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Training Framework to Enhance Digital Skills and Pedagogy of Chemistry Teachers to Use IMFUNDO 提高化学教师使用IMFUNDO的数字技能和教学方法的培训框架
New Updates in E-Learning [Working Title] Pub Date : 2022-02-04 DOI: 10.5772/intechopen.102003
S. Simelane-Mnisi, Ntebogeng Mokgala-Fleischmann
{"title":"Training Framework to Enhance Digital Skills and Pedagogy of Chemistry Teachers to Use IMFUNDO","authors":"S. Simelane-Mnisi, Ntebogeng Mokgala-Fleischmann","doi":"10.5772/intechopen.102003","DOIUrl":"https://doi.org/10.5772/intechopen.102003","url":null,"abstract":"The purpose of this study was to develop a training framework to enhance digital skills, practice and pedagogy of Chemistry teachers to effectively use a learning management system (LMS). The Department of Chemistry has been unsuccessful in adopting and integrating technology in teaching since 2011 due to the lack of a framework for training teachers in skills and competencies required to successfully implement digitalization pedagogy, engage students and improve student success. The challenge was that Chemistry teachers used LMS as a repository. This observation was not in line with the newly approved study University’s Teaching, Learning and Technology Strategy and did not support student-centered learning. Action research was employed. It was found that the teacher-training framework and the remote training of Chemistry teachers were developed and implemented. After training, the design and development of online modules significantly improved. COVID-19 lockdown accelerated the transition to fully online teaching.","PeriodicalId":233314,"journal":{"name":"New Updates in E-Learning [Working Title]","volume":"97 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117297351","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: 1
The Impact of Academic Discipline on Student’s Engagement in Online Learning: An Extension of the Technology Acceptance Model 学科纪律对学生在线学习投入的影响:技术接受模型的延伸
New Updates in E-Learning [Working Title] Pub Date : 2022-01-31 DOI: 10.5772/intechopen.102071
Ka Long Chan, R. Kam, Man Sing Wong
{"title":"The Impact of Academic Discipline on Student’s Engagement in Online Learning: An Extension of the Technology Acceptance Model","authors":"Ka Long Chan, R. Kam, Man Sing Wong","doi":"10.5772/intechopen.102071","DOIUrl":"https://doi.org/10.5772/intechopen.102071","url":null,"abstract":"Tertiary education has dramatically changed after the outbreak of COVID-19. The use of the Learning Management System (LMS) in online learning has become popular. Many researchers are trying to investigate its features that influence the degree of acceptance and usage of learners among those techniques. However, some of their acceptance is not behavioral, but more on mental and abstract, which would be considered as engagement. In addition, academic disciplines would have a different focus on the integration of technology into their teaching and learning, thus, it would influence students' acceptance of the technology. This research addressed this gap by studying university students in Hong Kong about the Technology Acceptance Model (TAM), and behavioral, agentic, cognitive, and emotional engagement. The findings extended the previous literature of TAM by adding engagement and academic discipline into the model. The current study demonstrates that LMS displays the potential of delivering learning and teaching materials amid the pandemic.","PeriodicalId":233314,"journal":{"name":"New Updates in E-Learning [Working Title]","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132323140","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
Improving Accessibility of e-Learning Templates for Students with Disabilities 改善残疾学生电子学习模板的可及性
New Updates in E-Learning [Working Title] Pub Date : 2022-01-22 DOI: 10.5772/intechopen.101931
Peter Caks, Monika Ferk, M. Debevc, Julija Bele Lapuh, I. Kožuh
{"title":"Improving Accessibility of e-Learning Templates for Students with Disabilities","authors":"Peter Caks, Monika Ferk, M. Debevc, Julija Bele Lapuh, I. Kožuh","doi":"10.5772/intechopen.101931","DOIUrl":"https://doi.org/10.5772/intechopen.101931","url":null,"abstract":"Because of the effective development of contemporary technologies, also during the recent COVID-19 pandemic, students with disabilities have been increasingly integrated into the society, work, and academic environment. Accordingly, the question of how to provide accessible graphical design of e-learning materials for various categories of students with disabilities and how to comply with international accessibility standards is becoming more and more prominent. The purpose of the study was to propose recommendations for the design of e-learning materials to achieve the preparation of effective study materials for students with hearing and visual loss, as well as autism spectrum disorders. According to their needs and requirements, recommendations for the graphic design of accessible e-learning materials have been designed, developed, implemented, and evaluated. The findings revealed a higher level of acceptance of adapted material for all experimental groups and can be helpful for teachers and other professionals educating students with disabilities.","PeriodicalId":233314,"journal":{"name":"New Updates in E-Learning [Working Title]","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130511501","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
Virtual Robotics in Hybrid Teaching and Learning 混合教学中的虚拟机器人
New Updates in E-Learning [Working Title] Pub Date : 2022-01-22 DOI: 10.5772/intechopen.102038
S. Mistretta
{"title":"Virtual Robotics in Hybrid Teaching and Learning","authors":"S. Mistretta","doi":"10.5772/intechopen.102038","DOIUrl":"https://doi.org/10.5772/intechopen.102038","url":null,"abstract":"Traditional robotics instruction in face-to-face classrooms, after-school clubs, and independent competition environments align with expensive, physical robot kits shared by students. Students or parent groups often elect themselves because of previous experience, expertise, or perceived technical ability to dominate the physical robotic platforms’ planning, engineering, building, and subsequent programming. This self-elected grabbing of control leaves students who are not regarded as well-positioned to contribute sidelined to observe the self-appointed experts of the group. Virtual robotics platforms provide educators and coaches with the unique opportunity to give every student access to a robot. Each student learns programming, math, and scientific forces that impact robots through simulated physics algorithms. With their customizable virtual environments, virtual robotics platforms such as Vex VR and Robot Virtual Worlds level the playing field. All students can learn, practice, and subsequently contribute to robotics-centered group projects or competitive teams in meaningful ways. This book chapter delineates the strategies to implement virtual robotics in hybrid classroom environments supported by the Technological Pedagogical Content Knowledge (TPACK) framework. Additionally, this chapter reviews how computer-aided design and augmented reality platforms provide students with the opportunity to incorporate 3D objects into virtual worlds.","PeriodicalId":233314,"journal":{"name":"New Updates in E-Learning [Working Title]","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129098831","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: 2
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