International Journal of Information and Education Technology最新文献

{"title":"Research on the Effect of Flipping Classroom Teaching Model in PE and Health Teaching in Rural Primary Schools","authors":"Jiliang Wang, Ramir S. Austria, Yiming Lei","doi":"10.18178/ijiet.2023.13.9.1953","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.9.1953","url":null,"abstract":"In recent years, China’s education and teaching reform has become a hot issue. The emergence of flipped classroom teaching model has greatly changed the conventional teaching mode. This paper uses the methods of literature, questionnaire, teaching experiment, interview, classroom observation and mathematical statistics to study the effect of flipping classroom teaching mode in PE and Health Teaching in rural primary schools. The research shows that the flipped classroom teaching mode in PE and Health Teaching in rural primary schools is helpful for students to master movement technology and improve students’ attitude and interest in PE learning. In contrast, the emotional performance and cooperative spirit of the experimental class students who adopt the flipped classroom teaching mode are improved more significantly. Compared with the conventional classroom teaching method, the flipped classroom teaching mode has no obvious difference in the influence of students’ physical fitness test results. The research suggests that we should strengthen the skill training of PE teachers and constantly improve their teaching ability, constantly enrich teaching methods under the flipped classroom teaching mode. When implementing the flipped classroom teaching mode, we should design a more reasonable teaching scheme in combination with the characteristics of students in rural schools, encourage scholars to actively study the research of flipped classroom teaching mode, and promote the reform and development of PE and Health Teaching in rural primary schools.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135550914","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":"Research on Influencing Factors of Distance Learning Behavior Intention in Virtual Experimental Environment","authors":"Li Sun, Danyang Xu","doi":"10.18178/ijiet.2023.13.10.1972","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.10.1972","url":null,"abstract":"In distance education, virtual labs conduct a paramount role in the construction and development of practical engineering majors. In turn, the behavioral intention of distance learners’ willingness to use it determines whether virtual labs can be well used and promoted. For the sake of deeply understanding the factors which may exert certain influence on behavioral intention, this paper constructed a model of factors affecting behavioral intention of distance learning in virtual lab environment on the Unified Theory of Acceptance and Use of Technology (UTAUT), and conducted an empirical investigation study on 425 learners. As conspicuously revealed by the research findings, effort expectation, performance expectation, community influence, concrete experience, abstract conceptualization, active practice, and interactivity of the experimental platform can impose positive effects on learners’ intention to use the virtual experimental platform. Aside from that, both reflective observation and imagination cannot remarkably affect behavioral intention. What’s more, concrete experience has the most noticeable effect on behavioral intention.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136259193","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":"Evaluation of Content Validity for Fundamentals of Computer Science Subject","authors":"M. Rahman, M. Zakaria, Rosseni Din, N. Daud","doi":"10.18178/ijiet.2023.13.1.1794","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.1.1794","url":null,"abstract":"Rapid changes in ongoing Information Technology (IT) education demand improvement in the existing learning modules. This is significantly important for Fundamentals of Computer Science (or Asas Sains Komputer (ASK)), a subject taught in secondary school level to provide basic knowledge and understandings of Computer Science at earlier stage of learning. Realizing its importance, a study was conducted to evaluate design learning module of ASK to increase students interest in Algorithms. Done from teachers perspectives, the study used a qualitative approach by conducting interviews with five experts from educational background in order to validate the design learning module. The results of the study based on the scores and comments given by the experts regarding ASK design learning module are positive. The feedbacks from the research contribute in development of ASK module thus improving students interest and understandings during the learning process. This also helps in enhancing the quality of Science, Technology, Engineering, and Mathematics (STEM) education as stated in the Malaysia Education Blueprint 2013-2025.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67491639","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":"Social Networks and Their Contribution in the University Educational Field: Systematic Review","authors":"Omar Chamorro-Atalaya, Carlos Gamarra-Bustillos, Rufino Alejos-Ipanaque, Giorgio Aquije-Cárdenas, Yurfa Medina-Bedón, Verónica More-Sánchez, José Farfán-Aguilar, Erika Zevallos-Vera","doi":"10.18178/ijiet.2023.13.2.1819","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.2.1819","url":null,"abstract":"With the massification of social networks and the incursion of data science in the university environment, it requires us to investigate and reflect on whether these tools are contributing to the improvement of the teaching-learning process, academic research, administrative services and social welfare. This paper has formulated three questions, with the purpose of conducting and achieving the goals of literature review, RQ1: What social networks are applied in the university educational field? RQ2: In what areas of the university educational system are they applied social networks? and RQ3: How do social networks contribute in their application to the university educational environment? The authors have carried out a systematic review based on the PRISMA statement (Preferred Reporting of Items for Systematic Reviews and Meta-Analysis), on findings published in Spanish and English, in Scopus, Eric and Google Scholar databases, within the period between 2010 and 2022. The descriptors used as part of the search strategy were “Social network”, “Twitter”, “Instagram”, “WhatsApp”, “University service”, “academic services”, “administrative services” and “Social welfare services”. The results focused on the review of 17 articles, finding that the most used social network in the university environment is Twitter, focusing its application on academic services such as the teaching learning and research process. However, it is evident in the state of the art that there is a lack of institutional policies that formalise the use of social networks as well as norms that establish their good practices of use.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67492115","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 Teaching Experience in Distance Learning during COVID-19: A Qualitative Case Study","authors":"Abdullah Ambusaidi, Maimoona H. Al Abri","doi":"10.18178/ijiet.2023.13.2.1812","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.2.1812","url":null,"abstract":"This study sought to explore the awareness of teachers in K-12 during the pandemic about several aspects of online learning: instructional strategies, motivational factors for students, and the application of Universal Design for Learning (UDL) to lesson plans produced by teachers. This exploratory case study used a focus-group discussion and an evaluation form with a sample of thirty (N=30) teachers. The results showed that the teachers were unaware of some of the instructional strategies for online learning. The teachers and their students were not sufficiently prepared or qualified for the emergency transition to online learning. The results suggest that it is important to prepare professional development for teachers about instructional strategies and learning theories for online learning and blended learning.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67492229","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":"Caught in the Lifelong Learning Maze: Helping People with Learning Analytics and Chatbots to Find Personal Career Paths","authors":"Atezaz Ahmad, Natalie Kiesler, D. Schiffner, J. Schneider, S. Wollny","doi":"10.18178/ijiet.2023.13.3.1822","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.3.1822","url":null,"abstract":"Current lifelong learning platforms offer users a query option to select a wide variety of courses. However, finding a suitable course among the seemingly endless catalogs of options presented by the platforms is not straightforward. We argue that digital counseling can enhance this process. In this paper, we present a set of three formative studies where we explored the main aspects that can provide the counseling needed. The methods comprise an analysis of user profile characteristics and learning analytics indicators (e.g., learning progress/self-regulation) by means of an expert workshop, evaluating the feasibility of current technologies (e.g., natural language processing) for automatically assessing users' competencies, and a survey on the use of Chatbots as the interaction interface between the users and the lifelong learning portals. The analysis resulted in the extraction of basic requirements for digital counseling. We conclude the paper by presenting a system design derived from these studies.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"338 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67492273","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 Development of a Proposed Learning Management System for Senior High Schools in the Philippines","authors":"M. S. D. Santos, Dennis C. Durano, A. D. Hortillosa","doi":"10.18178/ijiet.2023.13.3.1823","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.3.1823","url":null,"abstract":"In the Philippines, one can find learning materials for various curriculum areas for all levels (Kindergarten up to Grade 10), which are already available online except for Grades 11 and Grade 12. This lack motivated the researchers to conduct the study that aimed to design and develop a learning management system (LMS) for senior high schools, specifically Grade 11, in selected regions in the Philippines. The study used the descriptive-survey method to acquire user requirements from 3072 stakeholders consisting of a cross-section of randomly sampled principals, teachers, and students. The researchers used the agile approach for the system development. The findings revealed that learning in senior high schools was done in large classrooms (according to the principals) that were not conducive to learning (as shared by the teachers). The students revealed that their teachers do not come to class prepared and do not make the lessons enjoyable. Based on the features desired by the principals, teachers, and students, an LMS is developed as the final output of the study. The study concludes that an LMS for senior high schools needs to be developed to make teaching and learning in senior high schools bearable, relevant, and ready for the Fourth Industrial Revolution. The study recommends evaluating the designed LMS regarding acceptability, functionality, and scalability.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67492373","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":"Using the Methodology Problem-Based Learning to Teaching Programming to Freshman Students","authors":"João Paulo Aires, S. B. K. Aires, M. Pereira, Luís M. Alves","doi":"10.18178/ijiet.2023.13.3.1825","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.3.1825","url":null,"abstract":"This work registers the initial results of a teaching strategy implemented with students entering the Algorithms discipline with a higher degree in Computing. This discipline offered to first-year students records cases of dropout and evasion. Thus, it is necessary to implement teaching strategies to provide engagement, interest, and motivation with the subjects worked on. The main objective is apply an active methodology problem-based learning in programming teaching. In this work participated 177 students in the years 2019-2 (47), 2020-1/2020-2 (83), and 2021-2 (47), enrolled in the first period of the course. The methodology adopted for the development of this study consisted of: use of questionnaires to measure prior knowledge about computing concepts; group discussion of the answers recorded in the questionnaire; development of an APP for smartphone; use of the PBL (Problem-based learning) methodology as a learning strategy. It is an activity related to the active teaching and learning methodology of problem-based learning that is being developed on the first day of class in groups of up to five students. The strategy consisted of two actions: 1) answering a questionnaire associating everyday computing elements; and 2) even though the programming concepts were not presented, the groups were challenged to develop a smartphone application. Each group received a questionnaire containing 19 questions divided into four blocks. What can be seen from the completion of this work was the enthusiasm, motivation, and engagement of the students, who, even though they were newcomers, organized themselves into groups and researched the necessary strategies to complete the challenge. When measuring the knowledge obtained through the application of a questionnaire relating to the content (with the participation of 62% of students), it was found that 81% of the participants obtained the necessary grade for approval of that content. Following the strategy of an active methodology of learning and teaching that favors the protagonism and autonomy of the student, we concluded that strategy was benefic for to the students, and the teacher acted as a guide in the teaching process, directing what should be researched to find the solution and serving as a tutor in the resolution of the problem presented. Preliminarily, part of this study was presented at the 2nd International Computer Programming Education Conference.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67493017","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":"An Assessment of Master's Degree Programs Pre and Post Pandemic","authors":"Kuiyuan Li, Samantha R. Seals","doi":"10.18178/ijiet.2023.13.3.1832","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.3.1832","url":null,"abstract":"In this study, graduate “programs of strategic emphasis” at a state university in Florida, USA during the spring semesters of 2019, 2020, 2021, and 2022 were examined. The students’ application, enrollment, performance, and graduation data for the four semesters were collected and analyzed. Due to COVID-19, all courses had to be delivered purely online in the latter spring semester of 2020. Facing various challenges and uncertainties, the Graduate School worked with all programs to update their programs and remove admission barriers, including graduate record examination (GRE) requirements. After the onset of the pandemic, the number of applicants increased (p < 0.001), the number of students enrolled increased (p < 0.001), and the yield rate of enrolled new students compared to applicants decreased (p < 0.001). Despite the removal of admission barriers, the undergraduate grade point averages (GPA) of new applicants did not decrease (p = 0.500), graduate GPA in the first semester increased (p < 0.001), and overall graduate GPA increased (p < 0.001). Finally, graduation rates increased after the onset of the pandemic (p < 0.001). This study demonstrates that despite challenges due to the pandemic, removal of admission barriers did not adversely affect student outcomes.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67493024","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":"Challenges with Online Teaching and Learning of English Vocabulary","authors":"A. R. Altakhaineh, Mohammad Alaghawat, A. Younes","doi":"10.18178/ijiet.2023.13.3.1841","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.3.1841","url":null,"abstract":"This article aims to examine the challenges facing secondary school teachers and students in English vocabulary online classes in Amman, Jordan. It also aims to propose the most effective ways to overcome the encountered challenges. To this end, qualitative semi-structured interviews were conducted with thirty teachers and twenty students to understand their experiences related to the online learningteaching process. Based on these interviews, several challenges that might obstruct this process were identified, with some of the challenges reported by teachers being similar to those reported by students. Teaching and learning challenges included poor class management, poor Internet connection, and large class sizes. Moreover, the findings of this study highlighted that one of the most important challenges that teachers encountered in teaching English vocabulary online was the impossibility of using realia. The study concludes with some solutions from both teachers and students to overcome these difficulties, such as using more advanced online platforms, e.g., Google Meet, World Word, and Microsoft Teams, as well as splitting students into small online rooms, and using games/plays.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67493087","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}