This document describes a study where pre-service teachers in Cyprus participated in an online STEM fair during the COVID-19 pandemic after schools switched to remote learning. The researchers describe how a planned in-person STEM fair was adapted to an online format in 3 steps. They then analyze 3 case studies of pre-service teachers to explore the challenges of teaching STEM content online. The cases showed varying levels of readiness to teach online, with one participant receiving a lower evaluation due to not engaging the audience in their online activity. The study provides insights into supporting pre-service teachers' transition to online teaching.
This document discusses a study on the use of the game-based learning platform Kahoot! in teacher education programs. 44 students and 2 teachers from different programs participated in the study. They provided their perspectives on the advantages and disadvantages of using Kahoot! in the classroom through open-ended questionnaires after experiencing Kahoot! activities. The study found that participants noted increased student involvement, participation, and promotion of learning as main benefits. However, some challenges with technology, teacher experience, and student adaptation were also identified. The document provides background on game-based learning and response systems as well as details on Kahoot! and the methodology used in the study.
A Pilot E-Tutoring Program For First And Second Grade Students Of Lower Secon...Sarah Brown
This document describes a pilot e-tutoring program for 58 first and second year secondary school students in ancient Greek and mathematics. Two teachers provided daily two-hour online tutoring sessions using the Blackboard Collaborate platform. A questionnaire given after completion found that 6 in 10 students participated, with over 90% satisfaction and 94% acceptance of the program. Students who did not participate said they did not need it. The program aimed to support students who wanted help understanding class material or who missed class.
This document discusses the future of e-learning and how it can be improved. It examines how e-learning has failed to live up to early expectations and suggests the need for a paradigm shift to "disruptive pedagogies" that better exploit technology. Two main challenges are explored: the rapidly changing e-landscape of technologies and finding ways for teachers to use these technologies. The document reviews studies showing that e-learning is mainly used for information provision rather than interactive learning. It argues disruptive technologies and pedagogies are needed for e-learning to achieve its potential to engage students and improve higher-order thinking.
Online Learning Readiness of Secondary School Teachers towards Flexible and B...AJHSSR Journal
ABSTRACT : Online learning is a challenging concept that ensures education is catered through
technological channels. This descriptive research aimed to understand readiness of teachers as they implement
teaching using flexible and blended learning as basis for an education strategy especially in this COVID-19
pandemic. The respondents were 232 selected secondary teachers in the province of Camarines Norte. The result
showed that there are 20 percent who are prepared for online teaching and most have gadgets/devices to be able
to perform their online role as teachers. However, 80 percent of respondents have issues especially along the
financial implication of flexible/blended learning as internet is quite costly in the Philippines and technological
gadgets are expensive. The study recommends training, planning, and restructuring towards strengthening
technology utilization, access, and resource generation for better delivery of education. It draws implications on
developing better key strategies in building smart ways and reducing challenges in online education.
KEYWORDS : COVID-19, Educational strategies, ICT integration, teaching modality
The document discusses the roles and competencies required of online teachers. It notes that online teaching requires different approaches than face-to-face teaching. Online teachers must have skills in instructional design, use of technologies, interaction and engagement with students, and ongoing professional development. They typically take on roles such as instructor, social facilitator, evaluator, administrator, technologist and researcher. The COVID-19 pandemic has increased the need to define online teaching roles to help teachers be effective and address challenges of emergency remote education.
A STUDY ON THE EFFECT OF ONLINE TEACHING IN HIGHER EDUCATIONIAEME Publication
The Covid-19 pandemic caused a great deal of fear among people all across the world, and the education sector was no exception. In particular for the educational institutions that were entirely offline, this caused a fast, drastic shift from "brick and mortar" to online instruction. The current research study compares face-to-face instruction to online instruction to understand the students' perspectives. Graduate students (UG & PG) from particular educational institutions in Hyderabad were asked to fill out a Google form survey questionnaire in order to obtain primary data. As a result, the current study also assessed how satisfied students were with their performance on numerous metrics, such as their acquisition of graduate-level competencies, which include knowledge, abilities, and behaviour.
Cognitive Communication 2.0 in the Classroom - Resonance of an Experience in ...Cornélia Castro
This document summarizes a study that evaluated the integration of Twitter into PowerPoint presentations in university classrooms. The study aimed to assess how this approach could transform one-way communication between the teacher and many students (cognitive communication 1.0) into more interactive communication between all participants (cognitive communication 2.0). A questionnaire was administered to 122 university students after they experienced a PowerPoint presentation integrated with Twitter in their classroom. The questionnaire assessed the approach across several dimensions related to pedagogy, technology, learning, classroom interactions, and behaviors. Preliminary results found that students recognized the pedagogical and technological benefits of the approach and perceived positive effects on the quality of their learning and interactions in the classroom.
This document discusses a study on the use of the game-based learning platform Kahoot! in teacher education programs. 44 students and 2 teachers from different programs participated in the study. They provided their perspectives on the advantages and disadvantages of using Kahoot! in the classroom through open-ended questionnaires after experiencing Kahoot! activities. The study found that participants noted increased student involvement, participation, and promotion of learning as main benefits. However, some challenges with technology, teacher experience, and student adaptation were also identified. The document provides background on game-based learning and response systems as well as details on Kahoot! and the methodology used in the study.
A Pilot E-Tutoring Program For First And Second Grade Students Of Lower Secon...Sarah Brown
This document describes a pilot e-tutoring program for 58 first and second year secondary school students in ancient Greek and mathematics. Two teachers provided daily two-hour online tutoring sessions using the Blackboard Collaborate platform. A questionnaire given after completion found that 6 in 10 students participated, with over 90% satisfaction and 94% acceptance of the program. Students who did not participate said they did not need it. The program aimed to support students who wanted help understanding class material or who missed class.
This document discusses the future of e-learning and how it can be improved. It examines how e-learning has failed to live up to early expectations and suggests the need for a paradigm shift to "disruptive pedagogies" that better exploit technology. Two main challenges are explored: the rapidly changing e-landscape of technologies and finding ways for teachers to use these technologies. The document reviews studies showing that e-learning is mainly used for information provision rather than interactive learning. It argues disruptive technologies and pedagogies are needed for e-learning to achieve its potential to engage students and improve higher-order thinking.
Online Learning Readiness of Secondary School Teachers towards Flexible and B...AJHSSR Journal
ABSTRACT : Online learning is a challenging concept that ensures education is catered through
technological channels. This descriptive research aimed to understand readiness of teachers as they implement
teaching using flexible and blended learning as basis for an education strategy especially in this COVID-19
pandemic. The respondents were 232 selected secondary teachers in the province of Camarines Norte. The result
showed that there are 20 percent who are prepared for online teaching and most have gadgets/devices to be able
to perform their online role as teachers. However, 80 percent of respondents have issues especially along the
financial implication of flexible/blended learning as internet is quite costly in the Philippines and technological
gadgets are expensive. The study recommends training, planning, and restructuring towards strengthening
technology utilization, access, and resource generation for better delivery of education. It draws implications on
developing better key strategies in building smart ways and reducing challenges in online education.
KEYWORDS : COVID-19, Educational strategies, ICT integration, teaching modality
The document discusses the roles and competencies required of online teachers. It notes that online teaching requires different approaches than face-to-face teaching. Online teachers must have skills in instructional design, use of technologies, interaction and engagement with students, and ongoing professional development. They typically take on roles such as instructor, social facilitator, evaluator, administrator, technologist and researcher. The COVID-19 pandemic has increased the need to define online teaching roles to help teachers be effective and address challenges of emergency remote education.
A STUDY ON THE EFFECT OF ONLINE TEACHING IN HIGHER EDUCATIONIAEME Publication
The Covid-19 pandemic caused a great deal of fear among people all across the world, and the education sector was no exception. In particular for the educational institutions that were entirely offline, this caused a fast, drastic shift from "brick and mortar" to online instruction. The current research study compares face-to-face instruction to online instruction to understand the students' perspectives. Graduate students (UG & PG) from particular educational institutions in Hyderabad were asked to fill out a Google form survey questionnaire in order to obtain primary data. As a result, the current study also assessed how satisfied students were with their performance on numerous metrics, such as their acquisition of graduate-level competencies, which include knowledge, abilities, and behaviour.
Cognitive Communication 2.0 in the Classroom - Resonance of an Experience in ...Cornélia Castro
This document summarizes a study that evaluated the integration of Twitter into PowerPoint presentations in university classrooms. The study aimed to assess how this approach could transform one-way communication between the teacher and many students (cognitive communication 1.0) into more interactive communication between all participants (cognitive communication 2.0). A questionnaire was administered to 122 university students after they experienced a PowerPoint presentation integrated with Twitter in their classroom. The questionnaire assessed the approach across several dimensions related to pedagogy, technology, learning, classroom interactions, and behaviors. Preliminary results found that students recognized the pedagogical and technological benefits of the approach and perceived positive effects on the quality of their learning and interactions in the classroom.
Unleash the Untaught Learning Competencies through Online, Shareable, and Of...SherwinPadohinogBati
The document summarizes a study that evaluated the benefits of "Project OSO", which utilized online, shareable, and offline video lectures to teach mathematics competencies to 7th grade students. The study used an experimental research design to compare the test scores of three groups of students who received the video lectures in different formats: online videos, shareable videos, and offline videos. The findings showed that the group who viewed the online videos performed significantly better than the other two groups. The document concludes that Project OSO is an effective way to teach unattained competencies, especially when teachers are absent.
Role of digital gadgets in transformation of traditional learning to digital ...Dr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
This document summarizes a study that examined the effect of using web applications in college classrooms on teaching, learning, and academic performance among female students in Saudi Arabia. The study found that female students were more interested in learning and performed better when using web applications like Google Apps in the classroom during and after classes. These applications provided an effective way to manage educational activities inside and outside the classroom for both teachers and students. The study concluded that web applications can help promote the classroom learning environment.
This research is based on the problem of the outbreak of the coronavirus
which has become a global pandemic and a national disaster. The purpose of
this study was to describe the perceptions of lecturers and students on online
learning problems during the COVID-19 pandemic. The data was collected
with the help of questionnaires. This quantitative descriptive study was
conducted among lectures and students who selectedd randomly. Data
analysis used a Likert scale and the results of perceptions used descriptive
analysis. The results of the study show that the perceptions of lecturers and
students on online learning problems during the pandemic consisted of six
aspects (lecture plans, online lecture activities, online lecture recording and
evaluation, lecture assistance services, and lecture support facilities).
Furthermore, it can be agreed that effective online learning occurs due to the
interaction of students and lecturers as well as technology connected
to education.
This study was conducted in an undergraduate level
with the use of e-learning
particularly in analytic geometry to lessen the com
mon fear of Filipino students to
mathematics. Since teen age students used to engros
s themselves with the use of
technology specifically computers, this study maxim
ized the capability of computers
in reducing math anxiety by teaching mathematics su
bject using e-learning thus
improving student academic performance.
This two-year project explored the use of ICT and eLearning practices across different disciplines at a university. Through case studies of eight disciplines, the project found that careful curriculum design is needed to support diverse student cohorts. ICT can help expand students' understanding of course content and support the development of professional identities, but some students find technology challenging. The project highlighted the need for clear relationships between learning goals, assessments, and technology use, as well as teacher understanding of educational technology's affordances and limitations.
Olson matunga final project dip scie ed 12OLSON MATUNGA
The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.
The paradigm shift from traditional learning to digital learning in mathematics Dr. C.V. Suresh Babu
International Conference on Integration of STEAM in School Education organized by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
This study explored the usability of electronic instructional tools in physics classrooms in Rwanda. Classroom observations were conducted using a protocol to assess how time is spent on activities in day vs boarding schools and urban vs rural schools. The study found that teachers in day schools guide students more and allow more group work, while students in rural schools spend more time working in groups. However, teachers in urban schools provide more guidance. Most teachers currently rely on textbooks. The study also surveyed teachers after a workshop on PhET simulations and YouTube videos for teaching optics. Teachers recognized these tools as convenient for accelerating active learning of optics concepts. Since these resources are freely available and easy to use, the study recommends teachers incorporate them into teaching.
Degree
t-test
Signidicance
Level
1st and 3rd
tests
4.92000
0.44321
2.21156
24
11.101
0.000
The study examined the effectiveness of using information and communication technology (ICT) to teach biology to pre-university students. A test group of 25 students was taught using ICT methods like electronic content, internet resources, and educational software. A control group of 25 students was taught traditionally. Both groups took tests immediately after teaching, 15 days later, and 30 days later. Statistical analysis found no significant difference between the groups on the initial and 15-day
A Study Comparing Traditional And Hybrid Internet-Based Instruction In Introd...Valerie Felton
This study compared student performance, satisfaction, and time investment in a traditional introductory statistics course versus a hybrid online/in-person version. Students in both courses performed similarly on pre-, post-, and final exams, with equivalent learning gains. While most students in the traditional class cited the textbook as their primary learning source, most in the hybrid cited the online course materials. Students in the hybrid course reported slightly lower satisfaction than those in the traditional version. Both students and instructors invested comparable time across the two formats, though instructors spent more initial time developing the hybrid course. Overall, the hybrid format was as effective as the traditional approach but with slightly lower student satisfaction.
On the Usage of Databases of Educational Materials in Macedonian EducationIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from
country to country. The Republic of Macedonia has invested with a lot in installment of hardware and
software in education and in teacher training. This research was aiming to determine the situation of usage of
databases of digital educational materials and to define recommendation for future improvements. Teachers
from urban schools were interviewed with a questionnaire. The findings are several: only part of the
interviewed teachers had experience with databases of educational materials; all teachers still need capacity
building activities focusing exactly on the use and benefits from databases of educational materials;
preferably capacity building materials to be in Macedonian language; technical support and upgrading of
software and materials should be performed on a regular basis. Most of the findings can be applied at both
national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact.
ON THE USAGE OF DATABASES OF EDUCATIONAL MATERIALS IN MACEDONIAN EDUCATIONIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from country to country. The Republic of Macedonia has invested with a lot in installment of hardware and software in education and in teacher training. This research was aiming to determine the situation of usage of databases of digital educational materials and to define recommendation for future improvements. Teachers from urban schools were interviewed with a questionnaire. The findings are several: only part of the interviewed teachers had experience with databases of educational materials; all teachers still need capacity building activities focusing exactly on the use and benefits from databases of educational materials; preferably capacity building materials to be in Macedonian language; technical support and upgrading of software and materials should be performed on a regular basis. Most of the findings can be applied at both national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
A Comparison Of E-Learning And Traditional Learning Experimental ApproachKayla Jones
This document summarizes a study that compared student achievement and satisfaction between e-learning and traditional learning approaches. Two experiments with student groups were conducted over two semesters. Statistical analysis found no significant differences in mean test scores between the e-learning and traditional groups. Student interviews revealed both benefits and drawbacks to each approach. While e-learning offered flexibility, traditional learning allowed for more direct interaction and discussion with instructors and peers. Overall, the findings suggest blended learning that combines e-learning and traditional methods may improve student outcomes.
A Framework For A Cyber Classroom Towards A Human-Centric Virtual ClassroomMichele Thomas
This document describes a project called the Dynamic Education project that aimed to reduce the information gap between on-campus and off-campus students. The project was conducted over three phases: Phase 1 focused on capturing classroom teaching digitally; Phase 2 aimed to increase student interaction; and Phase 3 sought to develop a fully virtual human-centric classroom. Outcomes of Phase 1 showed capturing classroom sessions was time-consuming, and technologies like tablet PCs were most effective for digital note-taking while lecturing. The goal of reducing information inequities between on- and off-campus students guided the project.
This study aimed to determine the effectiveness of using an interactive emodule
to reduce students’ misconceptions on salt hydrolysis material at
grade XI in senior high school. This study implemented a pre-experiment
with one group pretest-posttest research design, which utilized one class as
the experimental class. Samples were selected by using purposive sampling
technique, and it was obtained one class as the experimental class, namely
class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before
giving the treatment, the sample was administered a pretest and after the
treatment, they were given a posttest. The pretest and posttest questions
occupied three-tier multiple choice questions. The reduction of
misconceptions on Salt Hydrolysis material after using the interactive emodule
was
16.21%.
The
study
found
that
interactive
e-modules
effective
to
reduce
misconceptions
on
salt
hydrolysis
material
was
significant.
The Use of an Online Learning Management System to Assess the Performance of ...ijtsrd
Learning Management Systems were widely used in education, and studies have demonstrated that they boost student achievement. This studys goal was to confirm the findings of the related studies in the context of the schools online learning program. Piaget’s Constructivism Learning Theory, Siemens’ Connectivism Theory, and Engestrom’s Activity Theory backups the process of the group of students who used the LMS and students who were exposed to modular learning. The study examined the effectiveness of incorporating a learning management system in assessing students’ performance. Fifty students from a private institution in Cebu, Philippines, were the subjects of a pretest posttest explanatory sequential mixed method. The mean, median, standard deviation, t test for independent samples, paired t test, and Spearman rho were used to test the null hypothesis at 0.05 level of significance. The studys findings show that the respondents did not perform well on the pretest, but they did exceptionally well on the posttest. Additionally, the study discovered that while there is no significant difference between group 1 pretest and posttest results and those of group 2, there is a significant difference between group 1’s pretest and posttest results but there was no significant difference in the mean improvement of the student’s scores. Respondents attitudes toward the use of learning management systems in the classrooms were positive but there was no significant relationship between the attitude of the students towards LMS and their performance. Based on these findings, it is recommended that schools develop programs in upgrading their teachers’ skills in manipulating the features of the LMS among others, teachers should intensify efforts in the use of LMS tools in teaching Trigonometry and that students should be provided with avenue wherein they can enhance their skills in technology and be engaged in the learning process. Michael L. Novero "The Use of an Online Learning Management System to Assess the Performance of the Students in Trigonometry" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59946.pdf Paper Url: https://www.ijtsrd.com/mathemetics/other/59946/the-use-of-an-online-learning-management-system-to-assess-the-performance-of-the-students-in-trigonometry/michael-l-novero
Unleash the Untaught Learning Competencies through Online, Shareable, and Of...SherwinPadohinogBati
The document summarizes a study that evaluated the benefits of "Project OSO", which utilized online, shareable, and offline video lectures to teach mathematics competencies to 7th grade students. The study used an experimental research design to compare the test scores of three groups of students who received the video lectures in different formats: online videos, shareable videos, and offline videos. The findings showed that the group who viewed the online videos performed significantly better than the other two groups. The document concludes that Project OSO is an effective way to teach unattained competencies, especially when teachers are absent.
Role of digital gadgets in transformation of traditional learning to digital ...Dr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
This document summarizes a study that examined the effect of using web applications in college classrooms on teaching, learning, and academic performance among female students in Saudi Arabia. The study found that female students were more interested in learning and performed better when using web applications like Google Apps in the classroom during and after classes. These applications provided an effective way to manage educational activities inside and outside the classroom for both teachers and students. The study concluded that web applications can help promote the classroom learning environment.
This research is based on the problem of the outbreak of the coronavirus
which has become a global pandemic and a national disaster. The purpose of
this study was to describe the perceptions of lecturers and students on online
learning problems during the COVID-19 pandemic. The data was collected
with the help of questionnaires. This quantitative descriptive study was
conducted among lectures and students who selectedd randomly. Data
analysis used a Likert scale and the results of perceptions used descriptive
analysis. The results of the study show that the perceptions of lecturers and
students on online learning problems during the pandemic consisted of six
aspects (lecture plans, online lecture activities, online lecture recording and
evaluation, lecture assistance services, and lecture support facilities).
Furthermore, it can be agreed that effective online learning occurs due to the
interaction of students and lecturers as well as technology connected
to education.
This study was conducted in an undergraduate level
with the use of e-learning
particularly in analytic geometry to lessen the com
mon fear of Filipino students to
mathematics. Since teen age students used to engros
s themselves with the use of
technology specifically computers, this study maxim
ized the capability of computers
in reducing math anxiety by teaching mathematics su
bject using e-learning thus
improving student academic performance.
This two-year project explored the use of ICT and eLearning practices across different disciplines at a university. Through case studies of eight disciplines, the project found that careful curriculum design is needed to support diverse student cohorts. ICT can help expand students' understanding of course content and support the development of professional identities, but some students find technology challenging. The project highlighted the need for clear relationships between learning goals, assessments, and technology use, as well as teacher understanding of educational technology's affordances and limitations.
Olson matunga final project dip scie ed 12OLSON MATUNGA
The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.
The paradigm shift from traditional learning to digital learning in mathematics Dr. C.V. Suresh Babu
International Conference on Integration of STEAM in School Education organized by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
This study explored the usability of electronic instructional tools in physics classrooms in Rwanda. Classroom observations were conducted using a protocol to assess how time is spent on activities in day vs boarding schools and urban vs rural schools. The study found that teachers in day schools guide students more and allow more group work, while students in rural schools spend more time working in groups. However, teachers in urban schools provide more guidance. Most teachers currently rely on textbooks. The study also surveyed teachers after a workshop on PhET simulations and YouTube videos for teaching optics. Teachers recognized these tools as convenient for accelerating active learning of optics concepts. Since these resources are freely available and easy to use, the study recommends teachers incorporate them into teaching.
Degree
t-test
Signidicance
Level
1st and 3rd
tests
4.92000
0.44321
2.21156
24
11.101
0.000
The study examined the effectiveness of using information and communication technology (ICT) to teach biology to pre-university students. A test group of 25 students was taught using ICT methods like electronic content, internet resources, and educational software. A control group of 25 students was taught traditionally. Both groups took tests immediately after teaching, 15 days later, and 30 days later. Statistical analysis found no significant difference between the groups on the initial and 15-day
A Study Comparing Traditional And Hybrid Internet-Based Instruction In Introd...Valerie Felton
This study compared student performance, satisfaction, and time investment in a traditional introductory statistics course versus a hybrid online/in-person version. Students in both courses performed similarly on pre-, post-, and final exams, with equivalent learning gains. While most students in the traditional class cited the textbook as their primary learning source, most in the hybrid cited the online course materials. Students in the hybrid course reported slightly lower satisfaction than those in the traditional version. Both students and instructors invested comparable time across the two formats, though instructors spent more initial time developing the hybrid course. Overall, the hybrid format was as effective as the traditional approach but with slightly lower student satisfaction.
On the Usage of Databases of Educational Materials in Macedonian EducationIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from
country to country. The Republic of Macedonia has invested with a lot in installment of hardware and
software in education and in teacher training. This research was aiming to determine the situation of usage of
databases of digital educational materials and to define recommendation for future improvements. Teachers
from urban schools were interviewed with a questionnaire. The findings are several: only part of the
interviewed teachers had experience with databases of educational materials; all teachers still need capacity
building activities focusing exactly on the use and benefits from databases of educational materials;
preferably capacity building materials to be in Macedonian language; technical support and upgrading of
software and materials should be performed on a regular basis. Most of the findings can be applied at both
national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact.
ON THE USAGE OF DATABASES OF EDUCATIONAL MATERIALS IN MACEDONIAN EDUCATIONIJITE
Technologies have become important part of our lives. The steps for introducing ICTs in education vary from country to country. The Republic of Macedonia has invested with a lot in installment of hardware and software in education and in teacher training. This research was aiming to determine the situation of usage of databases of digital educational materials and to define recommendation for future improvements. Teachers from urban schools were interviewed with a questionnaire. The findings are several: only part of the interviewed teachers had experience with databases of educational materials; all teachers still need capacity building activities focusing exactly on the use and benefits from databases of educational materials; preferably capacity building materials to be in Macedonian language; technical support and upgrading of software and materials should be performed on a regular basis. Most of the findings can be applied at both national and international level – with all this implemented, application of ICT in education will have much
bigger positive impact
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
A Comparison Of E-Learning And Traditional Learning Experimental ApproachKayla Jones
This document summarizes a study that compared student achievement and satisfaction between e-learning and traditional learning approaches. Two experiments with student groups were conducted over two semesters. Statistical analysis found no significant differences in mean test scores between the e-learning and traditional groups. Student interviews revealed both benefits and drawbacks to each approach. While e-learning offered flexibility, traditional learning allowed for more direct interaction and discussion with instructors and peers. Overall, the findings suggest blended learning that combines e-learning and traditional methods may improve student outcomes.
A Framework For A Cyber Classroom Towards A Human-Centric Virtual ClassroomMichele Thomas
This document describes a project called the Dynamic Education project that aimed to reduce the information gap between on-campus and off-campus students. The project was conducted over three phases: Phase 1 focused on capturing classroom teaching digitally; Phase 2 aimed to increase student interaction; and Phase 3 sought to develop a fully virtual human-centric classroom. Outcomes of Phase 1 showed capturing classroom sessions was time-consuming, and technologies like tablet PCs were most effective for digital note-taking while lecturing. The goal of reducing information inequities between on- and off-campus students guided the project.
This study aimed to determine the effectiveness of using an interactive emodule
to reduce students’ misconceptions on salt hydrolysis material at
grade XI in senior high school. This study implemented a pre-experiment
with one group pretest-posttest research design, which utilized one class as
the experimental class. Samples were selected by using purposive sampling
technique, and it was obtained one class as the experimental class, namely
class XI in State Madrasah Aliyah 1 Pekanbaru, Riau, Indonesia. Before
giving the treatment, the sample was administered a pretest and after the
treatment, they were given a posttest. The pretest and posttest questions
occupied three-tier multiple choice questions. The reduction of
misconceptions on Salt Hydrolysis material after using the interactive emodule
was
16.21%.
The
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1. Jl. of Technology and Teacher Education (2020) 28(2), 179-186
Engaging Pre-service Teachers in an Online STEM Fair
during COVID-19
MARIA EVAGOROU AND EFI NISIFOROU
University of Nicosia, Cyprus
evagorou.m@unic.ac.cy
nisiforou.e@unic.ac.cy
COVID-19 changed not only the way we live but also the
way we teach and prepare pre-service teachers. The pur-
pose of this paper is to describe the shift from a conventional
STEM fair to an online teaching environment prepared by
elementary pre-service teachers after the closure of the edu-
cational system in Cyprus as of March 2020. We describe a
3-steps process followed for the design, development, and de-
livery of the STEM fair concerning the technological equip-
ment used, the activities’ adaptations made by the pre-service
teachers’, and the level of readiness to teach online based on
the initial outcomes of the STEM fair. The brief paper con-
cludes with practical implications and suggestions for future
attempts about online teacher education.
Keywords: Pre-service teachers; STEM fair; Online Education; Teacher Ed-
ucation; COVID-19.
Literature Review
STEM education is considered a transdisciplinary pedagogical ap-
proach as it brings together different disciplinary perspectives to solve real-
world problems (Yakman, 2010; Guyotte et al, 2014). According to Menon
and Sadler (2016) low self-efficacy is one of the main obstacles to effective
primary STEM teaching, and this is especially true for pre-service teach-
2. 180 Evagorou and Nisiforou
ers (PSTs). Primary school teachers have low confidence in their ability to
teach science STEM since they identify their limitations in STEM content
(Norris et al., 2018). Therefore, to provide the necessary pedagogical skills
to pre-service teachers, there is a need to move teacher preparation to one
that enables them to go beyond covering the curriculum (Darling-Hammond
& Bransford, 2005) to engage themselves in authentic STEM practices as
learners and as teachers (Crawford, 2012). In our work we support that a
STEM fair offers pre-service teachers: (a) the opportunity to explore in-
depth a specific STEM topic as learners, (b) challenges their knowledge
and skills as they interact with students, (c) provides experience working
with students in smaller groups rather than in classroom settings, and (d)
provides positive, authentic experiences to improve their low confidence
(Avraamidou & Evagorou, 2007; Mbowane, de Villiers & Braun, 2017;
NSTA report, 2012). The aim of this work is twofold: (a) to present how we
moved from a school-based STEM fair to an online format due to school
closures, and (b) to explore possible difficulties the PSTs might have be-
cause of the online mode of delivery.
Process
The participants of the study were 12 students studying to become K-6
teachers (PST) who attended two STEM education-related courses during
Spring 2020 at the University of Nicosia, Cyprus. The course instructors
(authors) planned to engage the PSTs in the preparation of a STEM fair as
a way to provide an authentic learning experience (see Avraamidou & Eva-
gorou, 2007 for details on STEM fairs for PSTs). The fair was planned to
take place on March 22nd with the participation of K-6 students. The PSTs
prepared their activities and received feedback from their instructors by the
beginning of March 2020. When schools and universities in Cyprus closed
because of COVID-19 we decided to move the STEM fair online. The de-
velopment of the online fair involved four steps as outlined in Figure 1. The
STEM fair was recorded (the language of interaction in Greek) and is avail-
able here: https://vimeo.com/420030615/fb8c626913
3. Engaging Pre-service Teachers in an Online STEM Fair during COVID-19 181
Figure 1. The flow-process for the development of the online STEM fair.
Results
This study was conducted within a theoretical framework that combines
elements of case study design and grounded theory (Creswell, 1998). The
cases of this study aim to use the replication logic according to which multi-
ple cases within a study should predict similar or contradicting results (Yin,
4. 182 Evagorou and Nisiforou
2003). To explore possible difficulties that PSTs’ might have because of the
online mode of delivery, we focused on three of the PSTs as separate cases.
The selection of the cases was based on two main criteria: (a) the differ-
ent classroom behavior of the PSTs during the face to face instruction (see
Table 2), and (b) the evaluation they received by their instructors during the
online fair (see Table 2).
Table 1 presents a summary of how the three PSTs attempted to adapt
their activity from a face to face to an online mode.
Table 1
Description of the activities designed before (campus-based) and during
(online format) Covid-19
Case studies Delivery
method
Description of the activity
Case 1: Volcano
eruptions
Face-to-face
A volcano model was built together with an investigation plan in
which the pre-service teacher would use to ask the students during
the implementation of the experiment including various substances
and different quantities to make the volcano erupt.
Online
The 3rd
year PST started the presentation by asking questions to
engage his classmates in the process of making predictions on what
will happen when you mix soda and vinegar. Following the instruc-
tions from other PSTs, he conducted the experiment live engaging
the audience in a collaborative manner via a set of critical questions
which helped other PSTs explain the outcome of the experiment
e.g. how can we make this volcano erupt? Why is this happening?
In his reflection the PST referred to the disadvantage of not being
able to engage K-6 students in the process, and also not being able
to “play” with the activities prepared by other PSTs.
Case 2: How to
blow a balloon
on a bottle
Face-to-face
An investigation plan was prepared in which the pre-service teacher
would use to ask the students to experiment with various substances
and different quantities to blow the balloon on the bottle.
Online
The 4th
year student started presenting the process that led to the
selection of the specific experiment. The student asked the audience
to make predictions on what will happen if soda and vinegar were
mixed in a bottle that is closed with a balloon. Then she presented
a video of herself performing the experiment providing a detail
description of the process followed without asking other PSTs to
explain the outcome. In her reflection the student said that she chose
the specific materials because are available in most homes but did
not think of asking the PSTs to do the experiment at home.
Case 3:
Exploring the
planets using
augmented real-
ity (AR)
Face-to-face
An augmented reality (AR) environment was designed so students
could learn about the planets through interaction. The activity was
designed using an AR book and an application that could be down-
loaded on on a tablet. A set of questions were prepared to guide
students in their exploration.
Online
The PST presented the AR activity without involving the audience
in any away despite suggestions by both instructors.
5. Engaging Pre-service Teachers in an Online STEM Fair during COVID-19 183
Table 2 presents a summary of data that were collected for the three
cases. More specifically, during the semester we asked PSTs to reflect on
different aspects of the courses, especially as we moved from a face to face
into an online mode of teaching. The “Readiness to teach online” was iden-
tified through PSTs reflections and instructors’ observations based on ac-
tions in technical, communicational and pedagogical dimensions. Instruc-
tors grouped PST’s into high, medium and low-readiness level. A PST who
was positioned in a high readiness level would be expected to demonstrate a
good degree of performing technical tasks (such as design of learning activi-
ties that provide students opportunities for communication and interaction,
complete basic computer operations [(i.e. sharing files and folders)], naviga-
tion through the Webex conferencing system, ease of use of digital tools, se-
lections of the most appropriate tools to serve the needs of their activity and
objectives). The Evaluation of Activity aspect that appears in Table 2 is the
grade given to the PSTs for their STEM fair presentation with the following
criteria (1) overall presentation (presentation skills e.g. voice, interaction
with the audience), (2) organization of the selected Material (how well is
the material presented?), Use of Multimedia (use of visual aids, clear slides
etc), (3) Content understanding, (4) Presentation Preparedness (Ability to
respond effectively to questions from the audience).
Table 2
Summary of the three cases
Aspects Case 1 Case 2 Case 3
Teaching
experience
No prior experience in
schools, experience work-
ing in afterschool clubs
Moderate - attended
school practicum on the
current semester
No prior experience
Attitude towards
online learning
Resistance towards online
learning
Comfortable with online
learning
Resistance towards
online learning, less
flexible
Face-to-face
classroom
behavior
Talkative in the class-
room, reflective during
classroom activities,
contributed in group
discussions and preferred
hands-on activities and
experiments
Talkative during class-
room activities, not very
reflective, contributed in
group discussions
Less talkative, shy during
classroom activities, not
reflective, contributed to
group discussions but not
to whole class discussions
Technological
readiness
Confident using digital
technologies
Confident using digital
technologies
Confident using digital
technologies
Readiness to
teach online
Ready Could try Not comfortable
Evaluation of
activity
9.5/10 9/10 6/10
6. 184 Evagorou and Nisiforou
The information in the two tables outlines the following findings: (a)
not all PSTs were able to engage the audience with their activities, mostly
because they did not transform the activities in a way that would include
online interaction, (b) all PSTs were comfortable with online technologies,
and (c) not all PSTs presented a high level of readiness to teach online.
Implications for Practice
As evident in our findings, resistance to online teaching and techno-
logical readiness are not good predictors of teaching online. Furthermore,
we hypothesize that the main difficulty PSTs faced was that they could not
understand how to transform their activities in a way that would help them
interact with the audience, probably because of their lack of experience with
online teaching and learning. The below key implications can be highlighted
from this brief:
Implication 1: The possibility of new school closures makes the need to pre-
pare PSTs to deliver their classes online or in a blended mode imperative.
This is especially important for STEM courses that require different
types of interaction, often including experimentation and participation in
inquiry-based activities (Crawford, 2012). The process steps as outlined in
Figure 1 can guide teacher educators to make adjustments and set up func-
tional, online environments for PST preparation programs. Furthermore,
teacher educators should also emphasize on the inclusion of pedagogical
practices and tools related to online and distance learning and the use of vir-
tual experimentation (de la Torre et al., 2013; Guimaraes, Cardozo, Moraes,
& Coelho, 2010).
Implication 2: PSTs need time to appreciate the complexities on online
teaching
PSTs need longer hours to become fully emerged in online teaching
compared to a school-based setting (Moore-Adams et al., 2016) since re-
mote teaching is a new experience. Sufficient exposure to various online
teaching activities (as in the case of the online STEM fair) is a good founda-
tion for pre-service teachers to engage in critical reflections of their activi-
ties and learn to meet the complexities and challenges of online or blended
teaching.
Implication 3: Prepare teacher educators for online and blended learning
Teacher educators are not prepared to include practices related to online
and blended learning in their teacher preparation programs (Bryans-Bongey
& Graziano, 2019). In our study one of the authors is an expert in distance
7. Engaging Pre-service Teachers in an Online STEM Fair during COVID-19 185
learning and provided pedagogical support in the transition process. Our ex-
perience highlights the urgent need to prepare HE educators in two direc-
tions: (a) how to teach online, and (b) to explore the specific pedagogical
practices that might be important in each field (i.e. use of virtual experimen-
tation in science, group work) and include them in the teacher preparation
courses.
Future Research
Our future research will focus on four different directions: (a) the
analysis of PSTs’ reflections, post-interviews, and the video of the online
STEM fair to explore teachers’ characteristics that make good predic-
tors of online teaching readiness; (b) involving K-6 students as potential
participants in the online STEM fair to simulate an authentic learning
context, (c) exploring which online pedagogical practices and technologies
might be best for the different aspects included in STEM teaching (i.e.
virtual experimentation, group work, problem-solving), and (d) examine
the current practices, necessary attributes, and level of e-readiness segments
(i.e. technical administrative, pedagogical competencies) of PSTs› and
instructors› to teach online.
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