Pub Date : 2022-01-01DOI: 10.18848/2327-0144/cgp/v29i01/79-93
Thuthukile Jita
In 2020, the COVID-19 pandemic presented many higher education institutions with a sudden challenge to shift from either face-to-face and/or blended instruction to remote teaching in order to save the academic year. This article examines preservice teachers’ experiences of a redesigned blended-learning year course on work-integrated learning (WIL). The article uses the Technological Pedagogical Content Knowledge (TPACK) framework within a blended-learning environment to examine the responses of 414 preservice teachers in their first year of study to a survey completed at the end of the course. Descriptive statistics were used together with course content analysis to generate the findings, which suggested that the majority (above 80%) of the preservice teachers remained active during the shift to remote teaching, and about 93.3% responded positively to the course redesign by actively accessing the course on the online platform at least once a week. The survey results also showed that only 10.4% of the preservice teachers did not experience one or another form of challenge in learning through remote teaching during this time. The results build a case for how other practitioners and instructional designers could redesign courses with the consideration of context and learning challenges. The article concludes with the argument for the design of blended courses for future needs to focus more closely on each aspect of the mode of delivery so as to ensure effective design that can withstand emergency situations, such as those we have seen during COVID-19.
{"title":"Blended to Remote Learning: Preservice Teacher Experiences of a Redesigned Work-Integrated Learning (WIL) Course","authors":"Thuthukile Jita","doi":"10.18848/2327-0144/cgp/v29i01/79-93","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v29i01/79-93","url":null,"abstract":"In 2020, the COVID-19 pandemic presented many higher education institutions with a sudden challenge to shift from either face-to-face and/or blended instruction to remote teaching in order to save the academic year. This article examines preservice teachers’ experiences of a redesigned blended-learning year course on work-integrated learning (WIL). The article uses the Technological Pedagogical Content Knowledge (TPACK) framework within a blended-learning environment to examine the responses of 414 preservice teachers in their first year of study to a survey completed at the end of the course. Descriptive statistics were used together with course content analysis to generate the findings, which suggested that the majority (above 80%) of the preservice teachers remained active during the shift to remote teaching, and about 93.3% responded positively to the course redesign by actively accessing the course on the online platform at least once a week. The survey results also showed that only 10.4% of the preservice teachers did not experience one or another form of challenge in learning through remote teaching during this time. The results build a case for how other practitioners and instructional designers could redesign courses with the consideration of context and learning challenges. The article concludes with the argument for the design of blended courses for future needs to focus more closely on each aspect of the mode of delivery so as to ensure effective design that can withstand emergency situations, such as those we have seen during COVID-19.","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67573316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18848/2327-0144/cgp/v29i01/95-108
Thuy Nguyen Thi Hong
{"title":"Critical Reflection and Learning Motivation in a Smart Education Environment: A Study through a Google Sites-Based Project (GBP)","authors":"Thuy Nguyen Thi Hong","doi":"10.18848/2327-0144/cgp/v29i01/95-108","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v29i01/95-108","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67573858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18848/2327-0144/cgp/v29i02/57-73
D. Joshi, Bishnu Khanal, Shashidhar Belbase
{"title":"Teachers’ Perceptions toward Student Support in Using Information and Communication Technology in Mathematics Learning","authors":"D. Joshi, Bishnu Khanal, Shashidhar Belbase","doi":"10.18848/2327-0144/cgp/v29i02/57-73","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v29i02/57-73","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67573787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18848/2327-0144/cgp/v29i02/87-100
Shaimaa Mahmoud Ahmed Abdelghafar, José Luis Belver Domínguez, Alberto Fernández Costales
To find alternative strategies to create meaningful learning for their students during COVID-19, teachers resorted to using digital tools. This paper aims at investigating the impact of the Flipped-Based WebQuest (FWQ) model on the improvement of English L2 writing competence among sixty-nine secondary education English as a Foreign Language (EFL) students in Egypt. The study adopted a quasi-experimental design with quantitative tools. Two groups of students were selected: a control group studying in the traditional way (face-to-face) and an experimental group learning English through FWQ. A pretest was used to assess students' L2 writing competence in both groups. After the intervention, a posttest was conducted to explore students' L2 writing skills gains in both groups. Additionally, a pre/post-anxiety questionnaire was used to check the effect of FWQ on decreasing L2 writing anxiety. The findings revealed that the FWQ model is effective in teaching English L2 writing skills and decreasing students' English L2 anxiety.
{"title":"A Flipped-Based WebQuest Model as an Alternative Proposal for Students of English as a Foreign Language in the COVID-19 Era","authors":"Shaimaa Mahmoud Ahmed Abdelghafar, José Luis Belver Domínguez, Alberto Fernández Costales","doi":"10.18848/2327-0144/cgp/v29i02/87-100","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v29i02/87-100","url":null,"abstract":"To find alternative strategies to create meaningful learning for their students during COVID-19, teachers resorted to using digital tools. This paper aims at investigating the impact of the Flipped-Based WebQuest (FWQ) model on the improvement of English L2 writing competence among sixty-nine secondary education English as a Foreign Language (EFL) students in Egypt. The study adopted a quasi-experimental design with quantitative tools. Two groups of students were selected: a control group studying in the traditional way (face-to-face) and an experimental group learning English through FWQ. A pretest was used to assess students' L2 writing competence in both groups. After the intervention, a posttest was conducted to explore students' L2 writing skills gains in both groups. Additionally, a pre/post-anxiety questionnaire was used to check the effect of FWQ on decreasing L2 writing anxiety. The findings revealed that the FWQ model is effective in teaching English L2 writing skills and decreasing students' English L2 anxiety.","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67573928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18848/2327-0144/cgp/v30i01/29-50
G. Woldetsadik, M. Bachore, T. Alemu, Tesfaye Habtemariam Gezahegn
{"title":"The Effect of the Mobile-Based Lesson Approach on the Attitude and Performance of EFL Teacher Trainees’ Aural Skills","authors":"G. Woldetsadik, M. Bachore, T. Alemu, Tesfaye Habtemariam Gezahegn","doi":"10.18848/2327-0144/cgp/v30i01/29-50","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v30i01/29-50","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67575101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18848/2327-0144/cgp/v29i02/1-13
Surya Jatmika, Vira Kusmawati, S. Suranto, Diana Rahmawati, Lia Setyawati
{"title":"The Use of Mind Mapping as a Learning Delivery Medium for Business Entity Materials in a Vocational High School","authors":"Surya Jatmika, Vira Kusmawati, S. Suranto, Diana Rahmawati, Lia Setyawati","doi":"10.18848/2327-0144/cgp/v29i02/1-13","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v29i02/1-13","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67574072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18848/2327-0144/cgp/v30i01/1-16
Abdullah Alqahtani, Ahmed Omira
Online distance learning became a lifeline for many universities and schools worldwide during the COVID-19 lockdown. However, developing countries have had several obstacles to transform education into online learning. This study presents an investigation of the transformation from traditional learning (face-to-face learning) to online learning at Imam Abdulrahman bin Faisal University (IAFU). This paper aims to study the online learning structure which has been adopted by the College of Education at IAFU during the COVID-19 pandemic. There is a need to investigate the online distance learning transformation phase to provide a better understanding of the adopted framework, applications which are in use, and challenges. A quantitative approach was adopted as the research methodology, with data via two online questionnaires. There were ninety-seven responses from the faculty and 250 responses from students. This research addressed the gap in knowledge on online learning for higher education in Saudi Arabia. The study showed growing interest among both the faculty and students in completing their learning online. About eighty percent of the responses preferred to use Zoom software as the main software platform for online learning. The results include reports of several challenges which students faced such as: poor internet connections and accessibility;the need to have a personal computer;lack of online support;and lack of online learning skills and awareness. The study’s results include significant differences between students regarding whether they had experience with e-learning.
{"title":"Online Distance Learning during the COVID-19 Lockdown in Saudi Arabia: Challenges and Learning Framework","authors":"Abdullah Alqahtani, Ahmed Omira","doi":"10.18848/2327-0144/cgp/v30i01/1-16","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v30i01/1-16","url":null,"abstract":"Online distance learning became a lifeline for many universities and schools worldwide during the COVID-19 lockdown. However, developing countries have had several obstacles to transform education into online learning. This study presents an investigation of the transformation from traditional learning (face-to-face learning) to online learning at Imam Abdulrahman bin Faisal University (IAFU). This paper aims to study the online learning structure which has been adopted by the College of Education at IAFU during the COVID-19 pandemic. There is a need to investigate the online distance learning transformation phase to provide a better understanding of the adopted framework, applications which are in use, and challenges. A quantitative approach was adopted as the research methodology, with data via two online questionnaires. There were ninety-seven responses from the faculty and 250 responses from students. This research addressed the gap in knowledge on online learning for higher education in Saudi Arabia. The study showed growing interest among both the faculty and students in completing their learning online. About eighty percent of the responses preferred to use Zoom software as the main software platform for online learning. The results include reports of several challenges which students faced such as: poor internet connections and accessibility;the need to have a personal computer;lack of online support;and lack of online learning skills and awareness. The study’s results include significant differences between students regarding whether they had experience with e-learning.","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67574113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.18848/2327-0144/cgp/v29i02/15-27
Xin Bai
{"title":"An Evaluation of the Virtual Learning Experience of Students with Disabilities through a 3D Virtual Story Made via Machinima","authors":"Xin Bai","doi":"10.18848/2327-0144/cgp/v29i02/15-27","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v29i02/15-27","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67574201","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 : 2021-01-01DOI: 10.18848/2327-0144/cgp/v29i01/57-77
May Portuguez Castro, Marcela Georgina Gómez Zermeño
{"title":"Back to Basics: e-Learning Pedagogical Model for Identifying Entrepreneurship Skills in Undergraduate Students","authors":"May Portuguez Castro, Marcela Georgina Gómez Zermeño","doi":"10.18848/2327-0144/cgp/v29i01/57-77","DOIUrl":"https://doi.org/10.18848/2327-0144/cgp/v29i01/57-77","url":null,"abstract":"","PeriodicalId":53502,"journal":{"name":"International Journal of Technologies in Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67573634","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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