Journal of Research in Innovative Teaching & Learning最新文献

{"title":"Examining the benefits and drawbacks of social media usage on academic performance: a study among university students in Bangladesh","authors":"Emon Kalyan Chowdhury","doi":"10.1108/jrit-07-2023-0097","DOIUrl":"https://doi.org/10.1108/jrit-07-2023-0097","url":null,"abstract":"PurposeThis research aims to explore how social media influences the academic performance of university students in Bangladesh and examines the benefits and drawbacks of its usage.Design/methodology/approachWe distributed a well-structured questionnaire among students enrolled in various programs at different universities in Bangladesh to collect data. We analyzed the data using factor analysis and regression models to uncover the impact of social media on academic performance.FindingsOur research findings demonstrate that social media plays a crucial role in facilitating communication, information sharing and content development among university students in Bangladesh. Excessive reliance on social media can lead to dependence and hinder innovation, as students tend to excessively rely on readily available resources.Research limitations/implicationsWe relied on self-reported data from a limited sample size, which may affect the generalizability of our findings.Social implicationsThis study highlights the need to promote responsible use of social media among university students in Bangladesh to enhance their academic performance. We recommend implementing effective policy measures to control and manage undesired usage patterns, foster an intellectually equipped student body and contribute to the development of a knowledgeable and successful Bangladesh.Originality/valueThis research makes a significant contribution by examining the influence of social media on academic performance among university students in Bangladesh. It proposes practical policy measures to address the drawbacks associated with excessive reliance on social media, thereby contributing to decision-making and intervention strategies for promoting responsible usage.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139792699","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":"Applying the engineering design process to teach the physics course for engineering students using the flipped classroom combined with an instructional design model","authors":"Van Thien Ngo","doi":"10.1108/jrit-07-2023-0095","DOIUrl":"https://doi.org/10.1108/jrit-07-2023-0095","url":null,"abstract":"PurposeThis study aims to examine the perceptions of students about learning science and physics using the engineering design process (EDP).Design/methodology/approachThe study employed a mixed-methods research design: The quantitative session features a pre–post-test control group study. In the qualitative aspect, the study conducted semistructured interviews for data collection. In the experimental group, the flipped classroom (FC) model and an instructional design are combined to design, develop and implement a physics course using the steps of the EDP, while the conventional method was applied to the control group. The respondents are students of the Department of Mechanical Engineering at Cao Thang Technical College in Vietnam for the academic year 2022–2023. The control and experimental groups are composed of 80 students each. An independent sample Mann–Whitney U test is applied to the quantitative data, while thematic analysis is employed for the qualitative data.FindingsThe results demonstrate a statistically significant difference between the experimental and control groups in terms of perceptions about learning science and physics using the EDP, which, when combined with a FC, enhances physics learning for engineering students.Research limitations/implications This study implemented the EDP in teaching physics to first-year engineering students in the Department of Mechanical Engineering using the combined FC and instructional design models. The results revealed that a difference exists in the perception of the students in terms of integrating the EDP into learning physics between the experimental and control groups. The experimental group, which underwent the EDP, obtained better results than did the control group, which used the conventional method. The results demonstrated that the EDP encouraged the students to explore and learn new content knowledge by selecting the appropriate solution to the problem. The EDP also helped them integrate new knowledge and engineering skills into mechanical engineering. This research also introduced a new perspective on physics teaching and learning using the EDP for engineering college students.Practical implicationsThe research findings are important for teaching and learning physics using EDP in the context of engineering education. Thus, educators can integrate the teaching and learning of physics into the EDP to motivate and engage student learning.Originality/valueUsing the EDP combined with a FC designed under stages of the analyze, design, develop, implement and evaluate (ADDIE) model has enhanced the learning of physics for engineering college students.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"66 1-2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139853947","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":"Applying the engineering design process to teach the physics course for engineering students using the flipped classroom combined with an instructional design model","authors":"Van Thien Ngo","doi":"10.1108/jrit-07-2023-0095","DOIUrl":"https://doi.org/10.1108/jrit-07-2023-0095","url":null,"abstract":"PurposeThis study aims to examine the perceptions of students about learning science and physics using the engineering design process (EDP).Design/methodology/approachThe study employed a mixed-methods research design: The quantitative session features a pre–post-test control group study. In the qualitative aspect, the study conducted semistructured interviews for data collection. In the experimental group, the flipped classroom (FC) model and an instructional design are combined to design, develop and implement a physics course using the steps of the EDP, while the conventional method was applied to the control group. The respondents are students of the Department of Mechanical Engineering at Cao Thang Technical College in Vietnam for the academic year 2022–2023. The control and experimental groups are composed of 80 students each. An independent sample Mann–Whitney U test is applied to the quantitative data, while thematic analysis is employed for the qualitative data.FindingsThe results demonstrate a statistically significant difference between the experimental and control groups in terms of perceptions about learning science and physics using the EDP, which, when combined with a FC, enhances physics learning for engineering students.Research limitations/implications This study implemented the EDP in teaching physics to first-year engineering students in the Department of Mechanical Engineering using the combined FC and instructional design models. The results revealed that a difference exists in the perception of the students in terms of integrating the EDP into learning physics between the experimental and control groups. The experimental group, which underwent the EDP, obtained better results than did the control group, which used the conventional method. The results demonstrated that the EDP encouraged the students to explore and learn new content knowledge by selecting the appropriate solution to the problem. The EDP also helped them integrate new knowledge and engineering skills into mechanical engineering. This research also introduced a new perspective on physics teaching and learning using the EDP for engineering college students.Practical implicationsThe research findings are important for teaching and learning physics using EDP in the context of engineering education. Thus, educators can integrate the teaching and learning of physics into the EDP to motivate and engage student learning.Originality/valueUsing the EDP combined with a FC designed under stages of the analyze, design, develop, implement and evaluate (ADDIE) model has enhanced the learning of physics for engineering college students.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"98 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139794361","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":"Examining the benefits and drawbacks of social media usage on academic performance: a study among university students in Bangladesh","authors":"Emon Kalyan Chowdhury","doi":"10.1108/jrit-07-2023-0097","DOIUrl":"https://doi.org/10.1108/jrit-07-2023-0097","url":null,"abstract":"PurposeThis research aims to explore how social media influences the academic performance of university students in Bangladesh and examines the benefits and drawbacks of its usage.Design/methodology/approachWe distributed a well-structured questionnaire among students enrolled in various programs at different universities in Bangladesh to collect data. We analyzed the data using factor analysis and regression models to uncover the impact of social media on academic performance.FindingsOur research findings demonstrate that social media plays a crucial role in facilitating communication, information sharing and content development among university students in Bangladesh. Excessive reliance on social media can lead to dependence and hinder innovation, as students tend to excessively rely on readily available resources.Research limitations/implicationsWe relied on self-reported data from a limited sample size, which may affect the generalizability of our findings.Social implicationsThis study highlights the need to promote responsible use of social media among university students in Bangladesh to enhance their academic performance. We recommend implementing effective policy measures to control and manage undesired usage patterns, foster an intellectually equipped student body and contribute to the development of a knowledgeable and successful Bangladesh.Originality/valueThis research makes a significant contribution by examining the influence of social media on academic performance among university students in Bangladesh. It proposes practical policy measures to address the drawbacks associated with excessive reliance on social media, thereby contributing to decision-making and intervention strategies for promoting responsible usage.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"289 3-4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139852705","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":"Enhancement of teaching and learning quality through assessment for learning: a case in chemical engineering","authors":"Tiprawee Tongtummachat, A. Jaree, Nattee Akkarawatkhoosith","doi":"10.1108/jrit-09-2023-0137","DOIUrl":"https://doi.org/10.1108/jrit-09-2023-0137","url":null,"abstract":"PurposeThis article presents our experience in implementing the assessment for learning process (AfL) to enhance the teaching–learning quality, which has faced numerous challenges impacting educational quality. The effectiveness of this technique is demonstrated through a case study conducted in a core course of chemical engineering.Design/methodology/approachThe article shares insights into the systematic course design and planning processes that were discussed and developed through AfL practices. Significant emphasis is placed on implementing formative and summative student self-assessment surveys as simple yet effective methods to meet this purpose. Quantitative data were collected and analyzed over three consecutive academic years (2020–2022) using various statistical parameters such as percentage, interquartile range and the program’s numerical goal (%G).FindingsThe AfL process via formative and summative surveys could significantly and effectively improve teaching–learning quality. These findings assist educators in identifying appropriate teaching methods and recognizing areas of weakness and strength, thereby facilitating continuous improvement in the teaching–learning quality. Validation methods, including quizzes and numerical grades, were employed to practically verify the outcome obtained from the questionnaires.Practical implicationsThe AfL techniques demonstrated in this study can be directly implemented or adapted for various educational fields to enhance the teaching–learning quality.Originality/valueThe practical implementation of AfL in an engineering context has hardly been reported, particularly in chemical engineering. This work represents the practical implementation of AfL to enhance engineering field education.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"30 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139798456","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":"Enhancement of teaching and learning quality through assessment for learning: a case in chemical engineering","authors":"Tiprawee Tongtummachat, A. Jaree, Nattee Akkarawatkhoosith","doi":"10.1108/jrit-09-2023-0137","DOIUrl":"https://doi.org/10.1108/jrit-09-2023-0137","url":null,"abstract":"PurposeThis article presents our experience in implementing the assessment for learning process (AfL) to enhance the teaching–learning quality, which has faced numerous challenges impacting educational quality. The effectiveness of this technique is demonstrated through a case study conducted in a core course of chemical engineering.Design/methodology/approachThe article shares insights into the systematic course design and planning processes that were discussed and developed through AfL practices. Significant emphasis is placed on implementing formative and summative student self-assessment surveys as simple yet effective methods to meet this purpose. Quantitative data were collected and analyzed over three consecutive academic years (2020–2022) using various statistical parameters such as percentage, interquartile range and the program’s numerical goal (%G).FindingsThe AfL process via formative and summative surveys could significantly and effectively improve teaching–learning quality. These findings assist educators in identifying appropriate teaching methods and recognizing areas of weakness and strength, thereby facilitating continuous improvement in the teaching–learning quality. Validation methods, including quizzes and numerical grades, were employed to practically verify the outcome obtained from the questionnaires.Practical implicationsThe AfL techniques demonstrated in this study can be directly implemented or adapted for various educational fields to enhance the teaching–learning quality.Originality/valueThe practical implementation of AfL in an engineering context has hardly been reported, particularly in chemical engineering. This work represents the practical implementation of AfL to enhance engineering field education.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"383 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139858274","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":"How a particular STEAM model is developing primary education: lessons from the Teach-Make project (England)","authors":"J. Trowsdale, Richard Davies","doi":"10.1108/jrit-10-2022-0066","DOIUrl":"https://doi.org/10.1108/jrit-10-2022-0066","url":null,"abstract":"PurposeThere is a lack of clarity about what constitutes Science, Technology, Engineering, Arts and Mathematics (STEAM) education and what the arts contribute. In this paper the authors discuss a distinct model, theorised from a five-year study of a particular, innovative STEAM education project (The Imagineerium), and developed by the researchers through working with primary school teachers in England within a second project (Teach-Make). The paper examines how teachers implemented this model, the Trowsdale art-making model for education (the TAME), and reflected on its value and positive impact on their planning and pedagogy.Design/methodology/approachThe paper draws on two studies: firstly, a five-year, mixed methods, participative study of The Imagineerium and secondly a participative and collaborative qualitative study of Teach-Make.FindingsStudy of The Imagineerium showed strong positive educational outcomes for pupils and an appetite from teachers to translate the approach to the classroom. The Teach-Make project showed that with a clear curriculum model (the TAME) and professional development to improve teachers' planning and active pedagogical skills, they could design and deliver “imagineerium-like” schemes of work in their classrooms. Teachers reported a positive impact on both their own approach to supporting learning, as well as pupil progression and enjoyment.Originality/valueThe paper argues that the TAME, a consolidation of research evidence from The Imagineerium and developed through Teach-Make, offers both a distinctive and effective model for STEAM and broader education, one that is accessible to, valued by and manageable for teachers.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139874934","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":"How a particular STEAM model is developing primary education: lessons from the Teach-Make project (England)","authors":"J. Trowsdale, Richard Davies","doi":"10.1108/jrit-10-2022-0066","DOIUrl":"https://doi.org/10.1108/jrit-10-2022-0066","url":null,"abstract":"PurposeThere is a lack of clarity about what constitutes Science, Technology, Engineering, Arts and Mathematics (STEAM) education and what the arts contribute. In this paper the authors discuss a distinct model, theorised from a five-year study of a particular, innovative STEAM education project (The Imagineerium), and developed by the researchers through working with primary school teachers in England within a second project (Teach-Make). The paper examines how teachers implemented this model, the Trowsdale art-making model for education (the TAME), and reflected on its value and positive impact on their planning and pedagogy.Design/methodology/approachThe paper draws on two studies: firstly, a five-year, mixed methods, participative study of The Imagineerium and secondly a participative and collaborative qualitative study of Teach-Make.FindingsStudy of The Imagineerium showed strong positive educational outcomes for pupils and an appetite from teachers to translate the approach to the classroom. The Teach-Make project showed that with a clear curriculum model (the TAME) and professional development to improve teachers' planning and active pedagogical skills, they could design and deliver “imagineerium-like” schemes of work in their classrooms. Teachers reported a positive impact on both their own approach to supporting learning, as well as pupil progression and enjoyment.Originality/valueThe paper argues that the TAME, a consolidation of research evidence from The Imagineerium and developed through Teach-Make, offers both a distinctive and effective model for STEAM and broader education, one that is accessible to, valued by and manageable for teachers.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"98 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139814932","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":"Exploring the factors affecting the adoption AI techniques in higher education: insights from teachers' perspectives on ChatGPT","authors":"Habiba Al-Mughairi, Preeti Bhaskar","doi":"10.1108/jrit-09-2023-0129","DOIUrl":"https://doi.org/10.1108/jrit-09-2023-0129","url":null,"abstract":"PurposeChatGPT, an artificial intelligence (AI)-powered chatbot, has gained substantial attention in the academic world for its potential to transform the education industry. While ChatGPT offers numerous benefits, concerns have also been raised regarding its impact on the quality of education. This study aims to bridge the gap in research by exploring teachers' perspectives on the adoption of ChatGPT, with a focus on identifying factors that motivate and inhibit them to adopt ChatGPT for educational purposes.Design/methodology/approachThis research has employed a interpretative phenomenological analysis (IPA) qualitative approach. Through in-depth interviews among the teachers, data will be collected to identify the motivating and inhibiting factors that impact teachers' willingness to adopt ChatGPT. The data was collected from 34 teachers working across 10 branches of the University of Technology and Applied Sciences (UTAS) in Oman.FindingsThe analysis revealed four themes under motivating factors that encourage teachers to adopt ChatGPT for their educational purpose. These include Theme 1: Exploration of innovative education technologies, Theme 2: Personalization teaching and learning, Theme 3: Time-saving and Theme 4: Professional development. On the other hand, inhibiting factors includes five themes which includes Theme 1: Reliability and accuracy concerns, Theme 2: Reduced human interaction, Theme 3: Privacy and data security, Theme 4: lack of institutional support and Theme 5: Overreliance on ChatGPT.Practical implicationsThis study contributes to the understanding of teachers' perspectives on the adoption of ChatGPT in education. By understanding teachers' perspectives, policymakers can design appropriate policies and service providers can customize their offerings to meet teachers' requirements. The study's findings will be valuable for higher education institutions (HEIs) in formulating policies to ensure the appropriate and effective utilization of ChatGPT. The study will provide suggestions to ChatGPT service providers, enabling them to focus on motivating factors and address inhibiting factors, thereby facilitating the seamless adoption of ChatGPT among teachers.Originality/valueIn comparison to previous studies, this study goes beyond merely discussing the possible benefits and limitations of ChatGPT in education. This research significantly contributes to the understanding of ChatGPT adoption among teachers by identifying specific motivating and inhibiting factors that influence teachers to adopt ChatGPT for educational purposes. The research enables to gain important new insights that were not previously found, giving a fresh dimension to the existing literature.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"8 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139525443","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":"Dialogue embedded synectics model of teaching: a hybrid model for promotion of creativity","authors":"Pravat Kumar Sahoo, Sesadeba Pany, S. P. Mohanty, Kalpana Rani Dash, Saikalyani Rana","doi":"10.1108/jrit-08-2023-0117","DOIUrl":"https://doi.org/10.1108/jrit-08-2023-0117","url":null,"abstract":"PurposeThe study aims to investigate the effect of the dialogue embedded synectics model of teaching on the creative thinking of students.Design/methodology/approachThe research design of the study was a nonequivalent control group design of quasi experimental research. This study collected data from 80 students in the seventh grade from two different government schools in Bathinda, Punjab, India, which were selected using a random method. The subjects of experimental group were taught by the investigator using the dialogue embedded synectics model of teaching and the subjects of control group were taught by their teacher using the traditional teaching method, i.e. the Herbartian method. The data collections were done using the creative thinking test developed by Baqer Mehdi (1995). The data analysis techniques used t-test.FindingsKey finding indicates that the dialogue embedded synectics model of teaching is effective in enhancing the creative thinking of students as compared to the traditional method.Originality/valueThe present work is unique in terms of development of an innovative pedagogy, i.e. the dialogue embedded synectics model of teaching, which has the potential to encourage students' creative thinking, a key concern for society in the 21st century. Therefore, it is suggested to conduct similar type of studies on this innovative pedagogy and this model of teaching may be used by teachers for enhancing creative thinking of seventh class students.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"13 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139156871","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}