With the implementation of the Bilingual 2030 policy by the National Development Council in 2018, understanding the anxiety levels of junior and senior high school students in Taiwan regarding the English language has become crucial, especially in the context of online learning. This study reviewed the Foreign Language Classroom Anxiety Scale, modifying its factor structure and reducing the number of items to 19. The revised scale encompasses four factors: anxiety, self-efficacy, social comparison, and unwillingness to attend English classes. Data collected from 625 junior and senior high school students, within the framework of online learning, indicate the proposed scale's effectiveness and reliability in investigating English language anxiety among students. Additionally, the study offers insights into the impact of gender, grades, and the four identified factors.
{"title":"Validating Foreign Language Classroom Anxiety Scale for High School Students","authors":"Sandy I. Ching Wang, Eric Zhi Feng Liu","doi":"10.4018/ijopcd.338323","DOIUrl":"https://doi.org/10.4018/ijopcd.338323","url":null,"abstract":"With the implementation of the Bilingual 2030 policy by the National Development Council in 2018, understanding the anxiety levels of junior and senior high school students in Taiwan regarding the English language has become crucial, especially in the context of online learning. This study reviewed the Foreign Language Classroom Anxiety Scale, modifying its factor structure and reducing the number of items to 19. The revised scale encompasses four factors: anxiety, self-efficacy, social comparison, and unwillingness to attend English classes. Data collected from 625 junior and senior high school students, within the framework of online learning, indicate the proposed scale's effectiveness and reliability in investigating English language anxiety among students. Additionally, the study offers insights into the impact of gender, grades, and the four identified factors.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140444890","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}
Dr Rajanikanth Aluvalu, Uma Maheswari V., G.R. Anil, M. Raisinghani
Learner-centered education through appropriate methodologies will facilitate effective learning in higher educational institutions. Learners in any educational institute come from varied backgrounds, abilities, and various personal attributes that will affect the pace of learning. To achieve learner-centric education, instructors have to use appropriate methodologies to engage students actively in learning. Methodologies include individual and collaborative learning types. This paper focuses on active learning strategies and their impact on achieving learner-centric education. Strategies are used based on session outcomes and assessment plans to achieve the outcomes planned. The paper also discusses the strategies available for instructors to develop independent learning, interactive learning, and collaborative learning among students.
{"title":"Learner-Centric Education in Heterogeneous Learning Environments","authors":"Dr Rajanikanth Aluvalu, Uma Maheswari V., G.R. Anil, M. Raisinghani","doi":"10.4018/ijopcd.335950","DOIUrl":"https://doi.org/10.4018/ijopcd.335950","url":null,"abstract":"Learner-centered education through appropriate methodologies will facilitate effective learning in higher educational institutions. Learners in any educational institute come from varied backgrounds, abilities, and various personal attributes that will affect the pace of learning. To achieve learner-centric education, instructors have to use appropriate methodologies to engage students actively in learning. Methodologies include individual and collaborative learning types. This paper focuses on active learning strategies and their impact on achieving learner-centric education. Strategies are used based on session outcomes and assessment plans to achieve the outcomes planned. The paper also discusses the strategies available for instructors to develop independent learning, interactive learning, and collaborative learning among students.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532346","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}
Use of technology on campuses of higher education has changed how students are engaged in the process of learning. It also has brought lot of asynchrony to the definition of class room teaching, active learning, student-staff interactions, and dealing with various academic challenges. The paper presents a study conducted to measure student engagement in a generic and online learning management system-based teaching learning environment. The paper presents threefold results. The first one is on identification of student engagement styles. The styles identified can further be used to design, develop, and implement most student engaging policies on campus which are beneficial to all the stakeholders. Second, the central point of the study is the student and her/his engagement with the learning process. The paper presents a student engagement report card to individual students for their analysis. Informing and involving students to know about their engagement report card would be beneficial. The third is feedback on a trail left by students' logs on the learning management system that can help the teachers to plan the teaching methodology. The methodology used was based on the data collected by the students of the institute/university. A student engagement questionnaire was used to measure student engagement in both generic and online learning environments. A cluster analysis was conducted on the data collected to identify the student engagement styles. A subcategory analysis was reported as a student engagement report card. The student-logged data on the institute learning management system was used to present the third analysis.
{"title":"Measurement of Student Engagement in a Generic and Online Learning Management System-Based Environment","authors":"M. Raisinghani","doi":"10.4018/ijopcd.335951","DOIUrl":"https://doi.org/10.4018/ijopcd.335951","url":null,"abstract":"Use of technology on campuses of higher education has changed how students are engaged in the process of learning. It also has brought lot of asynchrony to the definition of class room teaching, active learning, student-staff interactions, and dealing with various academic challenges. The paper presents a study conducted to measure student engagement in a generic and online learning management system-based teaching learning environment. The paper presents threefold results. The first one is on identification of student engagement styles. The styles identified can further be used to design, develop, and implement most student engaging policies on campus which are beneficial to all the stakeholders. Second, the central point of the study is the student and her/his engagement with the learning process. The paper presents a student engagement report card to individual students for their analysis. Informing and involving students to know about their engagement report card would be beneficial. The third is feedback on a trail left by students' logs on the learning management system that can help the teachers to plan the teaching methodology. The methodology used was based on the data collected by the students of the institute/university. A student engagement questionnaire was used to measure student engagement in both generic and online learning environments. A cluster analysis was conducted on the data collected to identify the student engagement styles. A subcategory analysis was reported as a student engagement report card. The student-logged data on the institute learning management system was used to present the third analysis.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139438777","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}
During the COVID-19 pandemic, distance teaching became the main solution, including for the furniture woodworking course at National Taipei University of Technology in Taipei, Taiwan, which relied on video and online software. However, this posed challenges for maintaining teaching quality and achieving objectives in technical practice courses. To address this, this study introduced remote technical guidance using VR in technical practice courses. This method combined distance-teaching and live dual-teacher broadcasts, allowing students to participate in real-time online discussions. During these broadcasts, instructors used VR to demonstrate operations on a virtual platform, explaining as they went along. Students could observe from the operator's perspective, gaining insights into furniture production processes. They also engaged in group interactions, assuming roles like technical operators, thereby mastering key furniture production concepts. This innovative teaching approach offered a solution that combined remote technical guidance with VR. It provided immediate teaching enhancements and problem-solving solutions in the post-COVID-19 era.
{"title":"Transforming the Future of Furniture Woodworking Instruction Through VR-Enhanced Distance Teaching During the COVID-19 Pandemic","authors":"I-Jui Lee, Shyh-Rong Wang","doi":"10.4018/ijopcd.334593","DOIUrl":"https://doi.org/10.4018/ijopcd.334593","url":null,"abstract":"During the COVID-19 pandemic, distance teaching became the main solution, including for the furniture woodworking course at National Taipei University of Technology in Taipei, Taiwan, which relied on video and online software. However, this posed challenges for maintaining teaching quality and achieving objectives in technical practice courses. To address this, this study introduced remote technical guidance using VR in technical practice courses. This method combined distance-teaching and live dual-teacher broadcasts, allowing students to participate in real-time online discussions. During these broadcasts, instructors used VR to demonstrate operations on a virtual platform, explaining as they went along. Students could observe from the operator's perspective, gaining insights into furniture production processes. They also engaged in group interactions, assuming roles like technical operators, thereby mastering key furniture production concepts. This innovative teaching approach offered a solution that combined remote technical guidance with VR. It provided immediate teaching enhancements and problem-solving solutions in the post-COVID-19 era.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593027","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 study examines the use of learning analytics to enhance instructional personalization and student engagement in online higher education. The research focuses on the engagement levels of students based on different access methods (mobile and non-mobile), the relationships among engagement indicators, and the strategies for instructional personalization. Quantitative research methodology is employed to analyse and measure students' engagement levels. The findings indicate that students using non-mobile devices exhibit higher engagement in terms of average minutes, item accesses, and content accesses, while mobile access shows higher engagement in terms of course accesses, course interactions, and average interactions. Significant correlations are observed among engagement indicators, highlighting the importance of course interactions, content accesses, and assessment accesses in promoting student engagement. Accordingly, a critical model for effective student engagement in online learning courses is proposed.
{"title":"Learning Analytics for Data-Driven Decision Making","authors":"Abdulrahman M. Al-Zahrani, Talal Alasmari","doi":"10.4018/ijopcd.331751","DOIUrl":"https://doi.org/10.4018/ijopcd.331751","url":null,"abstract":"This study examines the use of learning analytics to enhance instructional personalization and student engagement in online higher education. The research focuses on the engagement levels of students based on different access methods (mobile and non-mobile), the relationships among engagement indicators, and the strategies for instructional personalization. Quantitative research methodology is employed to analyse and measure students' engagement levels. The findings indicate that students using non-mobile devices exhibit higher engagement in terms of average minutes, item accesses, and content accesses, while mobile access shows higher engagement in terms of course accesses, course interactions, and average interactions. Significant correlations are observed among engagement indicators, highlighting the importance of course interactions, content accesses, and assessment accesses in promoting student engagement. Accordingly, a critical model for effective student engagement in online learning courses is proposed.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093334","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}
Dina Abdel Salam El-Dakhs, Burhan Ozfidan, Nermine Galal Ibrahim
The last four decades witnessed a plethora of research on language learning strategies (LLS) in the English as a foreign language (EFL) classroom. However, there is a paucity of research on the newly developed digital language learning strategies (DLLS), particularly with reference to teachers' perceptions. For this study, the authors examined the perceptions of university teachers of the importance of DLLS for EFL learners. To this end, they collected data using Kim and Bae's 60-item survey from 52 teachers at a private Egyptian university. Using exploratory factor analysis (EFA), they removed 10 items from the survey because they revealed unsatisfactory loading numbers toward other variables. The EFA outcomes extracted six factors that described 54.13% of the total variance. In this context, the teachers perceived several cognitive, metacognitive, memory, compensation, affective, and social strategies as extremely important for students. This study calls for the systematic incorporation of the DLLS in the EFL classroom, particularly through explicit intervention. Additionally, it calls for further research on the DLLS for their great significance in our new digital world.
{"title":"Teachers' Perceptions of Digital Language Learning Strategies","authors":"Dina Abdel Salam El-Dakhs, Burhan Ozfidan, Nermine Galal Ibrahim","doi":"10.4018/ijopcd.329967","DOIUrl":"https://doi.org/10.4018/ijopcd.329967","url":null,"abstract":"The last four decades witnessed a plethora of research on language learning strategies (LLS) in the English as a foreign language (EFL) classroom. However, there is a paucity of research on the newly developed digital language learning strategies (DLLS), particularly with reference to teachers' perceptions. For this study, the authors examined the perceptions of university teachers of the importance of DLLS for EFL learners. To this end, they collected data using Kim and Bae's 60-item survey from 52 teachers at a private Egyptian university. Using exploratory factor analysis (EFA), they removed 10 items from the survey because they revealed unsatisfactory loading numbers toward other variables. The EFA outcomes extracted six factors that described 54.13% of the total variance. In this context, the teachers perceived several cognitive, metacognitive, memory, compensation, affective, and social strategies as extremely important for students. This study calls for the systematic incorporation of the DLLS in the EFL classroom, particularly through explicit intervention. Additionally, it calls for further research on the DLLS for their great significance in our new digital world.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47027996","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}
There is an emergent need to examine teachers' acceptance of distance education through LMS during emergencies to leverage online teaching and learning to enhance teachers' future readiness for digital transformation in education. This study explores Saudi teachers' perceptions of Madrasati (national e-learning system). It investigates its ease of use, usefulness, behavioural intention to use the system, and its actual use in association with external factors from teachers' perspective to identify the platform's most supportive elements during remote online teaching due to the COVID-19 pandemic. The findings from 197 participants show that teachers positively perceived Madrasati regarding the system's external variables, including content quality, teaching support, visual design, system navigation features, ease of access, system interactivity, and instructional assessment tools, and they positively perceived the system's learnability.
{"title":"A Technology-Acceptance-Model-Based Study of the Attitudes Towards Learning Management Systems Among Teachers During the COVID-19 Pandemic","authors":"T. Aldosemani","doi":"10.4018/ijopcd.325240","DOIUrl":"https://doi.org/10.4018/ijopcd.325240","url":null,"abstract":"There is an emergent need to examine teachers' acceptance of distance education through LMS during emergencies to leverage online teaching and learning to enhance teachers' future readiness for digital transformation in education. This study explores Saudi teachers' perceptions of Madrasati (national e-learning system). It investigates its ease of use, usefulness, behavioural intention to use the system, and its actual use in association with external factors from teachers' perspective to identify the platform's most supportive elements during remote online teaching due to the COVID-19 pandemic. The findings from 197 participants show that teachers positively perceived Madrasati regarding the system's external variables, including content quality, teaching support, visual design, system navigation features, ease of access, system interactivity, and instructional assessment tools, and they positively perceived the system's learnability.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44610902","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. Adhikari, D. Joshi, Shashidhar Belbase, Lekhnath Sharma, Bishnu Khanal
The current study examined the mathematics teachers' awareness toward and practices of different forms of assessments (of, for, and as learning) in teaching mathematics online during the pandemic. A cross-sectional online survey design was applied among 450 high school mathematics teachers in Nepal. Mean, standard deviation, Mann-Whitney and Kruskal Wallis tests, and structural equation modeling (SEM) were major statistical techniques used in the research. The findings of the study indicated that the level of formative assessment practices in mathematics teaching was found to be high during online classes. Age, gender, teaching experience, time for online classes, and mode of the online learning environment (OLE) are determinant factors associated with the assessment component and strategy, assessment of learning, for learning, and as learning. Assessment strategy and its components are significant predictors of the assessment for and as learning, whereas the assessment component is a significant predictor of the assessment of learning.
{"title":"Mathematics Teachers' Self-Reported Practices of Formative Assessments in Teaching Mathematics Online","authors":"K. Adhikari, D. Joshi, Shashidhar Belbase, Lekhnath Sharma, Bishnu Khanal","doi":"10.4018/ijopcd.324603","DOIUrl":"https://doi.org/10.4018/ijopcd.324603","url":null,"abstract":"The current study examined the mathematics teachers' awareness toward and practices of different forms of assessments (of, for, and as learning) in teaching mathematics online during the pandemic. A cross-sectional online survey design was applied among 450 high school mathematics teachers in Nepal. Mean, standard deviation, Mann-Whitney and Kruskal Wallis tests, and structural equation modeling (SEM) were major statistical techniques used in the research. The findings of the study indicated that the level of formative assessment practices in mathematics teaching was found to be high during online classes. Age, gender, teaching experience, time for online classes, and mode of the online learning environment (OLE) are determinant factors associated with the assessment component and strategy, assessment of learning, for learning, and as learning. Assessment strategy and its components are significant predictors of the assessment for and as learning, whereas the assessment component is a significant predictor of the assessment of learning.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41307901","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 study used a case study to map teaching practice supervisors' experiences of being involved in developing the teaching practice mobile app (TPMA) for supervising students at an open distance e-learning (ODeL) institution. The technology acceptance model (TAM) was used as a theoretical framework for the study. Data were collected through semi structured interviews and analyzed thematically. The perceived usefulness of participating in app development is associated with empowerment and the opportunity to reflect. The participants' perceived ease of use was unfavorable, as they found downloading the app challenging and received minimal support from the developer. Even at an ODeL institution, supervisors would typically travel to visit students in teaching practice. The teaching practice mobile app would give supervisors flexibility and access to their students, as they would no longer have to travel to schools, and they could supervise their students remotely. The study recommends support for university supervisors to integrate mobile technologies into their teaching practice.
{"title":"Teaching Practice Supervisors' Experiences of Being Involved in Mobile App Development at an ODe-L Institution","authors":"M. Taole","doi":"10.4018/ijopcd.323650","DOIUrl":"https://doi.org/10.4018/ijopcd.323650","url":null,"abstract":"This study used a case study to map teaching practice supervisors' experiences of being involved in developing the teaching practice mobile app (TPMA) for supervising students at an open distance e-learning (ODeL) institution. The technology acceptance model (TAM) was used as a theoretical framework for the study. Data were collected through semi structured interviews and analyzed thematically. The perceived usefulness of participating in app development is associated with empowerment and the opportunity to reflect. The participants' perceived ease of use was unfavorable, as they found downloading the app challenging and received minimal support from the developer. Even at an ODeL institution, supervisors would typically travel to visit students in teaching practice. The teaching practice mobile app would give supervisors flexibility and access to their students, as they would no longer have to travel to schools, and they could supervise their students remotely. The study recommends support for university supervisors to integrate mobile technologies into their teaching practice.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46633822","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}
M. H. Miraz, Ferdoush Saleheen, Abu Sadat Muhammad Ashif, Mohammad Amzad Hossain, Dr Mohammad Tariq Hasan, H. Hwang, Anuwarul Kabir
This study investigates the effect on the teacher's performance of collaborative effort and efficiency of inquiry-based learning. It also determines the impact of the mediating role of student performance. The research framework was constructed based on the unified technology acceptance and use of technology theory. A quantitative analysis was done with surveys to collect primary data from the teacher and lecturers of Malaysia. The researcher used a Likert scale of 7 to evaluate elements of the building. This study focuses on the top 10 public university students in Malaysia. The universities are University Malaya (UM), University Kembangan Malaysia, University Putra Malaysia (UPM), University Since Malaysia (USM), University Technology Malaysia (UTM), Universiti Utara Malaysia (UUM), International Islamic University Malaysia (IIUM), University Technology Mara (UiTM), University Malaysia Perlis (UniMap), and University Tun Hossain (UTHM). Finally, researchers selected the total number of students, 368,881, which is the population of this study. Using systematic random sampling with an interval, researchers sent students an electronic link to respond to a Google Doc questionnaire. This is a unique study in the field of teacher performance that used a diverse and necessary variable known as teaching pedagogy. Therefore, it uniquely integrates leading pedagogy variables into teacher performance. The result of this study helps to meet the education qualification requirement (EQR), and the newly acquired knowledge from this study may help spur the development of the education sector. In addition, it may provide an extensive understanding of making government policies for educational institutions.
本研究探讨探究性学习对教师合作努力表现及效率的影响。它还决定了学生成绩的中介作用的影响。基于统一的技术接受与使用理论，构建了研究框架。通过调查收集马来西亚教师和讲师的主要数据，进行了定量分析。研究人员用7分的李克特量表来评估建筑的元素。这项研究的重点是马来西亚排名前10的公立大学学生。这些大学是马来亚大学(UM)、马来西亚建邦大学(University Kembangan Malaysia)、马来西亚博特拉大学(University Putra Malaysia)、马来西亚大学(USM)、马来西亚科技大学(UTM)、马来西亚北方大学(UUM)、马来西亚国际伊斯兰大学(IIUM)、马拉科技大学(UiTM)、马来西亚珀斯大学(UniMap)和敦侯赛因大学(UTHM)。最后，研究者选择了学生的总人数368,881，这是本研究的总体。通过系统随机抽样，研究人员给学生发了一个电子链接，让他们回答谷歌Doc问卷。这是一项在教师表现领域的独特研究，它使用了一种被称为教学教育学的多样化和必要的变量。因此，它独特地将领先的教育学变量纳入教师绩效。研究结果有助达到教育资历要求，而新获得的知识亦有助推动教育界的发展。此外，它可以为教育机构制定政府政策提供广泛的理解。
{"title":"The Collaborative Effort and Efficiency of Inquiry-Based Learning","authors":"M. H. Miraz, Ferdoush Saleheen, Abu Sadat Muhammad Ashif, Mohammad Amzad Hossain, Dr Mohammad Tariq Hasan, H. Hwang, Anuwarul Kabir","doi":"10.4018/ijopcd.323569","DOIUrl":"https://doi.org/10.4018/ijopcd.323569","url":null,"abstract":"This study investigates the effect on the teacher's performance of collaborative effort and efficiency of inquiry-based learning. It also determines the impact of the mediating role of student performance. The research framework was constructed based on the unified technology acceptance and use of technology theory. A quantitative analysis was done with surveys to collect primary data from the teacher and lecturers of Malaysia. The researcher used a Likert scale of 7 to evaluate elements of the building. This study focuses on the top 10 public university students in Malaysia. The universities are University Malaya (UM), University Kembangan Malaysia, University Putra Malaysia (UPM), University Since Malaysia (USM), University Technology Malaysia (UTM), Universiti Utara Malaysia (UUM), International Islamic University Malaysia (IIUM), University Technology Mara (UiTM), University Malaysia Perlis (UniMap), and University Tun Hossain (UTHM). Finally, researchers selected the total number of students, 368,881, which is the population of this study. Using systematic random sampling with an interval, researchers sent students an electronic link to respond to a Google Doc questionnaire. This is a unique study in the field of teacher performance that used a diverse and necessary variable known as teaching pedagogy. Therefore, it uniquely integrates leading pedagogy variables into teacher performance. The result of this study helps to meet the education qualification requirement (EQR), and the newly acquired knowledge from this study may help spur the development of the education sector. In addition, it may provide an extensive understanding of making government policies for educational institutions.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48288790","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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