Journal of Information Technologies and Lifelong Learning最新文献_第2页

Effective Activities to Improve Consciousness in Satoyama Environmental Learning Which Is Applied Blended Learning to as a Part of Teacher Education 中山环境学习中提高意识的有效活动——将混合式学习应用于教师教育

Journal of Information Technologies and Lifelong Learning Pub Date : 2020-12-31 DOI: 10.20533/JITLL.2633.7681.2020.0019

Isao Miyaji, H. Fukui

{"title":"Effective Activities to Improve Consciousness in Satoyama Environmental Learning Which Is Applied Blended Learning to as a Part of Teacher Education","authors":"Isao Miyaji, H. Fukui","doi":"10.20533/JITLL.2633.7681.2020.0019","DOIUrl":"https://doi.org/10.20533/JITLL.2633.7681.2020.0019","url":null,"abstract":"Lessons on satoyama environmental education were held for undergraduate students who are training to be educators. The lessons blend inquiry-based learning through research using ICT tools and experiential learning in a complementary manner. Students learn about the underlying concepts about the environment from a global perspective through inquiry-based learning; experiential learning can encourage students to get involved with the environment at the local level and also develop abilities and skills to conduct classes in environmental education. This paper investigated which activities in the lessons were effective in improving their consciousness related to abilities. With consciousness of abilities listed in the rows and activities listed in the column, responses of students are created as a cross-tabulation table. Cluster analysis is conducted for the table to find some ability clusters and some activity clusters. Using table constructed by ability and activity cluster, χ 2 test and residual analysis show activities effective for improving abilities. The results show activities effective for improving abilities. Results of significance testing for mean increase in scores of consciousness related to abilities are also shown.","PeriodicalId":189595,"journal":{"name":"Journal of Information Technologies and Lifelong Learning","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126353819","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}

引用次数: 0

Teaching Practice Outputs in Public and Private Secondary Schools in Nigeria: A Comparative Analysis 尼日利亚公立和私立中学教学实践产出的比较分析

Journal of Information Technologies and Lifelong Learning Pub Date : 2019-06-30 DOI: 10.20533/jitll.2633.7681.2019.0012

N. Okoro

引用次数: 1

Parental Predictors of Asian Gifted Students’ Achievement Emotions 亚裔资优学生成就情绪的父母预测因子

Journal of Information Technologies and Lifelong Learning Pub Date : 2019-06-30 DOI: 10.20533/jitll.2633.7681.2019.0008

Boreum Kim

引用次数: 0

Exploring the Challenges Encountered by Students of Higher Education in Saudi Arabia Employing Hybrid MOOCs 探索沙特阿拉伯高等教育学生在使用混合mooc时遇到的挑战

Journal of Information Technologies and Lifelong Learning Pub Date : 2019-06-30 DOI: 10.20533/jitll.2633.7681.2019.0010

H. Alanazi, Caroline Walker-Gleaves

{"title":"Exploring the Challenges Encountered by Students of Higher Education in Saudi Arabia Employing Hybrid MOOCs","authors":"H. Alanazi, Caroline Walker-Gleaves","doi":"10.20533/jitll.2633.7681.2019.0010","DOIUrl":"https://doi.org/10.20533/jitll.2633.7681.2019.0010","url":null,"abstract":"Challenges confronting students' learning via Massive Open Online Courses (MOOCs) as intrinsic parts of Flipped Classrooms within Saudi Arabian higher education is an untouched area of enquiry within education research. The literature has shown that certain scholars have begun to explore this area, but so far for other countries only, scrutinising difficulties and obstacles when this new teaching method has been implemented. This paper aims to identify the challenges that exist for 1 year undergraduate students studying at the Education Faculty of Majmaah University in Saudi Arabia in the 1 academic semester of 2017/2018, during a 14-week period, to teach the students of the 'Educational Technology and Communications Skills' module by using Hybrid MOOCs with Flipped Classrooms pedagogy. It employs a mixed methods approach, including questionnaires (quantitative approach) together with semi-structured interviews (qualitative approach). The results of this research reveal that students encountered challenges regarding the platform (Rwaq), but mostly not directly related to MOOCs or their affordances, and instead, more related to internet quality. Regarding the Flipped Classrooms, at the beginning students faced some challenges which were more socially orientated rather than directly linked with the use of MOOCs with Flipped Classrooms. Furthermore, most students appeared to overcome their challenges with the aid of the platform support team and their teachers which highlights the importance of human assistance, even in a technology enhanced teaching and learning methods. This paper highlights a possible new avenue for the future of Saudi Arabian education and contributes original research to fill a conspicuous gap in the education literature of the country. Finally, the paper's implications can be seen relevant, not only for Saudi Arabia, but for the rest of the Arabian Gulf countries as they have similar cultural, educational, and economic frameworks.","PeriodicalId":189595,"journal":{"name":"Journal of Information Technologies and Lifelong Learning","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123815667","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}

引用次数: 0

Corporal Punishment of Children in Schools: Way Forward 学校儿童体罚:未来之路

Journal of Information Technologies and Lifelong Learning Pub Date : 2019-06-30 DOI: 10.20533/jitll.2633.7681.2019.0007

Tolu O. Okoruwa

{"title":"Corporal Punishment of Children in Schools: Way Forward","authors":"Tolu O. Okoruwa","doi":"10.20533/jitll.2633.7681.2019.0007","DOIUrl":"https://doi.org/10.20533/jitll.2633.7681.2019.0007","url":null,"abstract":"Advancement in science and technology calls for enabling students making informed decisions in the context of socio-scientific issues (SSI). This study aimed at exploring the efficacy of teaching science through SSI-based argumentation for improving grade-IX students’ argumentation skills with particular focus on the quality and complexity of argumentation. A pre-experiment; pre-post-test design was employed. All of the grade-IX students (n= 44) of biology group in an urban public school of Karachi, Pakistan were recruited as a sample. After being taught a unit of eight lessons (45-minutes each) on genetics, students were explicitly engaged in oral and written argumentation for further four sessions (45-minutes each). Data were collected through writing frames before, and after the intervention to gather evidence on progress, students have made in SSI-based argumentation. The data were analysed for complexity and quality of argumentation using the pre-defined analytical frameworks. The findings indicated an overall improvement in complexity of students’ argumentation with significant difference (Wilcoxon W = 553; Z = -4.94; p < 0.01). The magnitude of difference fell in the category of large effect (r = 0.80). Similarly, a significant difference (Wilcoxon W = 528; Z = -5.00; p < 0.01) was observed in the quality of students’ argumentation with a large (r = 0.832) effect size. Moreover, a model of teaching and learning science through SSI-based argumentation has also been developed.","PeriodicalId":189595,"journal":{"name":"Journal of Information Technologies and Lifelong Learning","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123263499","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}

引用次数: 0

What is Personalized Learning in Secondary Schools? 什么是中学的个性化学习?

Journal of Information Technologies and Lifelong Learning Pub Date : 2019-06-30 DOI: 10.20533/jitll.2633.7681.2019.0011

Pam L. Epler, Susan R. Tenon

引用次数: 0

Fostering Information Literacy Development: A Case Study of the Management Major at the U.S. Coast Guard Academy 促进信息素养的发展:以美国海岸警卫队学院管理专业为例

Journal of Information Technologies and Lifelong Learning Pub Date : 2019-06-30 DOI: 10.20533/jitll.2633.7681.2019.0009

A. Zapalska, Ben Wroblewski

引用次数: 0

Exploring Ghanaian Children Conservation of Number 探索加纳儿童的数字守恒

Journal of Information Technologies and Lifelong Learning Pub Date : 2018-12-30 DOI: 10.20533/jitll.2633.7681.2018.0005

Joyce Nsiah Asante, R. Hanson

引用次数: 0

Barriers to Entering Higher Education: Rural Students’ Perspective 进入高等教育的障碍:农村学生的视角

Journal of Information Technologies and Lifelong Learning Pub Date : 2018-12-30 DOI: 10.20533/jitll.2633.7681.2018.0004

A. Hughes

引用次数: 2

Governance and Quality Award at the ENMS of León 在能源管理系统León获得管治及质量奖

Journal of Information Technologies and Lifelong Learning Pub Date : 2018-12-30 DOI: 10.20533/jitll.2633.7681.2018.0006

Mónica Mondelo Villaseñor, Juana Beatriz Ortiz Ciénega

引用次数: 0