Maker movement has become very popular in recent years. It is a process of continuous experimentation, integration, and thinking of a series of practical skills and creative ideas. The application of maker in education can be called Maker Education. In the learning process of maker education, if learners have the ability to integrate interdisciplinary knowledge, this process will be more effective. On the other hand, some scholars pointed out that the Maker movement is a trial-and-error cycle and requires multiple capabilities such as reflection, feedback, communication, and coordination. However, most learners are lack these abilities, and they also prone to frustration and learned helplessness in the learning process, especially learners with low and medium learning achievements.
{"title":"Effects of Maker Education Integrating ARCS on Learners' Performance, Motivation, Self-Efficacy","authors":"Jan-Pan Hwang, Mei-Yao Chang","doi":"10.4018/ijopcd.304086","DOIUrl":"https://doi.org/10.4018/ijopcd.304086","url":null,"abstract":"Maker movement has become very popular in recent years. It is a process of continuous experimentation, integration, and thinking of a series of practical skills and creative ideas. The application of maker in education can be called Maker Education. In the learning process of maker education, if learners have the ability to integrate interdisciplinary knowledge, this process will be more effective. On the other hand, some scholars pointed out that the Maker movement is a trial-and-error cycle and requires multiple capabilities such as reflection, feedback, communication, and coordination. However, most learners are lack these abilities, and they also prone to frustration and learned helplessness in the learning process, especially learners with low and medium learning achievements.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"24 1","pages":"1-9"},"PeriodicalIF":0.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78657955","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 are multiple challenges currently facing the school. Its ability to motivate and involve students with the adoption of technology, in an active and participatory way in teaching and learning, deserves special mention. The Internet of Things (IoT) presents itself as a tool well received by students, motivating them for learning, and teachers recognize advantages in using this resource in the classroom. It is intended to show that it is also a device with the potential to respond to what is defined in normative documents where the guiding principles for the learning evaluation are established in order to promote the improvement of learning. A content analysis was carried out of the identified decree-laws and the focus group interviews, with the teachers who participated in the exploration of essential learning in the third cycle of basic education.
{"title":"Internet of Things, Interdisciplinary Pedagogical Assessment and the Promotion of Learning","authors":"A. Magalhães, António Andrade, José Matias Alves","doi":"10.4018/ijopcd.305727","DOIUrl":"https://doi.org/10.4018/ijopcd.305727","url":null,"abstract":"There are multiple challenges currently facing the school. Its ability to motivate and involve students with the adoption of technology, in an active and participatory way in teaching and learning, deserves special mention. The Internet of Things (IoT) presents itself as a tool well received by students, motivating them for learning, and teachers recognize advantages in using this resource in the classroom. It is intended to show that it is also a device with the potential to respond to what is defined in normative documents where the guiding principles for the learning evaluation are established in order to promote the improvement of learning. A content analysis was carried out of the identified decree-laws and the focus group interviews, with the teachers who participated in the exploration of essential learning in the third cycle of basic education.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"22 1","pages":"1-12"},"PeriodicalIF":0.8,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75866356","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}
Subhan El Hafiz, E. A. Meinarno, R. Purba, M. Hadziq
Aims from the present study are to analyze the effect of students’ experience, expectation, and campus readiness on students’ e-learning satisfaction during the Covid-19 pandemic. The present studies explore the three variables’ effect on learning satisfaction in two phases, i.e., examining learning satisfaction between a distance learning campus and traditional campuses and comparing learning satisfaction between two conditions with a one-semester time lag. The results show that students enrolled in distance learning campuses have higher learning satisfaction, and students’ experience incorporates systems readiness affecting e-learning satisfaction. Further, the longitudinal study shows that fulfilling the learning mode’s expectations will increase e-learning satisfaction. The study also found that no effect from learning application which was used on e-learning satisfaction. The implication was discussed.
{"title":"The Effect of Experience, Expectation, and University Readiness on Learning Satisfaction in the Pandemic","authors":"Subhan El Hafiz, E. A. Meinarno, R. Purba, M. Hadziq","doi":"10.4018/ijopcd.305724","DOIUrl":"https://doi.org/10.4018/ijopcd.305724","url":null,"abstract":"Aims from the present study are to analyze the effect of students’ experience, expectation, and campus readiness on students’ e-learning satisfaction during the Covid-19 pandemic. The present studies explore the three variables’ effect on learning satisfaction in two phases, i.e., examining learning satisfaction between a distance learning campus and traditional campuses and comparing learning satisfaction between two conditions with a one-semester time lag. The results show that students enrolled in distance learning campuses have higher learning satisfaction, and students’ experience incorporates systems readiness affecting e-learning satisfaction. Further, the longitudinal study shows that fulfilling the learning mode’s expectations will increase e-learning satisfaction. The study also found that no effect from learning application which was used on e-learning satisfaction. The implication was discussed.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"20 1","pages":"1-14"},"PeriodicalIF":0.8,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80773466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The scope of academic processes in which Information and Communication Technologies are incorporated (ICT) has increased in recent decades, same as the number of concerns about its contributions to learning itself. A predominantly instrumental sense of these technologies becomes evident as far as scientific education in Colombia is concerned. This work seeks the construction of a teaching model that may guide natural science teachers around the design of proposals for implementing Digital Information and Communication Technologies (DICT), based on science education challenges (Hodson, 2003; 2010) and the Critical Meaningful Learning Theory (Moreira, 2005; 2010). Thus, Design-Based Research (DBR) is regarded as a methodological standpoint, which, based in turn on a systemic and iterative process, allows the development of a model and validate the potential these technologies have to meet the challenges science teaching entails when their foray into the classroom is based on didactic, pedagogical and epistemological foundations.
{"title":"Didactic Model Aiming at the Use of Digital Information and Communication Technologies in Science Education: Theoretical and Methodological Foundations","authors":"V. Gil, M. A. Moreira, J. Villagrá","doi":"10.4018/ijopcd.305729","DOIUrl":"https://doi.org/10.4018/ijopcd.305729","url":null,"abstract":"The scope of academic processes in which Information and Communication Technologies are incorporated (ICT) has increased in recent decades, same as the number of concerns about its contributions to learning itself. A predominantly instrumental sense of these technologies becomes evident as far as scientific education in Colombia is concerned. This work seeks the construction of a teaching model that may guide natural science teachers around the design of proposals for implementing Digital Information and Communication Technologies (DICT), based on science education challenges (Hodson, 2003; 2010) and the Critical Meaningful Learning Theory (Moreira, 2005; 2010). Thus, Design-Based Research (DBR) is regarded as a methodological standpoint, which, based in turn on a systemic and iterative process, allows the development of a model and validate the potential these technologies have to meet the challenges science teaching entails when their foray into the classroom is based on didactic, pedagogical and epistemological foundations.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"10 1","pages":"1-11"},"PeriodicalIF":0.8,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87443686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The experiences that higher education students have with technology and learning with the support of technological resources can generate feelings of stress and anxiety. Understanding whether or not students are ill-adapted to technology is of utmost importance to understand the extent to which changes are needed in the teaching and learning process. With this purpose, the students’ perceptions about the technology, namely its familiarity, the ease of use, the utility of technological resources, levels of satisfaction with learning from remote learning and levels of technostress during the confinement period due to the Covid-19 pandemic were evaluated. Several statistical methods were applied, among which, the Multiple Correspondence Analysis and the k-means clustering algorithm, in order to obtain a partition of students based on their perceptions and experiences in the course of remote learning. The results revealed three distinct profiles, concerning students’ perceptions about their relationship with technology.
{"title":"Technostress Among Higher Education Students During the COVID-19 Outbreak","authors":"O. Silva, Áurea Sousa, A. Moniz","doi":"10.4018/ijopcd.305726","DOIUrl":"https://doi.org/10.4018/ijopcd.305726","url":null,"abstract":"The experiences that higher education students have with technology and learning with the support of technological resources can generate feelings of stress and anxiety. Understanding whether or not students are ill-adapted to technology is of utmost importance to understand the extent to which changes are needed in the teaching and learning process. With this purpose, the students’ perceptions about the technology, namely its familiarity, the ease of use, the utility of technological resources, levels of satisfaction with learning from remote learning and levels of technostress during the confinement period due to the Covid-19 pandemic were evaluated. Several statistical methods were applied, among which, the Multiple Correspondence Analysis and the k-means clustering algorithm, in order to obtain a partition of students based on their perceptions and experiences in the course of remote learning. The results revealed three distinct profiles, concerning students’ perceptions about their relationship with technology.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"16 1","pages":"1-12"},"PeriodicalIF":0.8,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73657298","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}
Agnés Whitfield, Vanessa Evans, Breanna E. M. Simpson
Discussion forums remain an important component in student engagement and learning in many online courses, but current research suggests that refining their pedagogical design could significantly enhance their effectiveness. The Worksheet Video Walk Formula offers one such option. Drawing on scaffolding and question techniques, the worksheet structures the interactive learning tasks closely around the concepts and skills to be learned, while the video walk reinforces students’ connection and engagement with the task activities. This article discusses the pedagogical challenges in designing and implementing the Formula in a large (104 students) second-year English literature course on the short story. The impact of the Formula on the quality of student interaction with concepts and texts as well as their development of close reading and critical thinking skills is assessed, and future applications are explored. This study has implications for teacher presence in discussion forums, learning outcomes, student satisfaction, and online pedagogy in large classes.
{"title":"Enhancing Student Engagement and Structured Learning in Online Discussion Forums: The Worksheet Video Walk Formula","authors":"Agnés Whitfield, Vanessa Evans, Breanna E. M. Simpson","doi":"10.4018/ijopcd.305728","DOIUrl":"https://doi.org/10.4018/ijopcd.305728","url":null,"abstract":"Discussion forums remain an important component in student engagement and learning in many online courses, but current research suggests that refining their pedagogical design could significantly enhance their effectiveness. The Worksheet Video Walk Formula offers one such option. Drawing on scaffolding and question techniques, the worksheet structures the interactive learning tasks closely around the concepts and skills to be learned, while the video walk reinforces students’ connection and engagement with the task activities. This article discusses the pedagogical challenges in designing and implementing the Formula in a large (104 students) second-year English literature course on the short story. The impact of the Formula on the quality of student interaction with concepts and texts as well as their development of close reading and critical thinking skills is assessed, and future applications are explored. This study has implications for teacher presence in discussion forums, learning outcomes, student satisfaction, and online pedagogy in large classes.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"18 1","pages":"1-11"},"PeriodicalIF":0.8,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72886353","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 evaluates emergency remote teaching for postgraduate programs. A descriptive-analytic method was used, including quantitative and qualitative tools. A questionnaire (N = 144) was administered based on the context, input, process, and product (CIPP) model for evaluation, and semi-structured interviews (N = 6 participants) were conducted to provide a comprehensive depiction incorporating participants’ views from three Saudi universities. The results revealed participants had a positive bias regarding their experience; the results were similar to those of a number of studies but revealed increased consistency of distance learning characteristics, specifically, data, exceptions, and objectives of higher stages. This study also revealed several transitive and positive effects along with challenges that seem to confront not only emergency distance teaching but the whole experience of distance learning.
{"title":"Is the Emergency Distance Teaching Experience Different in Postgraduate Programs?: Students' Voices","authors":"Abeer A Alharbi","doi":"10.4018/ijopcd.302084","DOIUrl":"https://doi.org/10.4018/ijopcd.302084","url":null,"abstract":"This study evaluates emergency remote teaching for postgraduate programs. A descriptive-analytic method was used, including quantitative and qualitative tools. A questionnaire (N = 144) was administered based on the context, input, process, and product (CIPP) model for evaluation, and semi-structured interviews (N = 6 participants) were conducted to provide a comprehensive depiction incorporating participants’ views from three Saudi universities. The results revealed participants had a positive bias regarding their experience; the results were similar to those of a number of studies but revealed increased consistency of distance learning characteristics, specifically, data, exceptions, and objectives of higher stages. This study also revealed several transitive and positive effects along with challenges that seem to confront not only emergency distance teaching but the whole experience of distance learning.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"119 1","pages":"1-16"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75930136","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: 10.4018/ijopcd.2022010103
Luciana Oliveira, Paulino Silva, A. Mesquita, A. Sequeira, Adriana Oliveira
The global COVID-19 pandemic increased social media usage to obtain information and to share concerns, feelings, and emotions, turning it into a prolific field of research through which it is possible to understand how audiences are coping with the multitude of recent challenges. This paper presents results from a social media analysis of 61532 education-related news headlines posted by the major daily news provider in Portugal, Sic Notícias, on Facebook, from January to December 2020. We focus on how the news impacted on audiences’ emotional response and discourse, and we analyze the key issues of the most commented news content. The results show a prevailing sadness among audiences and a very negative discourse all throughout 2020, with a high degree uncertainty being expressed. The main concerns revolved around parents supporting children in their first remote learning endeavors, financial sustainability, the lack of devices, the disinfection of schools, and the students’ mobility, particularly in the non-higher education context.
{"title":"Sadness, Negativity, and Uncertainty in Education During COVID-19 on Social Media","authors":"Luciana Oliveira, Paulino Silva, A. Mesquita, A. Sequeira, Adriana Oliveira","doi":"10.4018/ijopcd.2022010103","DOIUrl":"https://doi.org/10.4018/ijopcd.2022010103","url":null,"abstract":"The global COVID-19 pandemic increased social media usage to obtain information and to share concerns, feelings, and emotions, turning it into a prolific field of research through which it is possible to understand how audiences are coping with the multitude of recent challenges. This paper presents results from a social media analysis of 61532 education-related news headlines posted by the major daily news provider in Portugal, Sic Notícias, on Facebook, from January to December 2020. We focus on how the news impacted on audiences’ emotional response and discourse, and we analyze the key issues of the most commented news content. The results show a prevailing sadness among audiences and a very negative discourse all throughout 2020, with a high degree uncertainty being expressed. The main concerns revolved around parents supporting children in their first remote learning endeavors, financial sustainability, the lack of devices, the disinfection of schools, and the students’ mobility, particularly in the non-higher education context.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"7 1","pages":"1-21"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78691037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aimed to investigate the impact of class participation, and coursework on academic performance in the context of blended learning. A quasi-experimental research design and a database of students’ academic achievements to get secondary data were used in the study. A random cluster sample of students from the bachelor's degree program was taken. The study found that approximately 50.9% of the variance for the experimental group and 20.9% for the control group in academic performance can be explained or accounted for by class participation differences. It is also found that approximately 72.2% of the variance for the experimental group and 87.8% for the control group in academic performance can be explained or accounted for by coursework differences.
{"title":"Influence of Class Participation and Coursework on Academic Performance in the Context of Blended Learning","authors":"Nazmi Xhomara, I. Baholli","doi":"10.4018/ijopcd.295951","DOIUrl":"https://doi.org/10.4018/ijopcd.295951","url":null,"abstract":"The study aimed to investigate the impact of class participation, and coursework on academic performance in the context of blended learning. A quasi-experimental research design and a database of students’ academic achievements to get secondary data were used in the study. A random cluster sample of students from the bachelor's degree program was taken. The study found that approximately 50.9% of the variance for the experimental group and 20.9% for the control group in academic performance can be explained or accounted for by class participation differences. It is also found that approximately 72.2% of the variance for the experimental group and 87.8% for the control group in academic performance can be explained or accounted for by coursework differences.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"52 1","pages":"1-14"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91141746","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}
Davida Parsons, Timothy Gander, K. Baker, Darcy Vo
This article reports on a survey of New Zealand teachers, designed to assess their experiences of distance learning during the COVID-19 lockdowns. The survey gathered detailed quantitative and qualitative data from 31 schoolteachers who had previously experienced professional development in digital learning. The questions addressed many areas of practice, including the issues faced by teachers in the move to online distance learning, the impacts on relationships with students, families, and other staff, the impacts on workload and practice, and the experience of working intensively with digital technologies. The results suggested that this group of relatively well-prepared teachers were able to effectively move their practice online in a short period of time and, in most cases, to maintain the relationships with, and the learning of, their students. However, there were some indications in the data that learners from the Māori community faced resource challenges in successfully transitioning to online distance learning.
{"title":"The Post-COVID-19 Impact on Distance Learning for New Zealand Teachers","authors":"Davida Parsons, Timothy Gander, K. Baker, Darcy Vo","doi":"10.4018/ijopcd.295955","DOIUrl":"https://doi.org/10.4018/ijopcd.295955","url":null,"abstract":"This article reports on a survey of New Zealand teachers, designed to assess their experiences of distance learning during the COVID-19 lockdowns. The survey gathered detailed quantitative and qualitative data from 31 schoolteachers who had previously experienced professional development in digital learning. The questions addressed many areas of practice, including the issues faced by teachers in the move to online distance learning, the impacts on relationships with students, families, and other staff, the impacts on workload and practice, and the experience of working intensively with digital technologies. The results suggested that this group of relatively well-prepared teachers were able to effectively move their practice online in a short period of time and, in most cases, to maintain the relationships with, and the learning of, their students. However, there were some indications in the data that learners from the Māori community faced resource challenges in successfully transitioning to online distance learning.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"17 1","pages":"1-16"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85222149","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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