Journal of Digital Educational Technology最新文献

Use of the artificial intelligence in teaching the concept of magnetism in preschool education 人工智能在学前教育磁学概念教学中的应用

Journal of Digital Educational Technology Pub Date : 2024-07-23 DOI: 10.30935/jdet/14864

Vasiliki Samara, Konstantinos T. Kotsis

{"title":"Use of the artificial intelligence in teaching the concept of magnetism in preschool education","authors":"Vasiliki Samara, Konstantinos T. Kotsis","doi":"10.30935/jdet/14864","DOIUrl":"https://doi.org/10.30935/jdet/14864","url":null,"abstract":"This paper presents the design, implementation, and results of a teaching intervention in a Greek kindergarten where the researcher works, highlighting the significant positive impact of artificial intelligence (AI) tools on children’s learning of the concept of Magnetism. The teaching intervention was implemented as an extension of the specific thematic unit that had already been the subject of processing in kindergarten, using STEM tools and new technologies. A total of 3 activities with AI applications were implemented, with a total duration of 8 teaching hours. The methodology was based on the experiential and interdisciplinary approach and cooperative and playful learning. The role of the kindergarten teacher was helpful and supportive during the implementation of the action and its evaluation by the children. The children worked in small groups, where their group members mainly supported them in any difficulty. Children turned to the kindergarten teacher only for issues related to technical difficulties in handling the software. The educational intervention was evaluated through presentations of each group’s work in plenary. At the end of the educational intervention, the children were asked what they liked and what they found difficult. The results of the present action are very encouraging, as the use of artificial intelligence tools particularly activated children’s participation in the whole process and worked supportively and creatively in their mental potential.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811350","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

Assessment strategies and challenges of teachers in evaluating students during online learning 在线学习中教师评价学生的策略和挑战

Journal of Digital Educational Technology Pub Date : 2024-07-23 DOI: 10.30935/jdet/14863

Hannah Joyce Agtarap, Anna Carmela Januto, Karl Alvin Aglibot, C. Toquero

{"title":"Assessment strategies and challenges of teachers in evaluating students during online learning","authors":"Hannah Joyce Agtarap, Anna Carmela Januto, Karl Alvin Aglibot, C. Toquero","doi":"10.30935/jdet/14863","DOIUrl":"https://doi.org/10.30935/jdet/14863","url":null,"abstract":"Education was forced to modify face-to-face classes into three pedagogical approaches: synchronous, asynchronous, and blended learning, requiring teachers to change the grading system, assessment, and evaluation of student performance. This study aimed to determine the assessment tools, strategies, and challenges that teachers encounter during online learning. The researchers conducted an online and face-to-face survey that consisted of 75 questions to 50 online teachers who were selected through convenience sampling from seven public and private elementary schools. Findings indicate that most teachers apply traditional assessment strategies to evaluate students in online learning. Some online assessment applications like Edpuzzle, Google Classroom, Kahoot, and Quizzes are rarely used to assess student learning. Teachers, however, frequently utilized Facebook and Messenger in delivering assessments. They applied multiple assessment strategies in online learning to accommodate the learning styles of their students. However, data revealed that most teachers have difficulty ensuring the quality of participation, integrating authentic assessment into online learning, and using online assessment applications. It is recommended for teachers to provide their students with balanced assessment, timely communication, constructive feedback, group multimedia projects, appropriate instructional materials, and alternative online tools to enable meaningful learning.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812328","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

Quality EdTech professional development for K12 classroom practice 针对 K12 课堂实践的优质教育技术专业发展

Journal of Digital Educational Technology Pub Date : 2024-07-15 DOI: 10.30935/jdet/14809

Abbigail Morris, Jessica Pryor

引用次数: 0

Creation and validation of the online self-disclosure via educational platforms scale 通过教育平台创建和验证在线自我披露量表

Journal of Digital Educational Technology Pub Date : 2024-07-09 DOI: 10.30935/jdet/14789

Beatrice Hayes, Lizete Murniece

{"title":"Creation and validation of the online self-disclosure via educational platforms scale","authors":"Beatrice Hayes, Lizete Murniece","doi":"10.30935/jdet/14789","DOIUrl":"https://doi.org/10.30935/jdet/14789","url":null,"abstract":"Globally, higher education (HE) institutions now implement some element of hybrid learning, heightened since the COVID-19 pandemic and temporary shift to online learning. To communicate, online self-disclosure (revealing information about the self) is required. The majority of HE students are aged between 18-24 years, which is considered the developmentally sensitive period of ‘emerging adulthood’. Having only ever known a digitally-connected world, emerging adults self-disclose differently to other generations when communicating via an online environment. Whilst communicating online with HE staff, students may self-disclose in a way that misaligns with the expectations of staff; this may result in miscommunication or over-disclosure (revealing inappropriate information to a misjudged audience). Over-disclosing via online educational platforms (e.g., Moodle, MS Teams, and e-mail) may result in negative feedback from staff and this may impact student experience, engagement and attainment. Problematically, no standardized measure exists that captures student self-disclosure via online educational platforms and so research on this topic is currently limited and theoretically unstable. Via a three-phase study, comprising four studies and 283 participants, we have created and conducted an initial evaluation of the online self-disclosure via educational platforms (OSDEP) scale. The OSDEP scale is the first psychometric tool to specifically measure HE students’ online self-disclosure behaviors specifically within an online educational context. The OSDEP scale can be used for future educational and pedagogical research to further understand HE students’ online self-disclosure behaviors and to what extent these may be associated with topics such as mental health, engagement, attainment, and student experience.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141663445","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

Comparative analysis of learning management systems usage among tertiary students in Ghana 加纳大学生使用学习管理系统情况的比较分析

Journal of Digital Educational Technology Pub Date : 2024-07-01 DOI: 10.30935/jdet/14582

Issah Bala Abdulai, Daniel Paa Korsah

{"title":"Comparative analysis of learning management systems usage among tertiary students in Ghana","authors":"Issah Bala Abdulai, Daniel Paa Korsah","doi":"10.30935/jdet/14582","DOIUrl":"https://doi.org/10.30935/jdet/14582","url":null,"abstract":"The objective of this study was to employ the unified theory of acceptance and use of technology (UTAUT) model to compare the differences in learning management systems (LMSs) usage by age, gender, and institution type among tertiary students in Ghana. The research used a survey design to collect quantitative data for the study. Multi-stage sampling was used to sample 476 tertiary students from three categories of tertiary institutions: public universities, technical universities, and colleges of education. Questionnaires were employed as a means of data collection and the data were analyzed using ANOVA, independent sample t-test, and post-hoc analysis. The results indicate that there is a statistically significant difference in performance expectancy, effort expectancy, and behavioral intention between the groups of tertiary institution users of LMS. The study concluded that the usage and acceptance rate of LMS among tertiary students was moderate. This work is a valuable contribution to the existing body of knowledge. Thus, providing empirical data on the comparative analysis of LMS usage among Ghanaian tertiary students that has implication for policy and practice. The study recommends that tertiary institutions should develop policies governing the usage of LMS across their various campuses.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141709534","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

Exploring Perspectives: Undergraduate Experiences and Challenges in Online Education – A Qualitative Study in the Greek Higher Education Context 探索视角：在线教育中本科生的经验与挑战--希腊高等教育背景下的定性研究

Journal of Digital Educational Technology Pub Date : 2024-07-01 DOI: 10.30935/jdet/14483

Maria Stamatoglou

{"title":"Exploring Perspectives: Undergraduate Experiences and Challenges in Online Education – A Qualitative Study in the Greek Higher Education Context","authors":"Maria Stamatoglou","doi":"10.30935/jdet/14483","DOIUrl":"https://doi.org/10.30935/jdet/14483","url":null,"abstract":"The aim of this qualitative study is to provide an understanding about the experiences and challenges of Greek undergraduate early childhood care and education students that continue their studies online during the COVID-19 pandemic. Numerous studies were carried out worldwide, since March 2020, trying to explore students’ experiences of online education. These studies mainly focused on the issues that arose while studying online education during the pandemic. However, qualitative research on the topic is limited. In this study, a phenomenological perspective will be considered to address the experiences and challenges of early childhood education and care undergraduate university students in online education during the pandemic. The purpose is to inform university lecturers about their future online practices. Overall, 64 undergraduate (62 female and 2 male) students participated in an online open-ended questionnaire and were analyzed with the use of interpretive phenomenological analysis. It was revealed that students were anxious studying in a digital learning environment with the main themes that emerged being isolation, lack of motivation and lack of interpersonal communication. However, students expressed their optimism about the successful outcome of the online experience as they showed skills of flexibility and adaptation with regards to the situation. Although Greece does not have a long tradition of online education practices and these students were not enrolled to the course having a distance learning mode in mind, the findings of the study provide evidence that they encountered an overall positive online learning experience.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141715891","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

I spy something #invisible: Using Instagram to help learners understand second language invisible culture 我发现了一些 #看不见的东西利用 Instagram 帮助学习者了解第二语言的隐形文化

Journal of Digital Educational Technology Pub Date : 2024-06-14 DOI: 10.30935/jdet/14724

G. Blattner, Amanda Dalola, Stéphanie Roulon

{"title":"I spy something #invisible: Using Instagram to help learners understand second language invisible culture","authors":"G. Blattner, Amanda Dalola, Stéphanie Roulon","doi":"10.30935/jdet/14724","DOIUrl":"https://doi.org/10.30935/jdet/14724","url":null,"abstract":"French-language textbooks have long faced criticism for their limited use of authentic resources and their failure to meaningfully incorporate cultural elements into language teaching, letting foreign language learners struggle to grasp the non-literal aspects of language, known as the “invisible culture.” These hidden cultural components encompass beliefs, values, social norms, and non-verbal cues, influencing communication and language use. Experienced language users may take these elements for granted, making them challenging for learners to grasp without adequate exposure to French. Understanding these hidden cultural elements is essential for successful language acquisition and cross-cultural communication, enabling learners to genuinely and authentically interpret and express themselves. Without positive evidence of a concept’s culturally specific values, learners must rely on cultural knowledge from their first language/culture, which results in the direct transfer of cultural assumptions which hinders their ability to make authentic sense of the target language. Taking inspiration from the Cultura project, this study uses the multiliteracies framework to bridge the gap between first and second-language intercultural representations, helping learners develop semantic aspects of cross-cultural literacy through visualization tasks using Instagram, a photo-based social media platform. Intermediate-level French students provided written impressions of three culturally specific word pairs: snack/goûter, suburb/banlieue, and freedom/liberté. They searched for these concepts on Instagram, selected images that best represented their understanding, and created e-posters. Participants then analyzed and compared these e-posters across languages, refining their definitions during discussions. This approach successfully developed certain semantic aspects of the invisible culture within the target language, highlighting the benefits of exposing learners to diverse text types.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141339595","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

What the COVID-19 pandemic has brought to light about journalism education in Zambia: A reflexive analysis of the transition to online teaching and learning COVID-19 大流行对赞比亚新闻教育的启示：对向在线教学过渡的反思性分析

Journal of Digital Educational Technology Pub Date : 2024-04-17 DOI: 10.30935/jdet/14474

Elastus Mambwe

{"title":"What the COVID-19 pandemic has brought to light about journalism education in Zambia: A reflexive analysis of the transition to online teaching and learning","authors":"Elastus Mambwe","doi":"10.30935/jdet/14474","DOIUrl":"https://doi.org/10.30935/jdet/14474","url":null,"abstract":"This paper cogitates and reflects on some of the lessons learned about journalism and mass communication education in Zambia following the outbreak of the COVID-19 pandemic. It highlights specific observations from the experience of teaching journalism, mass communication and media studies courses in the wake of the globally menacing pandemic within the context of a country in the global South with limited resources and a traditional approach to journalism education. The paper combines thoughts from reflexive autoethnography based on professional positionality, buttressed by selected literature on teaching and learning in higher education during the pandemic, and insights from selected journalism educators in the country. The paper uncovers six critical reflection points or lessons pertinent to post-pandemic journalism education. These are: (a) there are still low levels of digital readiness in journalism schools; (b) distance education for journalism and mass communication is not easy but not at all impossible; (c) digital literacy for both faculty members and students in journalism schools must be scaled up; (d) persistent digital inequalities characterise higher education, including journalism education; (e) exceedingly low levels of training in science and health reporting/coverage are still prevalent; and lastly (f), there is need to rethink how student internships and attachment programs can best be conducted in times of crisis. In addition to these observations, the paper argues for a holistic approach to digital transformation to address many of these and other challenges.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140693613","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

Screen media-based devices usage patterns: Comparison between digital immigrant parents and digital native adolescents 屏幕媒体设备的使用模式：数字移民父母与数字原生青少年的比较

Journal of Digital Educational Technology Pub Date : 2024-04-11 DOI: 10.30935/jdet/14463

Nandhini Priya, P. U. Maheswari

{"title":"Screen media-based devices usage patterns: Comparison between digital immigrant parents and digital native adolescents","authors":"Nandhini Priya, P. U. Maheswari","doi":"10.30935/jdet/14463","DOIUrl":"https://doi.org/10.30935/jdet/14463","url":null,"abstract":"Smartphones are frequently the subject of digital screen media-based research due to their popularity. Other screen devices, such as computers, conventional TV, laptops, smart TV, and tablets, which have a significant impact on children’s and adolescents’ psychological behaviors, are rarely covered. Parents are considered the active agents who can regulate adolescents screen-based media use and control online risks. Parents of adolescents in developing countries are digital immigrants, and their consumption patterns of screen devices must be studied before exploring their media usage regulatory strategies for children and adolescents. To gather information on screen device usage patterns, including availability, usage, ownership, and screen time, a quantitative technique approach was used in the study. A statistical analysis was performed on survey data collected from 447 parent-adolescent dyadic samples (n=894). Results show a positive association between socio-economic status and the number of screen devices present in households. Parents and adolescents spend the same amount of screen time on conventional TV and smart TV as they do on smartphones. Tablets were the least used, but they had more screen time than laptops and computers. Screen time is associated with the intended use of the device. Screen time spent per device by digital immigrant parents is quite like that of their digital-native adolescents. Girls use smartphones often; boys spend more screen time with them. Parents’ screen-based media usage practices should also be regulated, as they highly influence their children’s screen time.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140715591","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

Think-pair-share based flipped classroom: A model for improving students’ learning achievement and self-efficacy 基于 "思考-结对-分享 "的翻转课堂：提高学生学习成绩和自我效能感的模式

Journal of Digital Educational Technology Pub Date : 2024-04-01 DOI: 10.30935/jdet/14422

K. Samaila, Chau Kien Tsong, Mona Masood, Brandford Bervell

{"title":"Think-pair-share based flipped classroom: A model for improving students’ learning achievement and self-efficacy","authors":"K. Samaila, Chau Kien Tsong, Mona Masood, Brandford Bervell","doi":"10.30935/jdet/14422","DOIUrl":"https://doi.org/10.30935/jdet/14422","url":null,"abstract":"The lack of clear instruction and teaching strategy during the in-class learning activities of flipped classroom (FC) model has affected the model’s efficacy. This study aims to improve FC model by proposing the think-pair-share-based flipped classroom model (TPS-FCM). This study investigates the effect of TPS-FCM on students’ academic achievement and self-efficacy in an information and communications technology (ICT) in education course. One hundred and seventy-three students were involved in the quasi-experimental study. The students in the experimental group (n=91) learned with TPS-FCM, and students in the control group (n=82) used the conventional flipped classroom model (CFCM). Pre-test, post-test, and survey were employed. Results showed that TPS-FCM significantly improved students’ ICT learning achievement and self-efficacy compared to CFCM. Gender was found to have been significantly affected by TPS-FCM in students’ learning achievement but not in self-efficacy. This study recommends think-pair-share (TPS) strategy to improve in-class activities in FC model. Moreover, the study has limitations because of using two different teachers, which might affect students’ learning achievement and self-efficacy. Nonetheless, this study contributed that integrating TPS into FC model improves in-class learning activities. Integrating TPS into the in-class learning activities proved the budding support to enhance the efficacy of FC model. Based on the results of this study, the authors suggested that flipped practitioners can use the think-pair-share strategy to minimize in-class issues, particularly the lack of clear instruction and teaching strategy. Many practical studies of FC model have already been conducted. The originality of this work is in the fact that it proposes a suitable strategy (TPS) to improve the in-class learning activities of the model. The study also explores the effect of the proposed model on students’ learning achievement and self-efficacy, which enrich the current literature.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140770788","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