This research aimed at measuring the impact of a web-based training program in developing professional attitudes and literacy levels about the STEM integration approach among middle school science teachers. The research utilized the experimental approach of one group design with pre-and post-measurement. The participants comprised (16) middle school teachers in Wadi Al-Dawasir, Riyadh, Saudi Arabia. For data collection, the professional attitudes towards the STEM scale and the STEM literacy level scale were applied. Results demonstrated that there were statistically significant differences at (a=0.05) between the mean scores of the experimental group pre-and post-measurements in the scale of professional attitudes towards STEM in favor of the post-measurement and statistically significant differences at (a=0.05) between the mean scores of the experimental group pre-and post-measurements in the STEM literacy level scale in favor of the post-measurement. Recommendations and suggestions were presented.
{"title":"A Web-Based Training Program for Developing Professional Attitudes and Literacy of STEM Among Science Teachers","authors":"Sahar M.Y. Ezzeldin","doi":"10.4018/ijopcd.302085","DOIUrl":"https://doi.org/10.4018/ijopcd.302085","url":null,"abstract":"This research aimed at measuring the impact of a web-based training program in developing professional attitudes and literacy levels about the STEM integration approach among middle school science teachers. The research utilized the experimental approach of one group design with pre-and post-measurement. The participants comprised (16) middle school teachers in Wadi Al-Dawasir, Riyadh, Saudi Arabia. For data collection, the professional attitudes towards the STEM scale and the STEM literacy level scale were applied. Results demonstrated that there were statistically significant differences at (a=0.05) between the mean scores of the experimental group pre-and post-measurements in the scale of professional attitudes towards STEM in favor of the post-measurement and statistically significant differences at (a=0.05) between the mean scores of the experimental group pre-and post-measurements in the STEM literacy level scale in favor of the post-measurement. Recommendations and suggestions were presented.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"142 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":"77898196","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.2022010101
Sahar M.Y. Ezzeldin
This study aimed for using flipped classroom to develop scientific communication and the attitude towards technology acceptance in science learning among intermediate school students. For this purpose, the quasi-experimental design with the experimental and the control group method was used. The sample involved (49) third intermediate stage students from two different schools in Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia. A list of written scientific communication levels suitable for intermediate school students and a procedural model for learning with flipped classes were presented. The study applied the scientific communication test and the technology acceptance in the science learning scale. The statistical analyses revealed that there were statistically significant differences between the means of the scores of the experimental and control group students in the scientific communication scale and the technology acceptance in the science learning scale in favor of the experimental group. Recommendations and suggestions were presented.
{"title":"Using Flipped Classes to Develop Scientific Communication and the Attitude Towards Technology Acceptance in Science Learning in Intermediate Schools","authors":"Sahar M.Y. Ezzeldin","doi":"10.4018/ijopcd.2022010101","DOIUrl":"https://doi.org/10.4018/ijopcd.2022010101","url":null,"abstract":"This study aimed for using flipped classroom to develop scientific communication and the attitude towards technology acceptance in science learning among intermediate school students. For this purpose, the quasi-experimental design with the experimental and the control group method was used. The sample involved (49) third intermediate stage students from two different schools in Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia. A list of written scientific communication levels suitable for intermediate school students and a procedural model for learning with flipped classes were presented. The study applied the scientific communication test and the technology acceptance in the science learning scale. The statistical analyses revealed that there were statistically significant differences between the means of the scores of the experimental and control group students in the scientific communication scale and the technology acceptance in the science learning scale in favor of the experimental group. Recommendations and suggestions were presented.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"60 1","pages":"1-15"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85865475","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}
N. I. Alcivar, Erika Fernanda Mesias Cabezas, Elizabeth Stefania Elizalde Rios
This article analyzes educational video games' usability as a pedagogical support tool in primary early childhood education, particularly in virtual environments of emerging economies. The MIDI-AM series of educational digital games is used as a case study that focuses on learning by playing using technology. The study examines the degree of usability, applicability, and relevance of these serious games as pedagogical tools in educational virtuality, identifying opportunities for improvements and designing a practical methodology to evaluate them as part of the teaching-learning process. A triangulated analysis is carried out with mixed methods, evaluating data generated in a control panel of MIDI-AM applications, focus groups with teachers and parents of local schools, and user satisfaction questionnaires. The results regarding usability and relevance of the applications were primarily positive. However, certain shortcomings in these applications' structure and possible opportunities for improvement within the educational context applicability were also identified.
{"title":"MIDI-AM Videogame Usability in Virtual Learning as a Digital Pedagogical Tool in Emerging Economies","authors":"N. I. Alcivar, Erika Fernanda Mesias Cabezas, Elizabeth Stefania Elizalde Rios","doi":"10.4018/ijopcd.292016","DOIUrl":"https://doi.org/10.4018/ijopcd.292016","url":null,"abstract":"This article analyzes educational video games' usability as a pedagogical support tool in primary early childhood education, particularly in virtual environments of emerging economies. The MIDI-AM series of educational digital games is used as a case study that focuses on learning by playing using technology. The study examines the degree of usability, applicability, and relevance of these serious games as pedagogical tools in educational virtuality, identifying opportunities for improvements and designing a practical methodology to evaluate them as part of the teaching-learning process. A triangulated analysis is carried out with mixed methods, evaluating data generated in a control panel of MIDI-AM applications, focus groups with teachers and parents of local schools, and user satisfaction questionnaires. The results regarding usability and relevance of the applications were primarily positive. However, certain shortcomings in these applications' structure and possible opportunities for improvement within the educational context applicability were also identified.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"9 1","pages":"1-15"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82034760","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}
Rain Classroom, a popular online learning platform in China, has been developed to face the constant innovations of teaching pedagogy. However, few studies have attempted to understand its users’ sustained attention under the guidance of the unified theory of acceptance and use of technology (UTAUT). Based on the authentic relationships between constructs of the UTAUT model, this study tries to determine the factors that influence users’ sustained attention to Rain Classroom by replacing the two dependent constructs, use behavior and behavioral intention with sustained attention and self-efficacy. There were 421 students from a public university in China involved in this study. By using the data collected from an online questionnaire, the current research tested five hypotheses. The results were consistent with the relationships in the original UTAUT model except for effort expectancy. The theoretical and practical implications of this research were also discussed.
{"title":"Examining Users' Sustained Attention to Online Learning by Modifying a UTAUT Model of Rain Classroom","authors":"Yan Yang, Zhonggen Yu","doi":"10.4018/ijopcd.295950","DOIUrl":"https://doi.org/10.4018/ijopcd.295950","url":null,"abstract":"Rain Classroom, a popular online learning platform in China, has been developed to face the constant innovations of teaching pedagogy. However, few studies have attempted to understand its users’ sustained attention under the guidance of the unified theory of acceptance and use of technology (UTAUT). Based on the authentic relationships between constructs of the UTAUT model, this study tries to determine the factors that influence users’ sustained attention to Rain Classroom by replacing the two dependent constructs, use behavior and behavioral intention with sustained attention and self-efficacy. There were 421 students from a public university in China involved in this study. By using the data collected from an online questionnaire, the current research tested five hypotheses. The results were consistent with the relationships in the original UTAUT model except for effort expectancy. The theoretical and practical implications of this research were also discussed.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"383 1","pages":"1-20"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76615422","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}
With the rapid development of information technologies, virtual reality-assisted language learning (VRALL) has caught much attention across the world, particularly during the COVID-19 pandemic. Nevertheless, few review studies aimed to understand the influence of virtual reality (VR) on learning outcomes in terms of each language element. This literature review study selected and analyzed 23 studies from the perspective of language learning aspects, main users of VR technology, and the impact of VR on each learning aspect. The results revealed that (1) vocabulary learning and tertiary education gained the most attention in academia; (2) VR promoted pronunciation learning, listening skills, and speaking skills; (3) VR was a mixed blessing for vocabulary learning, reading skills, and writing skills. Future research could explore the solutions to improve the effectiveness of VR and highlight interdisciplinary cooperation.
{"title":"A Systematic Review on the Influence of Virtual Reality on Language Learning Outcomes","authors":"X. Deng, Z. Yu","doi":"10.4018/ijopcd.302083","DOIUrl":"https://doi.org/10.4018/ijopcd.302083","url":null,"abstract":"With the rapid development of information technologies, virtual reality-assisted language learning (VRALL) has caught much attention across the world, particularly during the COVID-19 pandemic. Nevertheless, few review studies aimed to understand the influence of virtual reality (VR) on learning outcomes in terms of each language element. This literature review study selected and analyzed 23 studies from the perspective of language learning aspects, main users of VR technology, and the impact of VR on each learning aspect. The results revealed that (1) vocabulary learning and tertiary education gained the most attention in academia; (2) VR promoted pronunciation learning, listening skills, and speaking skills; (3) VR was a mixed blessing for vocabulary learning, reading skills, and writing skills. Future research could explore the solutions to improve the effectiveness of VR and highlight interdisciplinary cooperation.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"52 1","pages":"1-18"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89814060","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 examined how 22 instructors (lecturers and tutors) perceived their roles in online teaching in a first-level course in open, distance and e-learning. The Community of Inquiry framework was used for the study. The research employed a case study involving questionnaires and document analysis. The findings revealed that the tutors saw their role as assisting students with assessments, online navigation, using ICT, motivation and time management. Lecturers perceived their roles as designing assignments and marking rubrics, updating course content, undertaking quality assurance and maintaining sound communication. Tutors spent between 16 and 37 hours and lecturers roughly 55 hours a week teaching the course. The study recommends effective communication, alternative automated assessments and lower student numbers per online class to decrease instructors’ workload and allow them to spend quality time interacting with their students. The findings will help higher education institutions with similar contexts to plan online courses with high student numbers.
{"title":"Instructors' Perceptions of Their Interaction With Students in Online Teaching and Learning","authors":"G. V. D. Berg","doi":"10.4018/ijopcd.302089","DOIUrl":"https://doi.org/10.4018/ijopcd.302089","url":null,"abstract":"The study examined how 22 instructors (lecturers and tutors) perceived their roles in online teaching in a first-level course in open, distance and e-learning. The Community of Inquiry framework was used for the study. The research employed a case study involving questionnaires and document analysis. The findings revealed that the tutors saw their role as assisting students with assessments, online navigation, using ICT, motivation and time management. Lecturers perceived their roles as designing assignments and marking rubrics, updating course content, undertaking quality assurance and maintaining sound communication. Tutors spent between 16 and 37 hours and lecturers roughly 55 hours a week teaching the course. The study recommends effective communication, alternative automated assessments and lower student numbers per online class to decrease instructors’ workload and allow them to spend quality time interacting with their students. The findings will help higher education institutions with similar contexts to plan online courses with high student numbers.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"16 1","pages":"1-15"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90479161","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}
Student engagement plays a crucial role in online courses. Despite its importance in online learning, student engagement can be influenced by a series of factors mainly coming from three aspects: instructors, learners, and objective conditions. This study aims to investigate the relationship between instructor factor (teaching presence), learner factor (self-regulation), objective condition factor (social interaction), and tertiary students' engagement of specific types (behavioral engagement, cognitive engagement, and emotional engagement) in the online courses using Tencent Meeting. Through linear regression analysis based on data collected by a questionnaire, the results show that self-regulation and social interaction are significantly related to engagement while teaching presence is not significantly related to engagement. Future research could improve engagement by applying virtual reality technology and focus on how to improve student engagement in online courses through various online course platforms and blended learning with the help of various online learning platforms.
{"title":"Student Perceptions of Factors Influencing Engagement in Online Courses on Tencent Meeting","authors":"Xinyu Zou, Zhonggen Yu","doi":"10.4018/ijopcd.311442","DOIUrl":"https://doi.org/10.4018/ijopcd.311442","url":null,"abstract":"Student engagement plays a crucial role in online courses. Despite its importance in online learning, student engagement can be influenced by a series of factors mainly coming from three aspects: instructors, learners, and objective conditions. This study aims to investigate the relationship between instructor factor (teaching presence), learner factor (self-regulation), objective condition factor (social interaction), and tertiary students' engagement of specific types (behavioral engagement, cognitive engagement, and emotional engagement) in the online courses using Tencent Meeting. Through linear regression analysis based on data collected by a questionnaire, the results show that self-regulation and social interaction are significantly related to engagement while teaching presence is not significantly related to engagement. Future research could improve engagement by applying virtual reality technology and focus on how to improve student engagement in online courses through various online course platforms and blended learning with the help of various online learning platforms.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"42 1","pages":"1-17"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90212981","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 most popular media of content delivery in online learning and education in the post-pandemic time has been learning management systems (LMS) or virtual learning environments (VLEs). Since few studies comprehensively presented the impact of gamification in the VLEs/LMS (GVLEs/GLMS) on learning outcomes, satisfaction, engagement, and motivation, this review aims to identify the effects of gamification in the contexts of VLEs/LMS. The authors adopted a systematic review method based on the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P). The results showed that the GLMS had positive influences on learning motivation, engagement, and satisfaction while it did not necessarily improve learning outcomes due to various factors. Implications and suggestions were given to researchers, developers, educators, and institutions based on our findings.
{"title":"Effects of Gamification on Learning Outcomes, Satisfaction, Engagement, and Motivation in Virtual Learning Environments Between 2020 and 2022","authors":"Kexin Zhang, Zhonggen Yu","doi":"10.4018/ijopcd.306684","DOIUrl":"https://doi.org/10.4018/ijopcd.306684","url":null,"abstract":"The most popular media of content delivery in online learning and education in the post-pandemic time has been learning management systems (LMS) or virtual learning environments (VLEs). Since few studies comprehensively presented the impact of gamification in the VLEs/LMS (GVLEs/GLMS) on learning outcomes, satisfaction, engagement, and motivation, this review aims to identify the effects of gamification in the contexts of VLEs/LMS. The authors adopted a systematic review method based on the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P). The results showed that the GLMS had positive influences on learning motivation, engagement, and satisfaction while it did not necessarily improve learning outcomes due to various factors. Implications and suggestions were given to researchers, developers, educators, and institutions based on our findings.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"29 1","pages":"1-18"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87861558","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}
Universities typically offer support services to students in the form of technology assistance, academic tutoring, and mentoring programs. This mixed methods study explored supports provided to undergraduate students enrolled in online education courses at a four-year Hispanic Serving Institution (HSI) in Southern California. This study looked at the degrees to which undergraduate students enrolled in online courses took advantage of these services, their perceptions of the impact of such participation, and recommendations for additional support services specific to the online environment. The majority of students surveyed reported not utilizing many of the support services offered by the university. Recommendations include expanding support services to increase accessibility and connecting supports more clearly to course content.
{"title":"Meeting the Needs of All Students: Online Undergraduate Student Use of Support Services","authors":"Jessica C. Decker, V. Beltran","doi":"10.4018/ijopcd.295954","DOIUrl":"https://doi.org/10.4018/ijopcd.295954","url":null,"abstract":"Universities typically offer support services to students in the form of technology assistance, academic tutoring, and mentoring programs. This mixed methods study explored supports provided to undergraduate students enrolled in online education courses at a four-year Hispanic Serving Institution (HSI) in Southern California. This study looked at the degrees to which undergraduate students enrolled in online courses took advantage of these services, their perceptions of the impact of such participation, and recommendations for additional support services specific to the online environment. The majority of students surveyed reported not utilizing many of the support services offered by the university. Recommendations include expanding support services to increase accessibility and connecting supports more clearly to course content.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"29 1","pages":"1-11"},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79287694","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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