Educational Technology Quarterly最新文献

Understanding stakeholders' perception on integrating ICT in teaching and learning science subjects: Experiences from Tanzanian secondary schools 了解利益相关者对将信息和通信技术融入科学学科教学的看法：坦桑尼亚中学的经验

Educational Technology Quarterly Pub Date : 2024-07-28 DOI: 10.55056/etq.714

Abdallah Ngodu, Placidius M. Ndibalema, Francis William

{"title":"Understanding stakeholders' perception on integrating ICT in teaching and learning science subjects: Experiences from Tanzanian secondary schools","authors":"Abdallah Ngodu, Placidius M. Ndibalema, Francis William","doi":"10.55056/etq.714","DOIUrl":"https://doi.org/10.55056/etq.714","url":null,"abstract":"This study investigated stakeholders’ perceptions of the integration of ICT in teaching and learning science subjects in secondary schools. A cross-sectional survey design, using a mixed approach, guided the study. Survey questionnaires and interviews were used for data collection. A total of 221 respondents, including students, teachers, heads of schools and district education officers, were sampled. The SPSS version 24 was used for quantitative data analysis. The qualitative data from the interviews were subjected to thematic analysis. Results indicate that stakeholders had positive perceptions of the benefits of integrating ICT in teaching science subjects. However, their positive perception was hampered by the accessibility of ICT materials, insufficient pedagogical knowledge and limited support from school management. Therefore, it affects the integration of ICT in teaching and learning science subjects. The study recommends government and management support to ensure sufficient ICT materials. Further, teachers should be equipped with sufficient pedagogical knowledge for ICT integration in teaching and learning science subjects.","PeriodicalId":479770,"journal":{"name":"Educational Technology Quarterly","volume":"2 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797141","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

Empowering virtual collaboration: harnessing AI for enhanced teamwork in higher education 增强虚拟协作：利用人工智能加强高等教育中的团队合作

Educational Technology Quarterly Pub Date : 2024-07-27 DOI: 10.55056/etq.746

Akinul Islam Jony, Sultanul Arifeen Hamim

{"title":"Empowering virtual collaboration: harnessing AI for enhanced teamwork in higher education","authors":"Akinul Islam Jony, Sultanul Arifeen Hamim","doi":"10.55056/etq.746","DOIUrl":"https://doi.org/10.55056/etq.746","url":null,"abstract":"The emergence of Artificial Intelligence (AI) has brought about a significant change in higher education. It has led to the adoption of more digitally advanced and collaborative models. This paper examines the potential of AI in promoting dynamic virtual teamwork and improving the collective experience in the academic world. It discusses how AI tools can be integrated into various sectors of virtual teamwork, such as academic learning, group projects, communication, assessment, research collaboration, administrative efficiency, engagement strategies, and continuous feedback mechanisms. The paper provides a comprehensive analysis of AI's role in these areas, showing how AI can personalize learning, facilitate complex group tasks, streamline communication, and provide real-time feedback. Ultimately, this will prepare students for the challenges of the professional world and enhance educational efficacy. The paper evaluates the significance of AI in each sector, offering insights into how higher education institutions can use these technologies to create an environment that fosters advanced virtual collaboration. The paper argues that strategic integration of AI is crucial in equipping students with the necessary skills and competencies for the evolving digital landscape of the 21st century.","PeriodicalId":479770,"journal":{"name":"Educational Technology Quarterly","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141797303","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

Personalised learning and artificial intelligence in science education: current state and future perspectives 科学教育中的个性化学习和人工智能：现状与未来展望

Educational Technology Quarterly Pub Date : 2024-07-21 DOI: 10.55056/etq.744

Özkan Yılmaz

{"title":"Personalised learning and artificial intelligence in science education: current state and future perspectives","authors":"Özkan Yılmaz","doi":"10.55056/etq.744","DOIUrl":"https://doi.org/10.55056/etq.744","url":null,"abstract":"This paper presents a comprehensive examination of the integration of artificial intelligence (AI) in science education and its impact on personalised learning. The research explores current applications, challenges, and future perspectives of AI technologies in educational settings. Through a systematic literature review, we identify the advantages of AI, such as enhanced individualised instruction, data-informed insights, and increased student engagement. The study combines quantitative and qualitative analyses, case studies, expert interviews, and technology assessments to offer a multidimensional understanding of AI's role in personalising science education. Despite the potential benefits, the research highlights barriers, including financial costs, infrastructure requirements, data privacy, and the need for teacher training. The future of AI in education suggests a trajectory towards advanced personalisation capabilities through adaptable learning systems, virtual tutors, and immersive learning environments. We underscore the importance of addressing the identified challenges to fully realise the transformative power of AI in science education. The findings illustrate that, with thoughtful implementation, AI holds promise for tailoring science learning experiences, making them more effective, inclusive, and engaging for students of varied needs and abilities.","PeriodicalId":479770,"journal":{"name":"Educational Technology Quarterly","volume":"41 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141818111","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

Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers? 在后 COVID-19 时代，虚拟学习对职前教师来说是否仍然几乎令人满意？

Educational Technology Quarterly Pub Date : 2024-05-23 DOI: 10.55056/etq.713

Sulaimon Adewale

{"title":"Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?","authors":"Sulaimon Adewale","doi":"10.55056/etq.713","DOIUrl":"https://doi.org/10.55056/etq.713","url":null,"abstract":"The planned global migration to the Fourth Industrial Revolution (4IR) and the unplanned incidence of the COVID-19 pandemic have necessitated the indispensability of virtual learning adoption in tertiary institutions. The success of virtual learning is premised on many factors, including the quality of virtual learning platforms (VLPs) and users' satisfaction. This study, therefore, examined the association between VLPs and pre-service teachers (PST) satisfaction in the post-COVID-19 era. The study adopted a quantitative design using multi-stage sampling to select 200 final-year students in education faculty. The analytical methods used were Pearson product-moment correlation and independent t-test using SPSS version 29 statistical software. The findings indicated a moderately positive link between the quality of virtual learning platforms and pre-service teachers’ satisfaction. However, satisfaction levels differed based on the gender of the participants. This study recommends a regular collection of feedback from the students to identify where there are hitches; higher institutions should consider creating a quality assurance department for monitoring and evaluation of the institutions' virtual learning; and training and retraining of students and instructors are essential for the update of knowledge as the new technologies continue to emerge. The uniqueness of this study is in the appraisal of pre-service teachers’ knowledge and satisfaction after the COVID-19 experience. There is no iota of doubt that pre-service teachers who are preparing to be engaged in different schools need to imbibe the culture of virtual learning. Therefore, further studies must be conducted on the best way to make virtual learning attractive.","PeriodicalId":479770,"journal":{"name":"Educational Technology Quarterly","volume":"115 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141105832","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

Implementing communication technologies to enhance learning efficiency at a technical vocational education and training college in Cape Town 开普敦一所技术职业教育和培训学院采用通信技术提高学习效率

Educational Technology Quarterly Pub Date : 2024-03-28 DOI: 10.55056/etq.653

G. P. Dzvapatsva, Edmore Chinhamo, Bingwen Yan, Courage Matobobo

{"title":"Implementing communication technologies to enhance learning efficiency at a technical vocational education and training college in Cape Town","authors":"G. P. Dzvapatsva, Edmore Chinhamo, Bingwen Yan, Courage Matobobo","doi":"10.55056/etq.653","DOIUrl":"https://doi.org/10.55056/etq.653","url":null,"abstract":"This paper explores the impact of extending instructional time at technical vocational education and training (TVET) colleges using WhatsApp's mobile social network (MSN) application. In South Africa, there is relatively little discussion on extending instructional time within the TVET sector, yet instructional time loss is consistently mentioned as one of the most significant challenges. During the study, the subject of Computer Programming was examined in light of poor learner performance. This study employed mixed-methods research following a pragmatic paradigm to formulate educational policies potentially dealing with TVET instructional time losses in South Africa. Data were collected from two TVET centres (FB1 and FB2) involving two lecturers and 48 students in Cape Town. Despite the study's mixed results, qualitative data reflected the need to extend instructional time and improve the efficiency of applications like WhatsApp. Quantitative data reflected an overall percentage pass rate of 56% and 100% for FB2 and FB1, respectively. The messaging application, however, has challenges, such as disrupting conversations. By participating in learner WhatsApp groups, the paper believes lecturers can reap positive benefits from these initiatives. This study adds voice to mixed-method practices. To maximise pedagogical efficiency, this study recommends that educators provide practical guidance on using MSN applications to increase instruction time.","PeriodicalId":479770,"journal":{"name":"Educational Technology Quarterly","volume":"23 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140372209","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

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities 坦桑尼亚高等教育机构学生使用学习管理系统的技术素养：两所选定大学的案例

Educational Technology Quarterly Pub Date : 2024-03-03 DOI: 10.55056/etq.695

A. Chasubuta, Placidius M. Ndibalema, Paul Loisulie

{"title":"Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities","authors":"A. Chasubuta, Placidius M. Ndibalema, Paul Loisulie","doi":"10.55056/etq.695","DOIUrl":"https://doi.org/10.55056/etq.695","url":null,"abstract":"This paper aims to test the predictive power of facilitative conditions and technological literacy skills in using the Learning Management System (LMS) for learning in a Tanzanian university setting. The paper adopts a qualitative approach in which data were analysed using the linear regression model after securitising for multicollinearity, linearity, normality of data, homoscedasticity, and measurement reliability. The study’s findings indicate that the environmental context had more predictive power for technological literacy among students than the technological and organisational context. The paper provides insights to educational practitioners in HLIs to strengthen their systems so that the technological learning environment aligns with the student's technological literacy development needs. The findings also highlight the need for university authorities to adopt new technological innovations that could be used to enhance students’ digital literacy skills development and be able to cope with 21st-century skills. By examining the level of technological literacy, the research can shed light on the potential barriers students face in using LMS and point out some areas where interventions are needed. This, in turn, can enhance educational outcomes by improving students’ digital skills and their ability to engage with online learning resources.","PeriodicalId":479770,"journal":{"name":"Educational Technology Quarterly","volume":"20 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140080961","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

Physics on autopilot: exploring the use of an AI assistant for independent problem-solving practice 自动驾驶的物理：探索使用人工智能助手进行独立解题练习

Educational Technology Quarterly Pub Date : 2024-01-03 DOI: 10.55056/etq.671

A. V. Riabko, Tetiana A. Vakaliuk

引用次数: 0

Learning styles of the Armed Forces of Ukraine personnel undergoing English language courses 乌克兰武装部队人员学习英语课程的学习方式

Educational Technology Quarterly Pub Date : 2024-01-02 DOI: 10.55056/etq.659

Roman V. Duzhyi, Tetiana M. Derkach

{"title":"Learning styles of the Armed Forces of Ukraine personnel undergoing English language courses","authors":"Roman V. Duzhyi, Tetiana M. Derkach","doi":"10.55056/etq.659","DOIUrl":"https://doi.org/10.55056/etq.659","url":null,"abstract":"The preferred learning styles according to the Felder-Soloman method of military personnel of the Armed Forces of Ukraine with various military ranks studying English on four-month face-to-face foreign language courses based on the Foreign Languages Education and Research Center of the National Defense University of Ukraine were studied. Active, sensing and visual styles account for approximately 85% of students, while the remaining 15% have reflective, intuitive and verbal styles. The advantage of the sequential over global style is about 75%. No correlation was found between individual learning preferences, the results of the English language entrance test (four tests - listening, writing, reading and speaking), and officer ranks. The method of two-stage cluster analysis shows that respondents form two clusters (Silhouette cluster quality - 0.5-0.6) of approximately the same size according to the level of language proficiency. The most influential factor for cluster formation is the results of listening. Military personnel learning styles were compared with literature data on students' learning styles from 12 fields of study. Two fields (military and natural sciences) demonstrate the preferences toward four styles in all four dimensions; preferences in 2 directions (sensing and visual) and balance in the other two are characteristic of six fields of study. Four other studied fields have a propensity in only one dimension (visual perception of information).","PeriodicalId":479770,"journal":{"name":"Educational Technology Quarterly","volume":"134 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139453194","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

Enhancing descriptive writing of secondary school students through digital lesson contents in Zanzibar 通过桑给巴尔的数字化课程内容提高中学生的描述性写作能力

Educational Technology Quarterly Pub Date : 2023-10-31 DOI: 10.55056/etq.635

Ali Juma Hamad, Placidius Ndibalema, Kulwa Matalu

{"title":"Enhancing descriptive writing of secondary school students through digital lesson contents in Zanzibar","authors":"Ali Juma Hamad, Placidius Ndibalema, Kulwa Matalu","doi":"10.55056/etq.635","DOIUrl":"https://doi.org/10.55056/etq.635","url":null,"abstract":"This study aimed to find out whether there was a significant difference in descriptive writing enhancement among secondary school students who were taught through digital lesson contents (DLCs) or not. A quasi-experimental pre-test and post-test through single group design was used for the study. One hundred twenty (120) students from three selected secondary schools were drawn using a purposive sampling technique. First, they were given a pre-test, and then teachers used DLCs for teaching descriptive writing within one month. After that, students were given post-tests to determine the variation of the two test scores. A mixed method approach was applied to focus group discussions and student achievement tests. The data of students’ tests were analysed by inferential statistics using a t-test with the help of SPSS program version 25. However, data from focus group discussions were analysed thematically. The findings revealed that the performance of the students improved after the use of DLCs for teaching and learning descriptive writing. There is a decrease in the proportion of students with low marks (<2) from the pre-test to the post-test, while there is an increase in the proportion of students with high marks (2--5) from the pre-test to the post-test. The findings from participants revealed that DLCs had an impact on raising the students’ interest and motivation as well as improving students’ descriptive writing ability. The study concludes that using DLCs for teaching and learning is a catalyst because it supports and motivates students to achieve sufficient ability in descriptive writing. Based on the findings, the study recommends that effective availability of instructional materials such as computers, projectors and smart TVs should be highly considered for secondary schools to improve the quality of education.","PeriodicalId":479770,"journal":{"name":"Educational Technology Quarterly","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135872387","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

Mining student coding behaviors in a programming MOOC: there are no actionable learner stereotypes 在编程MOOC中挖掘学生编码行为:没有可操作的学习者刻板印象

Educational Technology Quarterly Pub Date : 2023-10-26 DOI: 10.55056/etq.611

Muskan Yadav

{"title":"Mining student coding behaviors in a programming MOOC: there are no actionable learner stereotypes","authors":"Muskan Yadav","doi":"10.55056/etq.611","DOIUrl":"https://doi.org/10.55056/etq.611","url":null,"abstract":"Education often involves categorizing students into broad groups based on perceived attributes like academic abilities, learning pace, and unique challenges. However, the validity and applicability of these stereotypes require closer examination. This research investigates student grouping factors, exploring both conventional variables like gender and education level, as well as innovative methodologies that utilize students’ problem-solving behaviors. The study critically evaluates the effectiveness of these grouping techniques in capturing and distinguishing students’ diverse learning patterns. Through a comprehensive analysis of ten methodologies used to cluster students in traditional programming courses and programming MOOCs, we aim to reveal how students from different cohorts exhibit varying learning behaviors and outcomes. By examining diverse models of student learning, we assess whether students in distinct groups indeed demonstrate discernible disparities in their educational journeys. Our meticulous data analysis uncovers compelling insights that challenge the notion of predefined student stereotypes and their practical utility within group-based adaptation settings. This research contributes to the discourse on student grouping by highlighting the limitations of traditional categorizations and introducing innovative approaches to understanding student diversity and tailoring educational interventions accordingly. By transcending simplistic generalizations, we strive to foster a nuanced understanding of students’ individual strengths, challenges, and potentials, promoting inclusive and effective educational practices.","PeriodicalId":479770,"journal":{"name":"Educational Technology Quarterly","volume":"5 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908473","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