European Journal of Education and Pedagogy最新文献

{"title":"Revolutionizing Online Learning: The Potential of ChatGPT in Massive Open Online Courses","authors":"M. Alseddiqi, A. Al-Mofleh, Leena Albalooshi, Osama Najam","doi":"10.24018/ejedu.2023.4.4.686","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.4.686","url":null,"abstract":"This paper explores the potential of ChatGPT, a language model based on the GPT-3.5 architecture, in revolutionizing the online learning experience. The paper highlights the benefits and challenges associated with MOOCs, such as their lack of personalized support and feedback, and introduces ChatGPT as a solution to some of these challenges. The paper discusses the capabilities of ChatGPT, such as language understanding, response generation, personalization, and continuous learning. A series of experiments are conducted to measure the accuracy and effectiveness of ChatGPT in answering questions from various subject areas and difficulty levels in two popular MOOCs platforms, edX and Coursera. The potential impact of ChatGPT on students' learning skills is also discussed. The findings of this paper provide valuable insights for educators, policymakers, and students who are interested in exploring the role of technology in education and the impact it may have on the future of learning.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115458801","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}

{"title":"The Role of High Impact Practices in an Online Graduate Program: Leveraging the Success","authors":"Hwangji Lu, Robin V. Smiles","doi":"10.24018/ejedu.2023.4.3.691","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.691","url":null,"abstract":"A feeling of isolation has been cited in the literature as one of the main reasons students dropped off their online courses or programs. Innovations in instructional design and delivery can boost student engagement, advance student learning, and enhance student success. Based on the findings generated from countless evidence-based research, high-impact educational practices are effective teaching strategies and can substantially benefit students. This paper presents a case study in which a capstone course incorporated with ePortfolio in an online master’s program in healthcare administration is examined. This study's primary goal is to assess students' perceptions of the usefulness of ePortfolio and their overall experience in the capstone course. The findings shed light on how a program implemented ePortfolio in the entire program could impact students’ acceptance and view of ePortfolio. Limitations of this research study are also presented. The contribution of this case study to high-impact educational practice research and implications for institutional decision-makers and educators are also discussed.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126730943","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}

{"title":"Student Perceptions of Lectures Blended Learning in the Biology Education Study Program at Universitas Muhammadiyah Luwuk","authors":"Nurlia, Sulasmi Anggo","doi":"10.24018/ejedu.2023.4.3.647","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.647","url":null,"abstract":"This study aims to determine the perceptions of Muhammadiyah Luwuk University Biology Education Studi Program students' perceptions of lecture methods blended learning. This study uses a quantitative approach to the survey method. Data analysis is presented in a quantitative descriptive manner. The research subjects in this study were active students of the Muhammadiyah Luwuk University Biology Education study program in the odd semester of the 2022/2023 academic year, totaling 41 people. Research data collection techniques were obtained by using a questionnaire made using a Google form and filled out by students online. The results showed that students gave positive perceptions of lectures using the method of blended learning. Students consider lectures with methods of blended learning to be a new way that is different, effective, and easy. Lectures by combining online and face-to-face methods are still effective in the Biology Education study program at Muhammadiyah Luwuk University because students still have a sense of responsibility and motivation to attend lectures, both online and face-to-face.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129380318","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}

{"title":"The Impact of E-Learning on Student Interest during the Covid-19 Pandemic","authors":"Fransisca Mudjijanti, Veronika Agustini Srimulyani","doi":"10.24018/ejedu.2023.4.3.693","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.693","url":null,"abstract":"E-learning is an alternative method of learning that can be applied during the Covid-19 pandemic. One advantage of online learning (e-learning) is that students will get more sources of reading/references. E-learning encourages students to learn actively and autonomously during online classes. Students accept many assignments, and there are many limitations in the online learning process. When a student experiences monotony in the teaching and learning process, it will result in a setback in learning outcomes; even students become no longer interested in attending lectures. Few students feel bored with online learning; this impacts student enthusiasm in learning which tends to decline compared to direct learning. The aim of this study is to obtain information about the description of student interest in learning during the pandemic, and to find out whether online learning is affected during the Covid-19 pandemic, student interest at Widya Mandala Surabaya Catholic University (WMSCU) Madiun City Campus. This research uses an exposed facto quantitative research approach. The research population of WMSCU Madiun City Campus students who took online learning in the even semester of 2021/2022 amounted to 661. The research sample consisted of 192 people who were determined based on the Isaac and Michael table with a confidence level of 10%. The instrument of data collection was questionnaire. Data analysis method was simple linear regression. The results showed that student interest in learning during the pandemic was 1% in the low category, 35% in the moderately high category, and 64% in the high category. The hypothesis “E-learning has a strong positive effect on student interest in WMSCU Campus Madiun City” is accepted because of the value of Sig. < 0.05. The results of this study indicate that the impact of e-learning on student interest in learning at WMSCU Madiun City Campus is 42.9%.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122324611","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}

{"title":"Motivating the Passive Learner Through Exploring His Social Skills","authors":"N. Ruso","doi":"10.24018/ejedu.2023.4.3.634","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.634","url":null,"abstract":"The present action research investigates whether it is possible to improve the social skills of university students with the help of peers and the classroom teacher. In this study, mainly a qualitative approach, case study methodology is adopted, and a student’s social skills are analyzed by the researcher, who is the classroom teacher. A male student’s social skills are examined within a classroom context, within a real-life situation to decide whether it is possible for a teacher to improve the social skills of university students. Classroom observations, private chats, discussions and written classwork were used to collect data. In terms of methodology, the current research proceeded in four phases as selecting the student who needs training in certain social skills, identifying powerful reinforcers that will motivate the student to attempt the new behavior, specifically defining the targeted behavior to be taught, and the task analysis of the target behavior. The findings of the study reveal that teachers can contribute to the social skills of their students if they want to.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114950610","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}

{"title":"Online or Face-to-Face Learning? College Students’ Perceptions in the Aftermath of the COVID-19 Pandemic","authors":"Georgina Morera Quesada, Viviana María Fallas Gabuardi, Roxana Hernández Vargas, Oscar E. Quirós, G. Chaverri","doi":"10.24018/ejedu.2023.4.3.645","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.645","url":null,"abstract":"Online learning has been available for more than two decades, but it was not up until the COVID-19 pandemic that most educational institutions had to adopt it in early 2020. This major shift brought about a large number of complications for students; thus, most studies show that students prefer face-to-face learning over online education. Our study attempts to increase our understanding of the different nuances related to and about the effect of online learning during the COVID-19 pandemic on a particular group of higher-education students from a small regional campus. We conducted an online survey and collected data on students that had entered the university before 2020, to ensure that they had experienced both face-to-face and online learning. We collected students’ sociodemographic data, their online learning conditions, perceived advantages and disadvantages of online compared to face-to-face learning, and general perceptions about their learning process. The results show that students faced some of the most typical difficulties identified in previous studies: a significant increase in class workload, poor quality of internet connection, and an increase in a sense of isolation and loneliness, among others. Yet despite these difficulties, students had an overall positive perception of online learning and the majority agreed that this learning modality should be maintained. This positive perception may be related to various difficulties faced during regular face-to-face learning, such as steep commuting costs and the emotional toll of becoming separated from the family.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121020577","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}

{"title":"Female Managers' Perceptions of Their Role in Greek Secondary Education","authors":"Bizimi Stavroula","doi":"10.24018/ejedu.2023.4.3.675","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.675","url":null,"abstract":"This study set sights on the perceptions that female principals hold, about their administrative role in Greek secondary education. The administration of education has been analysed from a male perspective and has been enriched with elements that come from the experience of men. As Acker (1995) points out, there has not been much discussion about issues that concern the gender - role of managers, and, in particular, the experience of women in managerial positions of schools, in terms of power relations at school, the requirements of their role, the prospects for their career development and, above all, the obstacles they confront (compliance or resistance to standards), their professional values, their view on the formulation of management theories. There is a gap, of female subjectivity in this role. Moreover, there is an implicit assumption, that male experience is the norm in school administration. Greek scientific research, while it has dealt with issues of administration and education, it has not dealt with thoroughly at theoretical and research base with women as subjects and their place in administration of schools and particularly of secondary schools. Taking under consideration that the perception of the administrative role by the directors of schools, holds a significant meaning in the configuration of their administrative behaviour and noting that issues related to gender relationship have not been much discussed, the aim of this study is to assess and evaluate those factors and conditions that are involved in the female, administrative, school reality of high school. The survey is divided into two parts. The first part is presented through the review of literature, the dominant theories about school management, feminist approaches to administration in education, managerial behavior of women, with an emphasis on quantitative data of their participation, in the case of the 3rd district of Athens, during the period 2016-2017. The second part includes the presentation of the research, with reference to the methodology followed, until the production of the final text. The survey was based on the qualitative method, using personal interviews with women who were already directors. The survey proved that the women in question, perceived their role as either administrative either as coordinating or supporting, towards pupils and teachers at the school unit. Moreover, they use a more democratic, participatory, administrative style, interpersonally oriented, contributing to educational administration with “feminine values and practices”.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"411 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123540240","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}

{"title":"Implementation of the Merdeka Curriculum and Its Challenges","authors":"Wulan Ndari, Suyatno, Sukirman, F. Mahmudah","doi":"10.24018/ejedu.2023.4.3.648","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.648","url":null,"abstract":"Based on the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) Number 56 of 2022 concerning Guidelines for Curriculum Implementation in the context of Curriculum Learning Recovery During the Covid-19 Pandemic which requires schools to gradually use the Merdeka curriculum. The Merdeka Curriculum is a curriculum that provides flexibility to schools and teachers in exploring according to the needs of the school, especially the needs of students. This study aims to describe the implementation of the Merdeka curriculum and its challenges in SD Muhammadiyah Warungboto schools in Yogyakarta. This research uses a qualitative approach to the case study method. The subjects of this study were the principal, curriculum coordination team, teachers, students at SD Muhammadiyah Warungboto Yogyakarta city. Data collection techniques use interviews, and observation. The results of the study are as follows: (1) Application of the Independent Curriculum in the Changing Curriculum status. (2) The learning model used by teachers is still by lecturing and learning is not all student-centered. (2) There are still many teachers who are not ready regarding the implementation of the Merdeka curriculum. (3) Students based on interests and talents are still just following the choice of friends even because of pressure. (4) Lack of enthusiasm of teachers who are not ready for curriculum changes, especially changing learning tools. (5) Schools develop various strategies to be used regarding the  implementation of the  Independent Curriculum","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"2 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114111964","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}

{"title":"Do My Parents Support My Career? Role of Adolescent-Parent Career Congruence in Employability of Vocational Education Graduates","authors":"R. A. Sulistiobudi, C. E. Prasetio","doi":"10.24018/ejedu.2023.4.3.537","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.537","url":null,"abstract":"As qualified human resources, vocational education graduates significantly sustain economic growth, specifically in developing countries. However, the graduates’ age that falls into the age range of adolescents and the career pattern direction that remains centered on their parents impact the graduates’ competency development. Therefore, this study aimed to examine the role of adolescent–parent career congruence in students’ employability development. This study used convenience sampling. The sample size was 147 final students at one vocational school in West Java, Indonesia. Multiple-linear regression was used for data processing. The result showed that adolescent–parent career congruence had a significantly positive relationship with employability development. Specifically, the complementary congruence of adolescent–parent career congruence predicted employability development. Complementary congruence means that parents provide real social support for students to explore, plan, and set their future career goals. This study can be used practically as an alternative framework in developing vocational graduates’ employability. Some development programs can be implemented to increase parental awareness about students’ careers. Support provided by parents can make students more optimal in continuing to develop their capabilities for work.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124201167","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}

{"title":"The Profile of the Primary School Teacher in Inclusive Education from the Finnish Experience","authors":"Veronika Bačová","doi":"10.24018/ejedu.2023.4.3.662","DOIUrl":"https://doi.org/10.24018/ejedu.2023.4.3.662","url":null,"abstract":"The paper addresses the issue of the primary school teacher in the context of inclusive education in Finland. The aim of the research is to create a real profile of the Finnish teacher with an emphasis on finding out what is behind the quality of inclusive education in Finland and how these findings can improve inclusive education and the teaching profession in a broader context. The key aim is to create a profile of a primary school teacher in inclusive education, i.e., a description of the teacher, his/her conception of educational processes, competences and real conditions that the teacher needs for his/her work in a heterogeneous classroom. To achieve the goal, a qualitative case study design was chosen, where the case is understood as a primary school teacher against the background of inclusive education - the total number of participants is 10 primary school teachers. Content and thematic analysis of the sources were chosen as the main methods to secure data, and the findings were used to inform further reflection and the development of semi-structured interviews and observations. The first round of data processing used case studies of individual participants, which were subsequently supplemented by data obtained by axial coding. Subsequently, a profile of a Finnish primary school teacher was created. The results show that the professional teacher has a positive attitude towards inclusive education; uses a variety of teaching strategies leading to active involvement of the students; is involved in his/her professional development and the development of the school as a community; uses individualization and differentiation in his/her work; and is part of a multidisciplinary team. A necessary component is the development of an understanding of inclusive education with societal overlap and the creation of a professional framework or standard as part of teacher professional development with a focus on softskills.","PeriodicalId":162221,"journal":{"name":"European Journal of Education and Pedagogy","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126380113","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}