Journal of E-Learning and Knowledge Society最新文献_第2页

The Prehistory of Knowledge 知识的史前

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2021-12-06 DOI: 10.4324/9781003252610-1

V. Childe

引用次数: 0

Ideas as Meanings 思想即意义

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2021-12-06 DOI: 10.4324/9781003252610-5

V. Childe

引用次数: 0

Truth and Truths 真理与真理

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2021-12-06 DOI: 10.4324/9781003252610-9

V. Childe

引用次数: 1

Patterns, Correspondence and Communication 模式，通信和沟通

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2021-12-06 DOI: 10.4324/9781003252610-3

V. Childe

引用次数: 0

The extent of South African schools’ preparedness to counteract 4IR challenges: learners’ perspectives 南非学校应对4IR挑战的准备程度：学习者的观点

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2021-05-01 DOI: 10.20368/1971-8829/1135265

Munyaradzi Sikhakhane, S. Govender, M. Maphalala

引用次数: 2

Distance learning and teaching as a consequence of the covid-19 pandemic: A survey of teachers and students of an italian high school taking into account technological issues, attitudes and beliefs toward distance learning, metacognitive skills 2019冠状病毒病大流行带来的远程学习和教学:对意大利一所高中师生的调查，考虑到技术问题、对远程学习的态度和信念、元认知技能

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2021-01-01 DOI: 10.20368/1971-8829/1135463

A. Cadamuro, E. Bisagno, S. Rubichi, L. Rossi, D. Cottafavi, E. Crapolicchio, L. Vezzali

{"title":"Distance learning and teaching as a consequence of the covid-19 pandemic: A survey of teachers and students of an italian high school taking into account technological issues, attitudes and beliefs toward distance learning, metacognitive skills","authors":"A. Cadamuro, E. Bisagno, S. Rubichi, L. Rossi, D. Cottafavi, E. Crapolicchio, L. Vezzali","doi":"10.20368/1971-8829/1135463","DOIUrl":"https://doi.org/10.20368/1971-8829/1135463","url":null,"abstract":"The Covid-19 pandemic has forced the education system to a rapid and unprepared transition to distance learning, inducing many teachers to organize lessons via information and communication technologies (ICTs), albeit often without sufficient technological and organizational support. Our study aims to evaluate teachers’ and students’ experience with ICTs during the first lockdown, considering three categories of relevant factors: technical issues, attitudes and beliefs towards online learning, and metacognitive skills. Participants were 486 students and 83 teachers of a Northern Italy high school, who were administered a self-reported online questionnaire. Video-lessons and audio-lessons emerged as overlooked teaching modalities. The desktop was the less used device, teachers preferred the tablet, while students preferred the smartphone. In general, students displayed appreciation of distance learning, even if they wished for more interactive activities. Teachers’ level of metacognitive competence and self-efficacy were rather high. For students, the perception of the e-learning environment predicted positively the perception of distance education and negatively the experienced anxiety, with anxiety also being higher among females. For teachers, the evaluation of distance learning was positively predicted by their beliefs about ICTs. This demonstrates the importance of promoting positive ICTs beliefs to motivate teachers in engaging in distance learning. Moreover, higher perceived self-efficacy was associated with lower levels of anxiety, thus showing the need to engage in training activities enabling teachers to feel confident when using ICTs. © Italian e-Learning Association.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"1982 1","pages":"81-89"},"PeriodicalIF":1.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90316970","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: 6

Community of Inquiry (CoI) Framework and Course Design as Predictors of Satisfaction in Emergency Remote Teaching: Perspectives of Hospitality Management Students 探究共同体(CoI)框架和课程设计作为应急远程教学满意度的预测因子:酒店管理学生的视角

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2020-12-20 DOI: 10.20368/1971-8829/1135315

V. Patwardhan, Shreelatha Rao, K. Thirugnanasambantham, N. Prabhu

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引用次数: 15

The effect of positive learning culture in students’ blended learning process 积极学习文化在学生混合学习过程中的作用

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2020-10-01 DOI: 10.20368/1971-8829/1135218

N. Tuyet, Nguyen Tien Long, N. Hanh

引用次数: 0

Digital technologies integration in teacher education: the active teacher training model 数字技术与教师教育的融合:积极的教师培训模式

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2020-09-01 DOI: 10.20368/1971-8829/1135273

A. Rodrigues

引用次数: 16

A common model for tracking student learning and knowledge acquisition in different e-Learning platforms 一个在不同的电子学习平台上跟踪学生学习和知识获取的通用模型

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2020-08-01 DOI: 10.20368/1971-8829/1135235

Ani Grubišić, Branko Žitko, S. Stankov, Ines Šarić-Grgić, A. Gašpar, Suzana Tomaš, Emil Brajković, Tomislav Volarić, Daniel Vasić, Arta Dodaj

引用次数: 6