regression analysis. Demographic variables (age and gender) do not show any significant relationship. Findings reveal that while the explored five personality dimensions do not have an impact on the educator attitudes towards OER, they seem to have a significant impact on their intention to use OER. Specifically, only three personality dimensions – namely, extraversion, agreeableness, and openness – have a significant impact on the intention to use OER. This shows that ‘open attitude’ (mixing extraversion, and agreeableness, and openness) may be a fundamental prerequisite for educators to engage in open teaching practices, including the use of OER.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":"435 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76663325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-28DOI: 10.34105/j.kmel.2022.14.014
Ł. Tomczyk
The aim of the research was to investigate teachers' perspectives on the elements of emergency e-learning during the COVID-19 pandemic. The research was conducted with 134 teachers from different types of schools in Poland during the first wave of crisis e-learning (March - May 2020). The variables included in the analysis comprise teachers' use of differentiated teaching methods, student collaboration, school support for modern ICT, and teachers' digital competence. The findings are summarized as follows: (1) about a third of students did not develop the ability to work together in emergency e-learning; (2) more than two-thirds of teachers underlined that their schools actively promoted the idea of implementing ICT in education; (3) more than two-thirds of teachers emphasized that their school principals had systematically modernized the IT facilities necessary for effective teaching; (4) approximately half of the teachers were supported by the school authorities in strengthening their digital competence; and (5) teachers used various teaching methods in emergency e-learning, and the most popular methods were videos, presentations, e-learning platforms, and interactive games and applications; (6) teachers who did not differentiate digital teaching methods did not believe in the development of opportunities for soft skills among students; (7) the schools invested in technological facilities and supported the development of digital competence among teachers; and (8) the intensive use of e-learning platforms by teachers increased their positive attitude towards the development of soft competences (e.g., collaboration skills) among students.
{"title":"Elements of crisis e-learning: Perspectives of Polish teachers","authors":"Ł. Tomczyk","doi":"10.34105/j.kmel.2022.14.014","DOIUrl":"https://doi.org/10.34105/j.kmel.2022.14.014","url":null,"abstract":"The aim of the research was to investigate teachers' perspectives on the elements of emergency e-learning during the COVID-19 pandemic. The research was conducted with 134 teachers from different types of schools in Poland during the first wave of crisis e-learning (March - May 2020). The variables included in the analysis comprise teachers' use of differentiated teaching methods, student collaboration, school support for modern ICT, and teachers' digital competence. The findings are summarized as follows: (1) about a third of students did not develop the ability to work together in emergency e-learning; (2) more than two-thirds of teachers underlined that their schools actively promoted the idea of implementing ICT in education; (3) more than two-thirds of teachers emphasized that their school principals had systematically modernized the IT facilities necessary for effective teaching; (4) approximately half of the teachers were supported by the school authorities in strengthening their digital competence; and (5) teachers used various teaching methods in emergency e-learning, and the most popular methods were videos, presentations, e-learning platforms, and interactive games and applications; (6) teachers who did not differentiate digital teaching methods did not believe in the development of opportunities for soft skills among students; (7) the schools invested in technological facilities and supported the development of digital competence among teachers; and (8) the intensive use of e-learning platforms by teachers increased their positive attitude towards the development of soft competences (e.g., collaboration skills) among students.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":"9 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84309500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-28DOI: 10.34105/j.kmel.2022.14.016
Ufuk Bakan, Turgay Han, Uğur Bakan
Although previous studies have investigated the effect of digital games on learning foreign languages, no research has examined how effective they are on learners’ perceptions regarding foreign language communicative competence development. The purpose of this study is to investigate how the use of a Massive Multiplayer Online Role-Playing Game (MMORPG) by English-as-a-foreign-language (EFL) learners affects their communicative competence and perceptions. A case study was adopted as a research method in this study. The participants were undergraduate students from a state university in Turkey. A questionnaire and open-ended questions were administered online to collect the participants’ attitudes toward gaming as an EFL tool and their learning games experience. The findings showed that the participants had a positive experience as they could practice daily used vocabulary and phrases while speaking or chatting with other EFL speakers in the games. Further, they thought that these games provided plentiful opportunities to promote EFL learning through speaking and writing, and new vocabulary use. Finally, a large majority of the participants preferred to communicate with players from different countries. The results of this study implicate that MMORPG can be an effective support tool for EFL learners.
{"title":"Learner perceptions and effectiveness of using a massively multiplayer online role-playing game to improve EFL communicative competence","authors":"Ufuk Bakan, Turgay Han, Uğur Bakan","doi":"10.34105/j.kmel.2022.14.016","DOIUrl":"https://doi.org/10.34105/j.kmel.2022.14.016","url":null,"abstract":"Although previous studies have investigated the effect of digital games on learning foreign languages, no research has examined how effective they are on learners’ perceptions regarding foreign language communicative competence development. The purpose of this study is to investigate how the use of a Massive Multiplayer Online Role-Playing Game (MMORPG) by English-as-a-foreign-language (EFL) learners affects their communicative competence and perceptions. A case study was adopted as a research method in this study. The participants were undergraduate students from a state university in Turkey. A questionnaire and open-ended questions were administered online to collect the participants’ attitudes toward gaming as an EFL tool and their learning games experience. The findings showed that the participants had a positive experience as they could practice daily used vocabulary and phrases while speaking or chatting with other EFL speakers in the games. Further, they thought that these games provided plentiful opportunities to promote EFL learning through speaking and writing, and new vocabulary use. Finally, a large majority of the participants preferred to communicate with players from different countries. The results of this study implicate that MMORPG can be an effective support tool for EFL learners.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":"78 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80163166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-28DOI: 10.34105/j.kmel.2022.14.015
This study aims to investigate the perceptions, expectations, and experiences of information and communication technology (ICT) pre-service teachers regarding the potential of using virtual reality (VR) as a learning and teaching tool in STEM education. The research participants included 44 ICT pre-service teachers. The data were collected through the self-efficacy and pedagogical usage questionnaire. Descriptive statistics, t-tests, and content analyses were used for analysis. The results show that most ICT pre-service teachers did not have the experience of using VR technology, although they stated that using VR technology had a positive impact on STEM education in many ways. They felt that using VR technologies in STEM education can be more useful and effective in the process of exploring inaccessible places. Some participants had some concerns about using VR in the classroom, for example, VR is a costly tool, and it might isolate and distract students from the real world.
{"title":"Using virtual reality technologies in STEM education: ICT pre-service teachers’ perceptions","authors":"","doi":"10.34105/j.kmel.2022.14.015","DOIUrl":"https://doi.org/10.34105/j.kmel.2022.14.015","url":null,"abstract":"This study aims to investigate the perceptions, expectations, and experiences of information and communication technology (ICT) pre-service teachers regarding the potential of using virtual reality (VR) as a learning and teaching tool in STEM education. The research participants included 44 ICT pre-service teachers. The data were collected through the self-efficacy and pedagogical usage questionnaire. Descriptive statistics, t-tests, and content analyses were used for analysis. The results show that most ICT pre-service teachers did not have the experience of using VR technology, although they stated that using VR technology had a positive impact on STEM education in many ways. They felt that using VR technologies in STEM education can be more useful and effective in the process of exploring inaccessible places. Some participants had some concerns about using VR in the classroom, for example, VR is a costly tool, and it might isolate and distract students from the real world.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":"293 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77921903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-28DOI: 10.34105/j.kmel.2022.14.019
Despite popular myths related to the design and development of an online course, the endeavor is rather complicated. Universal Course Shell Templates (UCSTs) can alleviate teachers’ workload, support teachers in taking pedagogically sound decisions, and assist students in their engagement with the course. The study begins with a review of the widespread terms used for Online Learning Environments and then moves to debunk myths around online course design and analyze the potential benefits and challenges of establishing a UCST. The study employed quantitative content analysis to examine the design elements that are included in the UCSTs of high-ranking universities based on the theoretical framework by Baldwin et al. (2018) and Martin et al. (2021). The frequency of appearance of each element as part of the navigation menu and within the UCST is reported and the findings are discussed with a pedagogical lens focusing on the elements included in the navigation menu.
尽管有关在线课程设计和开发的流行神话，但这一努力相当复杂。通用课程外壳模板(ucst)可以减轻教师的工作量，支持教师做出合理的教学决策，并帮助学生参与课程。该研究首先回顾了在线学习环境中广泛使用的术语，然后揭开了围绕在线课程设计的神话，并分析了建立UCST的潜在好处和挑战。本研究基于Baldwin et al.(2018)和Martin et al.(2021)的理论框架，采用定量内容分析的方法来检验排名高的大学ucst中包含的设计元素。报告了每个元素作为导航菜单的一部分和在UCST中出现的频率，并以教学视角讨论了这些发现，重点关注导航菜单中包含的元素。
{"title":"Analysis of design elements in universal course shell templates of high-ranking universities","authors":"","doi":"10.34105/j.kmel.2022.14.019","DOIUrl":"https://doi.org/10.34105/j.kmel.2022.14.019","url":null,"abstract":"Despite popular myths related to the design and development of an online course, the endeavor is rather complicated. Universal Course Shell Templates (UCSTs) can alleviate teachers’ workload, support teachers in taking pedagogically sound decisions, and assist students in their engagement with the course. The study begins with a review of the widespread terms used for Online Learning Environments and then moves to debunk myths around online course design and analyze the potential benefits and challenges of establishing a UCST. The study employed quantitative content analysis to examine the design elements that are included in the UCSTs of high-ranking universities based on the theoretical framework by Baldwin et al. (2018) and Martin et al. (2021). The frequency of appearance of each element as part of the navigation menu and within the UCST is reported and the findings are discussed with a pedagogical lens focusing on the elements included in the navigation menu.","PeriodicalId":45327,"journal":{"name":"Knowledge Management & E-Learning-An International Journal","volume":"29 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81641624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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