J. Inf. Technol. Educ. Res.最新文献

{"title":"WhatsApp is the Message: Out-of-Class Communication, Student-Teacher Relationship, and Classroom Environment","authors":"A. Hershkovitz, Mohamed ali Abu Elhija, Daher Zedan","doi":"10.28945/4183","DOIUrl":"https://doi.org/10.28945/4183","url":null,"abstract":"Aim/Purpose: To study associations between elementary-, middle- and high-school students’ perceptions of classroom environment and student-teacher relationship and their out-of-class communication practices via WhatsApp app.\u0000\u0000Background: Communication between students and teachers is usually extended beyond the classroom’s time and space. This communication, referred to as out-of-class communication (OCC), may impact students’ academic, social, and emotional development. Today, OCC is facilitated via social media and instant messaging services, which may have impact on its nature.\u0000\u0000Methodology: Methodology was quantitative in nature. Data was collected using an online questionnaire (implemented on Google Forms, http://forms.google.com , during June-July 2016. Participants (n=300), from 5th-12th grades (11-18 years old), were recruited in schools in a few Arab villages in northern Israel, with the assistance of their teachers.\u0000\u0000Contribution: The present study expands the growing body of knowledge about student-teacher communication via online social networks, specifically regarding out-of-class communication. We identify the unique aspects of WhatsApp-based out-of-class communication, which shed light on student-teacher relationship at large. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their own educational agenda and to check if and how they and their students can benefit from OCC.\u0000\u0000Findings: Overall, we identify WhatsApp’s important, unique role in promoting good student-teacher relationship and positive classroom environment.\u0000\u0000Recommendations for Practitioners: The findings regarding the unique contribution of WhatsApp to student-teacher out-of-class communication should be taken into consideration by policy makers while formulating policies for the use of online social networks in educational settings. Teachers should be aware of the important role this type of communication plays for their students and for their classroom. Both teachers and students should communicate respectfully, with teachers serving as role models for their students regarding proper digital behavior.\u0000\u0000Recommendation for Researchers: This study should be replicated to more populations and to more communication platforms, in order to validate its findings.\u0000\u0000Impact on Society: The associations between out-of-class communication via online social networks and student-teacher relationship have two main effects on society at large. First, promoting better student-teacher communication could improve learning and teaching. Second, if this communication is to be carried out properly, the students - who are the future citizens - will learn how to behave correctly in the digital age.\u0000\u0000Future Research: It is advised to explore the studied associations in other populations and regarding other communication platforms. Also, qualitative exploration is advisable, as it may shed more light on the unique aspects","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132465004","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":"Students' Perceptions of the Strengths and Limitations of Electronic Tests Focusing on Instant Feedback","authors":"Mohamamd Ali Rostaminezhad","doi":"10.28945/4175","DOIUrl":"https://doi.org/10.28945/4175","url":null,"abstract":"Aim/Purpose: Students’ perceptions about feedback in e-tests have not been studied using qualitative methods. Therefore, the objective of this study was to investigate the students' attitude towards electronic tests, focusing on the feedback. \u0000\u0000Background: Despite the advantages of electronic tests, it is one of the neglected technologies in the students’ evaluation process. Based on the technology acceptance model, users' attitudes have a significant impact on the acceptance of each technology. There is a paucity of qualitative research regarding the examination of students’ attitudes towards e-testing and instant feedback.\u0000\u0000Methodology: A pilot study was used to achieve the aims of the study. Using purposeful sampling, the attitudes of 40 students from the University of Birjand who participated in the electronic test were examined.\u0000\u0000Contribution: This study suggests interventions to improve the acceptance of electronic tests and reduce resistance to them. It provides insight into understanding the nature of immediate feedback in electronic tests, puts forth suggestions for the successful implementation of e-tests in the students' evaluation process, and further provides information on the relationship between immediate feedback and student test anxiety\u0000\u0000Findings: Among the various features of electronic tests, instant feedback has attracted students' attention more than others. Students’ perceptions about instant feedback were contradictory, because some felt instant feedback is stressful, while others considered it desirable. Based on the results, feedback on electronic tests: opportunity or challenge was selected as a main theme.\u0000\u0000Recommendations for Practitioners: Practitioners should consider student attitude toward feedback in e-tests and they should personalize e-test feedback according to students’ preferences.\u0000\u0000Recommendation for Researchers: Researchers can examine quantitative and qualitative variables such as personality type, study approaches, exam anxiety and other factors in studying student’s attitudes towards feedback. \u0000\u0000Impact on Society: Teachers can use these finding in designing and developing e-tests in their formative and summative assessments, where they select the optimal feedback strategy for their assessments. \u0000\u0000Future Research: This study highlights that instant feedback is not necessarily acceptable to students. Further study is necessary to find when it is good and when it is not, for whom it is good or bad, how we can reduce the negative effects of instant feedback, and whether it increases exam anxiety or not. \u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122448793","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":"Factors Contributing to Student Retention in Online Learning and Recommended Strategies for Improvement: A Systematic Literature Review","authors":"P. Muljana, Tian Luo","doi":"10.28945/4182","DOIUrl":"https://doi.org/10.28945/4182","url":null,"abstract":"Aim/Purpose: This systematic literature review investigates the underlying factors that influence the gap between the popularity of online learning and its completion rate. The review scope within this paper includes an observation of possible causal aspects within the non-ideal completion rates in online learning environments and an identification of recommended strategies to increase retention rates.\u0000\u0000Background: While online learning is increasingly popular, and the number of online students is steadily growing, student retention rates are significantly lower than those in the traditional environment. Despite the multitude of studies, many institutions are still searching for solutions for this matter. \u0000\u0000Methodology: A systematic literature review was conducted on 40 studies published between 2010 and 2018. We established a set of criteria to guide the selection of eligible articles including topic relevance (aligned with the research questions), empirical studies, and publication time frame. Further steps were performed through a major database searching, abstract screening, full-text analysis, and synthesis process. \u0000\u0000Contribution: This study adds to expanding literature regarding student retention and strategies in online learning environments within the higher education setting.\u0000\u0000Findings: Revealed factors include institutional support, the level difficulty of the programs, promotion of a sense of belonging, facilitation of learning, course design, student behavioral characteristics, and demographic variables along with other personal variables. The recommended strategies identified for improving student retention are early interventions, at-all-times supports for students, effective communication, support for faculty teaching online classes, high-quality instructional feedback and strategies, guidance to foster positive behavioral characteristics, and collaboration among stakeholders to support online students.\u0000\u0000Recommendations for Practitioners: Since factors within the open systems of online learning are interrelated, we recommend a collective effort from multiple stakeholders when addressing retention issues in online learning. \u0000\u0000Recommendation for Researchers: We recommend that fellow scholars consider focusing on each influential factor and recommendation in regard to student retention in online learning environments as synthesized in this study. Findings will further enrich the literature on student retention in online learning environments.\u0000\u0000Future Research: Future research may investigate various data-mining and analytics techniques pertaining to detection and prediction of at-risk students, the efficacy of student support and faculty support programs, and ways to encourage struggling students to adopt effective strategies that potentially engender positive learning behaviors. \u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123250958","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":"Effective Evaluation of the Non-Technical Skills in the Computing Discipline","authors":"M. Danaher, K. Schoepp, Ashley Ater-Kranov","doi":"10.28945/4181","DOIUrl":"https://doi.org/10.28945/4181","url":null,"abstract":"Aim/Purpose: Assessing non-technical skills is very difficult and current approaches typically assess the skills separately. There is a need for better quality assessment of these skills at undergraduate and postgraduate levels.\u0000\u0000Background: A method has been developed for the computing discipline that assesses all six non-technical skills prescribed by ABET (Accreditation Board for Engineering and Technology), the accreditation board for engineering and technology. It has been shown to be a valid and reliable method for undergraduate students\u0000\u0000Methodology: The method is based upon performance-based assessment where a team of students discuss and analyze an ill-defined authentic issue over a 12-day period on a discussion board\u0000\u0000Contribution: This is the first published method to assess all six skills simultaneously in computing and here it has been trialed with postgraduate students.\u0000\u0000Findings: The results show that the method, though originally designed for undergraduates, can successfully be used with postgraduate students. Additionally, the postgraduate students found it to be very beneficial to their learning.\u0000\u0000Recommendations for Practitioners: This method can successfully assess non-technical skills at tertiary level in the computing discipline and it can be adapted to other disciplines. Though designed for assessment it has been found to be an ideal method for teaching the skills at both undergraduate and post graduate levels. \u0000\u0000Recommendation for Researchers: Compared with other assessment approaches this method has many advantages: it is a direct method of measurement, it is a rigorous method and it assesses all skills simultaneously \u0000\u0000Impact on Society: Proficiency in non-technical skills is critical for development of knowledge-based economies. This method is a tool to assist in developing these skills.\u0000\u0000Future Research: Researchers can examine how the method benefits students in their context and examine if there are differences between their context and the UAE context presented here. Researchers can work on developing a rubric solely for postgraduate use i.e., to capture the range of levels among postgraduates.\u0000\u0000","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122080839","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":"Analogies Between Logic Programming and Linguistics For Developing Students' Understanding of Argumentation Texts","authors":"Noa Ragonis, G. Shilo","doi":"10.28945/4163","DOIUrl":"https://doi.org/10.28945/4163","url":null,"abstract":"Aim/Purpose Research shows that students encounter difficulties in identifying the structure of argumentation texts and in understanding the main message of the argument. The research examined the effect that learning Logic Programming (LP), while applying logic inference, has on students’ understanding of argumentation texts. Background Understanding an argumentation text means exposure to its structure, which requires the ability to identify the argument presented and to distinguish between the argument and its justifications. Argumentation is an important cognitive capacity for handling conflicting information, viewpoints, and opinions. Students’ lack of ability to identify the structure of argumentation texts, and to understand its’ main message, affects the understanding of texts in general, the writing of texts, and the presentation of oral arguments. Since Logic Programming is based on inference that is similar to the way in which people commonly believe that human inferential thinking is performed, our research approach was to investigate how learning LP in Computer Science affects the understanding of argumentation texts in Linguistics. Methodology The research population included 319 11th-grade students from five high schools, divided into a study group and a control group. Students’ understanding was tested using knowledge questionnaires after completing their language studies, before (pre-study) and after (post-study) a year of learning LP. The knowledge questionnaires included argumentation paragraphs where students were asked to give each paragraph a title and to analyze the argument structure. In addition, an attitudes questionnaire was administered at the end of the school year in order to examine the students’ attitudes towards the connection between the two disciplines. The research applied a mixed method approach, combining both qualitative and quantitative methods. Analogies between Logic Programming and Linguistics 550 Contribution The research and its’ findings contribute to the previous body of knowledge with relation to students difficulties in understanding argumentation texts in Linguistics studies. Moreover, it suggests a new approach of using argumentation in the framework of inference as apply in LP to scaffold students’ conceptions. The use of an interactive computerized system (like the logic programming language Prolog) can scaffold students in constructing their knowledge, develop their computational thinking skills, and also enables to vary the teaching methods. Findings Findings show that the students’ understanding of argumentation texts improved after learning LP. The study group students’ achievements were explicitly better compared with the control group students, who did not learn LP, though this was not always reflected with significant statistics. Students’ attitudes questionnaire revealed that students did not identify on their own the connections between the two disciplines and so could not explicitly u","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114533289","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":"Understanding the Dimensions of Identities and Its Impact Upon Member's Participation in an Online Community of Practice","authors":"F. Khalid","doi":"10.28945/4152","DOIUrl":"https://doi.org/10.28945/4152","url":null,"abstract":"Aim/Purpose The study aims to explore the dimensions of identities in relation to an online community of practice (CoP) and how the dimensions of identities influence the way teachers behave on their online CoP. Background One of the emerging approaches for teachers’ professional development is through a form of community of practice, through which teachers learn through collaboration and active learning. In line with the progression in technology, online communities of practice have been widely accepted as one of the possible approaches for teacher professional development that can enhance the opportunity for collaboration. Even though online CoPs provide a better platform for collaboration and sharing best practices among teachers, some issues lead to a failure of any online CoPs. Day, Sammons, Stobart, Kington, & Gu (2007) stress the importance of understanding the aspects of identities and their impact on how teachers perform and commit to any activities and that an understanding of teachers’ identities is central to any analysis of teachers’ effectiveness, work, and lives. Previous research, however, studied the aspects of identities in the perspectives of the development of their identities as teachers in the context of their daily interaction with significant others in face-to-face mode. However, there has been very little research that has focused on teachers’ identities in relation to their participation in online communities. The extent to which their identities influenced the way they interact, engage, and contribute to their online CoP is still debatable, although it was profoundly stated that identities play a great role in shaping teachers’ behavior in their offline CoPs. Taking this into account, this study aims to identify the dimensions of identities in an online CoP setting and how these identities influence their capacity to involve themselves in online sharing through communities of practice (CoPs). Understanding the Dimensions of Identities 528 Methodology This research employed a case study approach which involved 16 teachers from six high performing secondary schools. The selection of the participants was made through purposive sampling. Data was generated through in-depth one-toone interviews. Data analysis was conducted using thematic analysis through which the emerging themes were carefully identified. Contribution The study has successfully identified the dimensions of identities in relation to teachers’ participation in an online CoP, which adds to the current body of literature. The result of the study also illustrates how these dimensions of identities interrelated to each other that led to the teachers’ level of participation in an online CoP. Having an in-depth understanding about identities also would provide a better understanding of why the members reacted the way they did and, and how the dimension of identities plays a role in this. Findings The result of the analysis indicates four main dimensions of identiti","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127787141","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":"Faculty Use of the Active Learning Classroom: Barriers and Facilitators","authors":"O. Avidov-Ungar, Becky Leshem, Adva Margaliot, Etty Grobgeld","doi":"10.28945/4142","DOIUrl":"https://doi.org/10.28945/4142","url":null,"abstract":"Aim/Purpose The study aimed to examine teacher educators’ perceptions regarding their ability to implement innovative pedagogies following a year during which they used a newly equipped Active Learning Classroom (ALC), designed for teacher training Background To this end, we asked how participants perceived the effective use of the ALC and how they were able to leverage the use of the ALC to implement innovative pedagogies. Methodology Using the grounded theory method, we conducted qualitative analysis of data collected from semi-structured in-depth personal interviews. The sample included 22 randomly-selected teacher educators in a single teacher-education college, who had used the ALC over the last year. Average teaching tenure was 22 years. Contribution As part of the transition to using innovative pedagogies in an ICT (Information Communication Technology) enhanced teaching environment, our proposed model can be used to map teachers’ perceptions and proficiencies, so as to address the specific needs of each group. Findings Analysis revealed four pedagogic teaching patterns. Based on the TPACK (Technology, Pedagogy, and Content, Knowledge) model as a Faculty Usage of the Active Learning Classroom 486 theoretical framework, we were able to relate these patterns to participants’ strengths and weaknesses in technological and pedagogic knowledge and the ways in which they used the ALC. These patterns testify that there are different levels of use and integration of technology and pedagogy by teacher educators. Recommendations for Practitioners Enhancing teachers’ knowledge, promoting innovative concepts and removing barriers for ICT usage require integrated technologicalpedagogic guidance, which should be provided to the teachers by instructors with integrated TPK (Technology Pedagogy Knowledge). Recommendations for Researchers The ability to map technological and pedagogic strengths in accord with teaching patterns and styles provides an advantageous and applicable foundation that can be used by any future studies that wish to pursue this line of investigation. Impact on Society Formulating new strategies in teacher education would effectively make teacher educators the leading force driving the desired transformation, whereby teachers have the skills and knowledge to prepare students to become productive members of society in the 21st century. Future Research Future studies are encouraged to use our proposed model (which maps technological and pedagogic strengths in accord with teaching patterns) to examine additional questions, for example, what is the relationship between teaching style and teaching effectiveness and can it provide the impetus to attempt to shift teachers’ attitudes and styles?","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128404727","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":"Patterns of EFL Learners' and Instructor's Interactions in Asynchronous Group Discussions on Free Writing","authors":"M. Alharbi","doi":"10.28945/4143","DOIUrl":"https://doi.org/10.28945/4143","url":null,"abstract":"Aim/Purpose The aim of the present study was to examine peer interactions and the instructor’s facilitation of online asynchronous group discussions on free writing among 20 learners of English as a foreign language (EFL) joining one Saudi university over one academic semester. The study also attempted to explore the views of the learners on the online interactions. Background Peer interaction has been one of the interesting topics for research on the applications of computer mediated communication (CMC) tools among learners in different domains, including language learning and writing. However, most of the EFL classroom practices lack such peer interactions and are dominated by teacher-centered approaches. Moreover, although CMC tools serve as interactive platforms for online peer interaction, such interaction needs to be cultivated and maintained by instructors. Methodology The study was conducted among 20 learners of English as a foreign language (EFL) in one Saudi university over one academic semester. The instructor of the writing course facilitated the asynchronous group discussions of free writing. The data was collected from (l) learners’ peer interactions, (2) instructor’s comments in the discussions and (3) learners’ follow-up individual interviews. A qualitative content analysis of online interactions and a thematic analysis of the students’ responses to the interview questions were performed. Contribution The use of technology reported in this study maximizes the opportunities for teacher-learner and learner-learner interactions, which are restricted or almost lacking in the EFL writing classroom. The findings of the present study also contribute to previous research on learners’ peer interactions and instructors’ facilitation of asynchronous group discussions. More specifically, the study informs us of the role of peer interactions through asynchronous tools in language learning, EFL Learners’ and Instructor’s Interactions 506 including writing. It also highlights the role of instructors in facilitating asynchronous group discussions. Findings The findings showed that the EFL learners posted 1702 comments distributed among eleven patterns in terms of its language functions: evaluation, problem identification, alterations, clarification, suggestion, justification, agreements and disagreements, comprehension check, procedural, error acknowledgement and others. Analysis of the foci of peer interactions illustrated that the learners engaged in task-oriented interactions: content, organization, purpose, grammar, vocabulary and spelling and punctuations and non-task-oriented interactions: task management and socialization. Based on the analysis of the instructor’s comments, the instructor played an important role in facilitating the group discussions as indicated through his various comments (n=852) on the learners’ discussions. Although the learners expressed their positive views on the role of peer interactions and learner-instructor int","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"332 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123128760","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 Motivation in the Use of Lecture Behaviors in the Online Classroom","authors":"Mik Fanguy, J. Costley, C. Lange, Matthew Baldwin, S. Han","doi":"10.28945/4131","DOIUrl":"https://doi.org/10.28945/4131","url":null,"abstract":"(CC BY-NC 4.0) This article is licensed to you under a Creative Commons Attribution-NonCommercial 4.0 International License. When you copy and redistribute this paper in full or in part, you need to provide proper attribution to it to ensure that others can later locate this work (and to ensure that others do not accuse you of plagiarism). You may (and we encourage you to) adapt, remix, transform, and build upon the material for any non-commercial purposes. This license does not permit you to use this material for commercial purposes. THE ROLE OF MOTIVATION IN THE USE OF LECTURE BEHAVIORS IN THE ONLINE CLASSROOM","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130184867","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":"Factors with Influence on the Adoption of the Flipped Classroom Model in Technical and Vocational Education","authors":"M. T. Villalba, G. Castilla, Sara Redondo","doi":"10.28945/4121","DOIUrl":"https://doi.org/10.28945/4121","url":null,"abstract":"Aim/Purpose The aim of this work is to explore which factors impact on the adoption of the flipped classroom in vocational education to pave the way for the schools which want to apply this model. Background Although various experiences in the use of the flipped classroom have been reported in recent years in the literature, fewer efforts have been done on how to implement this model from a pedagogical standpoint. The factors that influence its adoption have not been studied in depth, at least not in a global way. These factors include the use of technology and teaching methodologies active in the classroom, the trend towards innovation of teachers and schools, and whether teachers have the necessary ICT training and infrastructures. Moreover, although the results of many experiences in Higher Education have been published, this is not so for other levels of education, such as vocational schools. Methodology A quantitative research method was used by constructing a questionnaire. The questionnaire included open questions in order to obtain qualitative information, which enriched the results obtained. Descriptive and factor analysis was used to analyze data, within the framework of the project FlipIT!–Flipped Classroom in the European Vocational Education”, ERASMUS+ Strategic Partnership (2015-1-HU01-KA202-013555) funded by the European Union, with the participation of Hungary, the United Kingdom, Ireland, the Czech Republic, and Spain. The research sample includes 625 teachers (434 from The Flipped Classroom in Vocational Education 442 Spain, 121 from Hungary and 61 from the Czech Republic) from schools participating or somehow associated to the project. Contribution An empirically validated framework of the factors influencing the adoption of the flipped classroom approach in schools was obtained. This framework can guide the curriculum design of flipped classroom model courses for vocational education teachers. Findings Empirically validated factors for the adoption of the flipped classroom in technical schools are presented. In addition, descriptive analysis results from a sample of 625 vocational education teachers confirmed that the countries involved in the survey fulfill the factors needed for the adoption of the flipped classroom in vocational education schools. Another important result is that, according to the surveyed teachers, the flipped classroom is a strongly practice-oriented method very suitable for vocational education. Recommendations for Practitioners The framework here presented can guide the curriculum design of flipped classroom model courses for vocational and technical education teachers and allow schools to know the factors to review and improve in order to use the model. Recommendations for Researchers This study is a first step toward determining the factors needed for the adoption of the flipped classroom model in vocational and technical schools. More studies using alternative data sources and methods are needed to o","PeriodicalId":220667,"journal":{"name":"J. Inf. Technol. Educ. Res.","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121377451","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}