International Journal of Educational Technology in Higher Education最新文献

{"title":"Development of Soft Skills among Computing Students in Online Task-Based Learning: Insights from Technical Communication Course","authors":"Rayed Alghamdi","doi":"10.46328/ijte.394","DOIUrl":"https://doi.org/10.46328/ijte.394","url":null,"abstract":"Soft skills development, such as communication, teamwork, and problem-solving, is critical for computer students as they enter the profession. Students may be able to practice these skills in a virtual setting through an online task-based course. In this study, we investigated how successfully an online task-based course encouraged the development of soft skills among computing students. The course was designed to give students real-world challenges that required them to work in groups and communicate effectively with their classmates and instructors. The inquiry was based on a qualitative examination of the students' final reports. It gave data from two semesters (Fall 2020 and Spring 2021) of students who studied a course named Technical Communication. In total, 216 students' final reports were ready for investigation. A sample of 97 reports, representing 45%, was selected based on certain criteria to ensure a high-quality investigation. According to the findings of our study, the online task-based course helped boost the development of certain soft skills among students. Students noted an improvement in their ability to communicate effectively, cooperate successfully with team members, and identify professional responsibilities, as well as a rise in their self-confidence. Overall, this study emphasizes the necessity of introducing online task-based courses into computing students' curricula, giving them a valuable opportunity to develop critical soft skills. The present design of the Technical Communication Course is believed to be efficient regardless of the education delivery method (traditional/online).","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"2 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79189711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gamification: The Experiences of International Baccalaureate (IB) Teachers shared","authors":"Scott M Sandoval, J. Lamb","doi":"10.46328/ijte.375","DOIUrl":"https://doi.org/10.46328/ijte.375","url":null,"abstract":"With the changes in the educational landscape, holding students’ attention has become an even more crucial point. Educators are having to find creative ways and means to engage students and make learning ‘fun’. There have been numerous research studies to show that gamification can be used to drive student engagement, achievement, and reinforce expectations of classroom behavior. These three areas have been important in the International Baccalaureate (IB) world. The need for the reinforcement of expected behaviors has been a noted area in the most recent executive summary; teachers are struggling to implement Approaches to Learning (ATL) in their daily curriculum. ATL skills include communication, self-management, and organization. Classcraft, a gamification system, can help to reinforce these skills daily driving academic success and student engagement. Gamification is not being adopted by teachers and college-level professors. The concerns and resistance are connected to time, beliefs surrounding gamification, and lack of training/knowledge. This research project set out to shine more light on gamification and its implementation into the classroom. By measuring the experiences of teachers through a mixed-methods process, the importance of professional learning and implementation was shown to be important for teacher adoption. ","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"102 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75850446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing the Effectiveness of Online, Flipped, and In-Class Critical Thinking Instruction on Critical Thinking Skills and Dispositions in Higher Education: Flipped Classroom Produces the Greatest Gains","authors":"Ali Orhan","doi":"10.46328/ijte.376","DOIUrl":"https://doi.org/10.46328/ijte.376","url":null,"abstract":"This study aimed to investigate the effect of online, flipped, and in-class critical thinking teaching on critical thinking skills and dispositions of university students. Pretest-posttest control group quasi-experimental design was employed in this study that has three experimental groups and one control group. In the first experimental group, critical thinking teaching was conducted fully online. In the second experimental group, flipped classroom approach was employed while teaching critical thinking. In the third experimental group, critical thinking teaching was conducted in face-to-face classes. Watson-Glaser Critical Thinking Test and Sosu Critical Thinking Dispositions Scale were used to collect the data. Online, flipped, and in-class explicit critical thinking instructions enhanced university students’ critical thinking skills and dispositions with a large effect. Also, the most effective learning environment to promote critical thinking skills and dispositions was flipped, online, and in-class, respectively. ","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73586150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modeling Development and Validation of Metaverse Attitude Scale","authors":"Omer Kirbas, F. Doğan","doi":"10.46328/ijte.363","DOIUrl":"https://doi.org/10.46328/ijte.363","url":null,"abstract":"This study is an attempt to develop a reliable and valid measurement tool to measure secondary school students' attitudes towards metaverse use. Therefore, the study reported the analyses related to metaverse attitude scale (MVAS). The content validity of the scale was ensured by an expert’s view, and Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) designed according to the Technology Adaptation Model (TAM) were employed to ensure its construct validity. . The structural equation model was used to reveal the relationship across the variables. EFA was carried out with the data obtained from 251 5th, 6th, 7th, and 8th-grade secondary school students enrolled in public schools in a city in northwest Turkey.  The results of EFA confirmed a 22-item three-factor model. Then, the three-factor model obtained from EFA was cross-validated through the use of CFA that proposed a 21-item 3-factor model. The fit indices for CFA were found as .05 for RMSEA, .049 for SRMR, .889 for GFI, .871 for AGFI, .9146 for NFI, .965 for CFI, and .916 for RFI. Besides, the results affirmed the proposed 21-item three-factor model theoretically and statistically. Structural equation modeling was used to determine the relationship across variables. Accordingly, secondary school students were identified to have positive responses towards cognitive and affective fields related to the metaverse. However, they could not transform these responses into behavioral field. As a result, the metaverse may be used in education since it is likely to observe the independent variables such as perceived usefulness, perceived ease of use and attitude towards use regarding the metaverse in secondary school students.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84709598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationship between Epistemological Beliefs and Technological, Pedagogical, and Content Knowledge (TPACK)","authors":"Bedriye Acikgoz, O. Akman","doi":"10.46328/ijte.425","DOIUrl":"https://doi.org/10.46328/ijte.425","url":null,"abstract":"Changing developments in the 21st century have also affected technology and the epistemological beliefs of teachers. For this purpose, the epistemological beliefs and Technological, Pedagogical, and Content Knowledge (TPACK) levels of primary school teachers and social studies teachers, gender, age, professional seniority, educational status, branch variables, and the relationship between epistemological belief and TPACK were examined in this study. The study group of the research consists of primary school teachers working in public primary school and social studies teachers working in public secondary schools in the provinces and districts of Istanbul, Antalya and Isparta. The selection of the study was made with the appropriate sampling method, which is one of the non-accidental sampling methods. 178 primary school teachers and 48 social studies teachers participated in the research. Independent sample t-test, Kruskal-Wallis test and Pearson Correlation Analysis were used in data analysis. According to the results obtained from the research, both primary school and social studies teachers have a high level of belief in the sub-dimension of effort. It was observed that both primary school teachers and social studies teachers had high TPACK levels. Considering the epistemological belief scale, no significant difference was observed according to the age, education level and professional seniority of the primary school teachers. There was no significant difference in social studies teachers according to the gender variable. According to the results obtained from the TPACK scale and its sub-dimensions, a significant difference was observed in terms of gender and professional seniority of primary school and social studies teachers. A low level of positive correlation was found between the effort scores of the primary school teachers and TK, CT, TPK, TCK and TPACK total scores.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"83 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81074615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modeling Affective Response to Interactive Feedback in STEM Education E-learning Activities","authors":"Brenda Carranza Rogerio, Yu Yan, E. Cooper","doi":"10.46328/ijte.366","DOIUrl":"https://doi.org/10.46328/ijte.366","url":null,"abstract":"The growing integration of technology into education, particularly in the STEM fields, has tended to focus on its objective advantages, ignoring its affective potential. To explore this potential, based on some principles of Kansei/Affective Engineering, an initial analysis was conducted considering 501 interventions in a conversation among six students about a previous e-learning experience. The analysis revealed the need for personalized feedback, a self-adapted pace, and the possibility to express. Based on the identified needs, three activities (applets based on dynamic reasoning and contextualized in the movement of the Sun) were designed to explore the affective value of the tool through the feedback it provided. Thirteen engineering students at a Japanese university participated in the experiment and the results were analyzed considering the type (task-focus/constructivist, self-focus/motivational) and purpose of the feedback, as well as some indicators based on the Instructional Feedback Orientation Scale. The model constructed for each student revealed that those who attributed a higher value to feedback showed a greater relation between the purpose of the feedback received and the reaction selected (completion-positive, correction-negative). Furthermore, it was found that the proposed model can inform future designs based on the potential of the feedback to promote positive reactions.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"12 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89900035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STEM Research Trends From 2013 to 2022: A Systematic Literature Review","authors":"M. Noris, S. Saputro, A. Ulimaz, Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, Kongju Mun","doi":"10.46328/ijte.390","DOIUrl":"https://doi.org/10.46328/ijte.390","url":null,"abstract":"Integrasi pendekatan STEM (Science, Technology, Engineering and Mathematics) ke dalam pembelajaran terus menarik perhatian para peneliti dan akademisi. Guru memainkan peran kunci dalam keberhasilan dan dukungan pembelajaran ketika menerapkan pembelajaran berbasis STEM. Studi ini bertujuan untuk memberikan gambaran yang komprehensif, membangun literatur sebelumnya, dan untuk memberikan arah masa depan untuk penelitian STEM lebih lanjut oleh para peneliti dan pendidik. Ada 193 dokumen yang berisi STEM-nya di database Taylor Francis, yang disintesis. Pertanyaan penelitian mencakup frekuensi publikasi tahunan. Distribusi mencakup judul STEM, distribusi metode dan topik, jumlah yang paling banyak dikutip, sebagian besar negara yang berkontribusi, dan jurnal yang sering diterbitkan di bidang STEM. Dari 193 pasal, hanya 21 yang memuat kata STEM pada judulnya, dan 64 dokumen melihat peningkatan yang signifikan dalam frekuensi publikasi pada tahun 2022. Sebagian besar penelitian yang diterbitkan di bidang STEM berfokus pada pengajaran dan pembelajaran serta penguasaan konsep. Diurutkan berdasarkan negara, Amerika Serikat, Inggris, dan Swedia memberikan kontribusi terbesar di bidang ini dibandingkan negara lain, diikuti oleh Belanda, Jerman, Finlandia, dan Norwegia. Penulis yang paling banyak dikutip adalah Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, dan Kongju Mun, yang telah dikutip sebanyak 110 kali. Berdasarkan jumlah artikelnya, International Journal of Science Education merupakan jurnal yang paling banyak berkontribusi pada STEM antara tahun 2013 hingga 2022. Amerika Serikat, Inggris Raya, dan Swedia memberikan kontribusi terbesar di bidang ini dibandingkan dengan negara lain, diikuti oleh Belanda, Jerman, Finlandia, dan Norwegia. Penulis yang paling banyak dikutip adalah Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, dan Kongju Mun, yang telah dikutip sebanyak 110 kali. Berdasarkan jumlah artikelnya, International Journal of Science Education merupakan jurnal yang paling banyak berkontribusi pada STEM antara tahun 2013 hingga 2022. Amerika Serikat, Inggris Raya, dan Swedia memberikan kontribusi terbesar di bidang ini dibandingkan dengan negara lain, diikuti oleh Belanda, Jerman, Finlandia, dan Norwegia. Penulis yang paling banyak dikutip adalah Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, dan Kongju Mun, yang telah dikutip sebanyak 110 kali. Berdasarkan jumlah artikelnya, International Journal of Science Education merupakan jurnal yang paling banyak berkontribusi pada STEM antara tahun 2013 hingga 2022.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"26 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84837840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bibliometric Map of Educational Robotics Studies","authors":"Muhterem Akgun, Bünyamin Atici","doi":"10.46328/ijte.402","DOIUrl":"https://doi.org/10.46328/ijte.402","url":null,"abstract":"The purpose of this study is to determine the general trend of research in the field of educational robotics through bibliometric analysis. 1382 papers indexed in the WOS database between 1975-2021 were subjected to bibliometric analyses. The data of the study were analyzed using VOSviwer and SciMAT. At the end of the study, it has been concluded that in the field of educational robotics the most productive country was the USA, the most influential journal was Computers and Education, the most influential author was Bers, M.U., and the most influential institution was Tufts University. It has been also concluded that computational thinking, STEM, coding, programming, social robots, and communication themes have become a trend in the field of educational robotics in recent years.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"20 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87229872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges Impacting Students’ Intention to Effectively Use E-Learning Method in a Virtual Learning Environment","authors":"Shaharina Mokhtar, Thaharah Hilaluddin, Nik Nadian Niza Nik Nazli","doi":"10.46328/ijte.407","DOIUrl":"https://doi.org/10.46328/ijte.407","url":null,"abstract":"During the pandemic period, the education sector was heavily impacted involving transformations of instructional delivery from face-to-face to online mode. To date, we know that the virtual learning environment has been posing heavy demands particularly on the students. Learning from their own homes, they had to learn in isolation, deprived from the support of the instructor and peers as in conventional classrooms. As we continue to pursue online program offerings beyond the pandemic period, it is important to address students’ sense of isolation and their efforts to stay engaged in learning.  This study aims to identify the extent to which the challenges students faced in a virtual learning environment during the pandemic, have impacted their intention to effectively use the online learning method. Respondents for this study consist of students in one private university. This study employs a quantitative method. A set of questionnaire survey was administered online with a return of 367 respondents. The research data was analyzed using Structural Equation Modelling (SEM) and Smart PLS. The findings gathered indicate that self-regulation, students' sense of isolation and lack of learning resources significantly impact their intention to effectively use e-learning methods. It is thus evident that students’ intention to learn effectively must be supported by factors outside of themselves, to keep them highly motivated, disciplined, as well as proactive through self-directed learning.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"7 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78927614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects of Educational Robotics Activities on Students’ Attitudes towards STEM and ICT Courses","authors":"O. Erol, Neşe Sevim-Cirak, Vesile Gul Baser Gulsoy","doi":"10.46328/ijte.365","DOIUrl":"https://doi.org/10.46328/ijte.365","url":null,"abstract":"This study aims to investigate the effect of robotics design with Arduino on students' attitudes towards ICT courses and STEM. In this context, robotics design activities with Arduino were conducted with an experimental group, while the current IT curriculum was applied to a control group. The study lasted for a period of 12 weeks and was conducted with 53 middle school students. The Information Communication Technologies Course Attitude Scale (ICTCAS) and STEM Attitude Scale (SAS) were used as data collection tools. The study's findings revealed that robotics design activities with Arduino increased the students' attitudes towards engineering and technology in the context of STEM and ICT courses. Additionally, the participating students supported the use of robotics activities in their ICT course, and they reportedly found the activities to be fun, interesting, different, difficult, complex, and time-consuming. During the first weeks of the study, the students were excited, very curious, interested, enthusiastic, worried, and hesitant to participate in the activities and avoided them. However, in the subsequent weeks, they gained practical experience related to the activities and took on a more active role in the class.","PeriodicalId":13871,"journal":{"name":"International Journal of Educational Technology in Higher Education","volume":"45 1","pages":""},"PeriodicalIF":8.6,"publicationDate":"2023-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81561313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}