Journal of Research in Innovative Teaching & Learning最新文献_第6页

Effectiveness of MOOCs on learning efficiency of students: a perception study mooc对学生学习效率的影响:一项感知研究

Journal of Research in Innovative Teaching & Learning Pub Date : 2023-04-18 DOI: 10.1108/jrit-12-2022-0091

A. N., Abhinandan Kulal, Divya M.S, Sahana Dinesh

{"title":"Effectiveness of MOOCs on learning efficiency of students: a perception study","authors":"A. N., Abhinandan Kulal, Divya M.S, Sahana Dinesh","doi":"10.1108/jrit-12-2022-0091","DOIUrl":"https://doi.org/10.1108/jrit-12-2022-0091","url":null,"abstract":"PurposeThe study is aimed at analyzing the perceptions of students and teachers regarding the effectiveness of massive open online courses (MOOCs) on learning efficiency of students and also evaluating MOOCs as an ideal tool for designing a blended model for education.Design/methodology/approachThe analysis was carried out by using the data gathered from the students as well as teachers of University of Mysore, Karnataka, India. Two separate sets of questionnaires were developed for both the categories of respondents. Also, the respondents were required to have prior experience in MOOCs. Further, the collected data was analyzed using statistical package for social sciences (SPSS).FindingsThe study showed that MOOCs have a more positive influence on learning efficiency, as opined by both teachers and students. Negative views such as cheating during the assessment, lack of individual attention to students and low teacher-student ratio were also observed.Practical implicationsMany educational institutions view that the MOOCs do not influence learning efficiency and also do not support in achieving their vision. However, this study provides evidence that MOOCs are positively influencing the learning efficiency and also can be employed in a blended model of education so as to promote collaborative learning.Originality/valueTechnology is playing a pivotal role in all fields of life and the education sector is not an exception. It can be rightly said that the technology-based education models such as MOOCs are the need of the hour. This study may help higher education institutions to adopt MOOCs as part of their blended model of education, and, if already adopted, the outcome of the present study will help them to improve the effectiveness of the MOOCs they are offering.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"59 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114983054","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 culturo-techno-contextual approach and students' understanding of computer science education in a developing economy 发展中经济体中的文化-技术-情境方法与学生对计算机科学教育的理解

Journal of Research in Innovative Teaching & Learning Pub Date : 2023-04-17 DOI: 10.1108/jrit-12-2022-0087

Mariyam Abdulhadi, Fred Awaah, Deborah O. Agbanimu, Emmanuel Okyere Ekwam, Emmanuella Sefiamor Heloo

{"title":"The culturo-techno-contextual approach and students' understanding of computer science education in a developing economy","authors":"Mariyam Abdulhadi, Fred Awaah, Deborah O. Agbanimu, Emmanuel Okyere Ekwam, Emmanuella Sefiamor Heloo","doi":"10.1108/jrit-12-2022-0087","DOIUrl":"https://doi.org/10.1108/jrit-12-2022-0087","url":null,"abstract":"PurposeThe lecture method has been compared with teaching methods such as flip learning, cooperative learning and simulations to establish which holds the key to students' understanding of concepts. What is bereft in the education literature is its comparative efficiency with the culturo-techno contextual approach (CTCA) in the teaching of computer science education.Design/methodology/approachThis study adopted the quasi-experimental design to determine the efficacy of the CTCA in breaking difficulties related to the study of spreadsheets as a difficult concept in the Nigerian computer science education curriculum. Junior high school students studying computer science education participated in the study. The control group had 30 students, with 35 students in the experimental group. The experimental group was taught using CTCA, while the control group used the lecture method. The spread sheet achievement test, which had 40 items on spreadsheet, was used to collect data.FindingsThe results showed that the experimental group significantly outperformed the control group [F (1,60) = 41.89; p < 0.05]. The findings showed the potential of CTCA in improving students' performance in spreadsheets in the computer science education curriculum.Originality/valueThe originality of this study is hinged on its ground-breaking test of the CTCA to the study of the spreadsheet. The findings of this study indicate its efficacy in improving students' understanding of spreadsheet and computer science education.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116621633","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

Big data ethics and its role in the innovation and technology adoption process 大数据伦理及其在创新和技术采用过程中的作用

Journal of Research in Innovative Teaching & Learning Pub Date : 2023-04-03 DOI: 10.1108/jrit-12-2022-0088

L. Bosman, Taofeek Oladepo, I. Ngambeki

{"title":"Big data ethics and its role in the innovation and technology adoption process","authors":"L. Bosman, Taofeek Oladepo, I. Ngambeki","doi":"10.1108/jrit-12-2022-0088","DOIUrl":"https://doi.org/10.1108/jrit-12-2022-0088","url":null,"abstract":"PurposeUpon graduating from university, many engineers will work in new product development and/or technology adoption for continuous improvement and production optimization. These jobs require employees to be cognizant of ethical practices and implications for design. However, little engineering coursework, outside the traditional ABET (Accreditation Board for Engineering and Technology) required Engineering Ethics course, accounts for the role of ethics within this process. Because of this, engineering students have few learning opportunities to practice and reflect on ethical decision-making.Design/methodology/approachThis paper highlights one approach to integrating ethics into an engineering course (outside of engineering ethics). Specifically, the study is implemented within a five-week module with a focus on big data ethics, as part of a Supply Chain Management Technology course (required for Industrial Engineering Technology majors), using metacognition as the core assessment.FindingsFour main themes were identified through the qualitative data analysis of the metacognitive reflections: (1) overreliance on content knowledge, (2) time management skills, (3) career connections and (4) knowledge extensions.Originality/valueThree notable points emerged which contribute to the literature. First, this study showcased one example of how an ethics module can be integrated into an engineering course (other than Engineering Ethics). Second, this study demonstrated how metacognitive reflections can be used to reinforce student self-awareness of the learning process and connections to big data ethics in the workplace. Finally, this study exhibited how metacognitive reflection assignments can be deployed as a teaching and learning assessment tool, providing an opportunity for the instructor to make immediate changes as needed.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132771583","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

Commentary: ChatGPT use in higher education assessment: Prospects and epistemic threats 评论:ChatGPT在高等教育评估中的应用:前景和认知威胁

Journal of Research in Innovative Teaching & Learning Pub Date : 2023-03-30 DOI: 10.1108/jrit-03-2023-097

Vic Benuyenah

引用次数: 14

Underlying factors of student engagement to E-learning 学生参与电子学习的潜在因素

Journal of Research in Innovative Teaching & Learning Pub Date : 2023-02-28 DOI: 10.1108/jrit-09-2022-0058

Pushkar Dubey, Reshamlal Pradhan, K. Sahu

{"title":"Underlying factors of student engagement to E-learning","authors":"Pushkar Dubey, Reshamlal Pradhan, K. Sahu","doi":"10.1108/jrit-09-2022-0058","DOIUrl":"https://doi.org/10.1108/jrit-09-2022-0058","url":null,"abstract":"PurposeWith the advent of the COVID-19 and increased access to Internet technologies, students tend to use e-learning technologies for improved academic results, and since then, improving student engagement in a virtual space became a difficult task for educational institutions globally. The present study aims to examine the effect of key e-learning factors (i.e. perception, hedonic motivation (HM), usefulness, empowerment and attitude) on student engagement among open and distance learners (ODLs) of the central region of India.Design/methodology/approachSimple random sampling was applied to collect data from ODLs of Chhattisgarh. ODLs who are using e-learning platforms for at least one year were chosen to be the participant in the study. The authors collected 1,137 responses using both online and offline modes of collection.FindingsThe test results indicated that usefulness, HM and attitude factors were found to have a significant relationship with student engagement in e-learning, while perception and empowerment variables did not contribute to the engagement of students.Originality/valueThe present study is novel in its approach. It clarifies the key factors to student engagement which might increase the students' level of involvement in e-learning technologies, if these factors are addressed tactfully by the educational institutions or concerned administration.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122042806","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: 4

In the classroom I enhance students understanding of entrepreneurship development – the culturo–techno-contextual approach 在课堂上，我加强学生对创业发展的理解——文化-技术-情境方法

Journal of Research in Innovative Teaching & Learning Pub Date : 2023-01-31 DOI: 10.1108/jrit-08-2022-0047

Fred Awaah

{"title":"In the classroom I enhance students understanding of entrepreneurship development – the culturo–techno-contextual approach","authors":"Fred Awaah","doi":"10.1108/jrit-08-2022-0047","DOIUrl":"https://doi.org/10.1108/jrit-08-2022-0047","url":null,"abstract":"PurposeThis study aims to present a step-by-step implementation of the culturo–techno-contextual approach (CTCA) in a university classroom to teach industry and competitive analysis in the Ghanaian undergraduate entrepreneurship development curriculum. It further investigates the efficacy of the CTCA in breaking difficulties related to the study of industry and competitive analysis as a difficult concept in the Ghanaian entrepreneurship development curriculum. In doing this, the CTCA is compared with the lecture method.Design/methodology/approachThe study adopts a quantitative approach. A quasi-experimental design is employed to gather data from 215 level 400 (4th-year undergraduate students) entrepreneurship development students at a Ghanaian public university. The experimental group was taught with CTCA, while the control group used the lecture method. The data was collected using the industry and competitive analysis achievement test (ICAAT). As random assignment to experimental and control groups were not possible, the data were subjected to an analysis of covariance approach with pre-test scores added as a covariate.FindingsThe results show that the experimental group significantly outperformed the control group. The results further indicate the efficacy of CTCA in improving undergraduate students’ performance in complex concepts of entrepreneurship.Originality/valueResearchers usually test alternative teaching methods to break down barriers to study difficulties. The study’s uniqueness stems from the CTCA’s ground-breaking application to the study of entrepreneurship development in a Ghanaian public university.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134044808","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

Examining stress regulation impacts from integrating mindfulness and self-compassion interventions into doctoral-level leadership courses 通过将正念和自我同情干预纳入博士级领导力课程，研究压力调节的影响

Journal of Research in Innovative Teaching & Learning Pub Date : 2023-01-05 DOI: 10.1108/jrit-05-2022-0025

Yamini Hariharan, Christopher Meiers, Catherine Robert, Marilee J. Bresciani Ludvik

{"title":"Examining stress regulation impacts from integrating mindfulness and self-compassion interventions into doctoral-level leadership courses","authors":"Yamini Hariharan, Christopher Meiers, Catherine Robert, Marilee J. Bresciani Ludvik","doi":"10.1108/jrit-05-2022-0025","DOIUrl":"https://doi.org/10.1108/jrit-05-2022-0025","url":null,"abstract":"PurposeThe aim of this paper is to explore mindfulness and self-compassion teachings and practices embedded in a leadership course and their outcome on stress regulation of doctoral-level students.Design/methodology/approachEight valid and reliable pre-and post-assessment inventories were administered prior to the first week of class and following the completion of the doctoral-level class. The test scores were measured for improvement and for differences between various demographic groups.FindingsThe results suggest significant improvement on almost every mindfulness subscale with approximately 5–22% of the variance in subscale scores attributed to participation. Doctoral students over 40 indicated more score improvement than students under 40, and doctoral students of color indicated more significant score increases than White students.Research limitations/implicationsThe research involves doctoral-level students which limits generalizability to other levels of education. Based on the findings, scaling analysis should be conducted on other types of students for generalization purposes.Practical implicationsInstitutions looking to incorporate wellness practices into curriculum can embed these types of practices into their course design.Social implicationsFaculty can become more intentional in how they engage students in mindful compassion skills within their academic programs.Originality/valueThe paper adds a quantitative study into the literature surrounding efficacy of wellness practices in structured curriculum. Institutions looking to provide more resources to students to improve their wellness may find the model useful on their campuses, particularly for students over 40 and students of color.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127778746","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

The relationship between differentiated instruction and learner levels of engagement at university 大学差别化教学与学习者参与水平的关系

Journal of Research in Innovative Teaching & Learning Pub Date : 2023-01-02 DOI: 10.1108/jrit-07-2022-0041

Robyn Moallemi

{"title":"The relationship between differentiated instruction and learner levels of engagement at university","authors":"Robyn Moallemi","doi":"10.1108/jrit-07-2022-0041","DOIUrl":"https://doi.org/10.1108/jrit-07-2022-0041","url":null,"abstract":"PurposeThe aim of this paper is to explore the importance of individual learner differences and the effect differentiated instruction (DI) has on learners' levels of engagement.Design/methodology/approachThe author carried out this research using a small-scale action research (AR) study.FindingsThe findings suggest that in acknowledging and responding to individual learner differences, especially interests, levels of learner engagement are positively affected.Research limitations/implicationsThis study’s key limitations were sample size, short-term study and potential teacher as researcher bias.Practical implicationsRecommendations were made for a further longitudinal study into the relationship between DI and language learner levels of engagement at University. An additional study into DI that looksbeyond language learning at HE, could add value to pedagogic approaches, which could make courses of greater intrinsic value to its students.Originality/valueThis research study aims to help fill a gap in the literature on the application of DI, as well as a unique perspective into its effect on learner engagement within a university context.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114080359","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

MOOC-based learning for human resource development in organizations during the post-pandemic and war crisis: a study from a developing country perspective 大流行后和战争危机期间组织人力资源开发基于慕课的学习:从发展中国家角度的研究

Journal of Research in Innovative Teaching & Learning Pub Date : 2022-12-30 DOI: 10.1108/jrit-09-2022-0054

Shamsul Huq Bin Shahriar, Silvia Akter, Nayeem Sultana, S. Arafat, Md. Mahfuzur Rahman Khan

{"title":"MOOC-based learning for human resource development in organizations during the post-pandemic and war crisis: a study from a developing country perspective","authors":"Shamsul Huq Bin Shahriar, Silvia Akter, Nayeem Sultana, S. Arafat, Md. Mahfuzur Rahman Khan","doi":"10.1108/jrit-09-2022-0054","DOIUrl":"https://doi.org/10.1108/jrit-09-2022-0054","url":null,"abstract":"PurposeHuman resources (HR) management has encountered unforeseen obstacles and issues in recruiting, retaining, training and developing workforces under the “new normal” due to pandemic circumstances followed by the Russo–Ukrainian War and global economic turmoil. As the world is now well-equipped with technological advancements and internet-based connectivity, many pandemic disruptions have been avoided through rapid adaptation of technological systems. Despite the constructive outcomes of this contemporary approach to learning and development (L&D), this study explores the further depths of massive open online courses (MOOC) platform adoption in human resource development initiatives during pandemic times.Design/methodology/approachA qualitative research approach was adopted to understand the employee and HR perspective on the changes in L&D approaches in organizations. To gather the primary data, respondents were divided into two clusters; different sets of questionnaires were developed for interview sessions.FindingsResults suggest that employee L&D was much more improvised with distance or online learning, including organizational e-learning systems and MOOC platforms. To accomplish their HR development goals, organizations went through significant transformations during the Coronavirus pandemic; organizational attempts to initiate online training and MOOC-based learning fostered positive results in employee capacity development, process improvement, employee engagement and motivation.Originality/valueThis research will assist organizations in developing interactive training methods as an effective replacement for traditional training. Additionally, it will assist readers, practitioners and HR specialists in understanding how MOOCs are changing the L&D ecosystem.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126281654","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: 3

Asynchronous learning: a general review of best practices for the 21st century 异步学习:21世纪最佳实践综述

Journal of Research in Innovative Teaching & Learning Pub Date : 2022-12-12 DOI: 10.1108/jrit-06-2022-0036

T. Varkey, John A. Varkey, Jack B. Ding, Philip K. Varkey, Colton M Zeitler, Anne M. Nguyen, Zachary I. Merhavy, Charles Ryan Thomas

{"title":"Asynchronous learning: a general review of best practices for the 21st century","authors":"T. Varkey, John A. Varkey, Jack B. Ding, Philip K. Varkey, Colton M Zeitler, Anne M. Nguyen, Zachary I. Merhavy, Charles Ryan Thomas","doi":"10.1108/jrit-06-2022-0036","DOIUrl":"https://doi.org/10.1108/jrit-06-2022-0036","url":null,"abstract":"PurposeThe purpose of this paper is to create a “go-to-guide” of best practices in the creation of asynchronous courses. Due to the global pandemic, millions of students around the world transitioned from in-class instruction to online programs, which ranged from completely synchronous classrooms to completely asynchronous classrooms. Students were forced to learn how to engage within an online classroom environment with minimal notice and instructors were abruptly thrusted into a different operational environment, with many required to construct educational ecosystems in an unfamiliar and digitized interface. This led to several actions and the utilization of a multitude of different teaching techniques, many of which were poorly implemented.Design/methodology/approachKey words, “Asynchronous learning”, “Learning”, “Feedback”, “Online Instruction”, and “Classroom Design” were searched in online data bases (Google Scholar, PubMed, EBSCO and Data Base of Open Access Journals). These then were read by the authorial team and authoritative papers were selected by the team based on the frequency of utilization by other papers in the field and the utility of these papers for the design of asynchronous courses.FindingsThis paper explores asynchronous learning from the perspective of how instructional science and learning science can be applied to create the best classroom for both pupil and instructor.Originality/valueIt looks to provide a go-to-guide for best practices in asynchronous learning and the development of K-12 classrooms, graduate and medical school classrooms and finally continuous medical education classrooms. Finally, this guide looks to facilitate the development of master instructors through statements on how to properly provide feedback to students.","PeriodicalId":244951,"journal":{"name":"Journal of Research in Innovative Teaching & Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129589191","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

Journal of Research in Innovative Teaching &amp; Learning最新文献

Journal of Research in Innovative Teaching & Learning最新文献