Journal of Education and e-Learning Research最新文献_第2页

Student learning independence to improve communication and collaboration skills in view of gender 学生自主学习，从性别角度提高沟通与合作能力

Journal of Education and e-Learning Research Pub Date : 2024-03-06 DOI: 10.20448/jeelr.v11i2.5450

Nurhayati, Bahtiar

{"title":"Student learning independence to improve communication and collaboration skills in view of gender","authors":"Nurhayati, Bahtiar","doi":"10.20448/jeelr.v11i2.5450","DOIUrl":"https://doi.org/10.20448/jeelr.v11i2.5450","url":null,"abstract":"This research aims to determine the differences and influence of independent learning on communication and collaboration skills. This research uses survey methods and a quantitative-descriptive approach. Data was obtained using a questionnaire with a Likert scale. The research subjects using random sampling techniques consisted of 33 female students and 82 female students in the Islamic religious education study program at UIN Datokarama Palu, Indonesia. The questionnaire contains 18 statements: 10 indicators of learning independence (LII), 3 indicators of communication skills (COM) and 5 indicators of collaboration skills (CLB). According to the results of data analysis using the Winsteps (Rasch model), male students have the best collaborative skills while female students are better at autonomous learning and the capacity to listen to information is the COM that is hardest to obtain. After applying one-way analysis of variance (ANOVA), a statistical significance of sig<0.05 was found indicating that male and female students exhibited distinct skill sets in the post hoc Games-Howell type follow-up test. The results show that for male and female students, learning independence is more dominant than communication and collaboration skills. The distinction lies in the fact that female students prefer communication skills while male students prefer collaboration skills. Further results obtained through the general linear model (GLM) test show that independent learning has an effect on communication skills (96.8%) and collaboration skills (93%). Finally, it can be stated that there is a positive relationship between learning independence and communication and collaboration skills.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"4 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140262195","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

Perceptions of English foreign language university students towards the online freshman composition course 外语类大学生对在线大一作文课程的看法

Journal of Education and e-Learning Research Pub Date : 2024-03-04 DOI: 10.20448/jeelr.v11i1.5443

Amal Mohammad Husein Alrishan

{"title":"Perceptions of English foreign language university students towards the online freshman composition course","authors":"Amal Mohammad Husein Alrishan","doi":"10.20448/jeelr.v11i1.5443","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5443","url":null,"abstract":"The purpose of this research is to explore the perceptions of English Foreign Language University students towards online freshman composition courses at the university. The study aims to explore students' perspectives on the course and evaluate the reliability, convergent validity and discriminant validity of the construct among Omani EFL university students. Data were collected from 276 Omani EFL university students who were enrolled in freshman composition courses using a quantitative survey methodology. Participants rated their experiences using a five-point scale. The study used both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) conducted with Analysis of Moment Structures (AMOS) 26 to achieve its research objectives. The results of this research provide substantial support for the validity and reliability of the multidimensional construct representing students' perceptions. Additionally, the results of the study demonstrate that the measurement is consistent across various academic levels indicating programme invariance. A five-factor model that accurately represents students' opinions on online freshman composition courses has been developed in this study. The outcomes contribute to the theoretical understanding of evaluating students' perceptions of the course and hold practical implications for enhancing the teaching and design of similar courses.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"101 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079933","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

Digital library: Lecturers' perceptions of facilitating learning resources in the industrial era 4.0 数字图书馆：讲师对促进工业 4.0 时代学习资源的看法

Journal of Education and e-Learning Research Pub Date : 2024-02-27 DOI: 10.20448/jeelr.v11i1.5425

Rusi Rusmiati Aliyyah, Rasmitadila, Siti Pupu Fauziah, Widyasari, Arita Marini, Ruhimat

{"title":"Digital library: Lecturers' perceptions of facilitating learning resources in the industrial era 4.0","authors":"Rusi Rusmiati Aliyyah, Rasmitadila, Siti Pupu Fauziah, Widyasari, Arita Marini, Ruhimat","doi":"10.20448/jeelr.v11i1.5425","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5425","url":null,"abstract":"This research explores lecturers' perceptions of digital libraries as a learning resource for the industrial era 4.0 that can be used anytime and anywhere to solve the low interest in developing lecturers because of the difficulty of accessing references to conventional libraries, which require lecturers to visit the library building. Data was collected through semi-structured interviews with 15 lecturers, and data analysis was performed using thematic analysis. The analysis results found four main themes: benefits, challenges, recommendations, and positive and negative impacts of digital libraries. The research concluded that the existence of a digital library can make it easy for lecturers to browse the references needed quickly, easily, and flexibly just by entering the library's website page. This research contributes to solving the problem of lecturers in Indonesia over the limited learning resources in conventional libraries that are difficult to access online and require particular visiting time because they have to come directly during library operating hours. Therefore, support from the government, university leaders, and the wider community is needed to develop a digital library system to facilitate lecturers in Indonesia having adequate learning resources for the industrial era 4.0.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"53 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424218","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 online teaching and learning challenges for the technical and vocational education and training lecturer 探讨技术与职业教育培训讲师面临的在线教学挑战

Journal of Education and e-Learning Research Pub Date : 2024-02-27 DOI: 10.20448/jeelr.v11i1.5423

Joseph Mesuwini, S. Mokoena

{"title":"Exploring online teaching and learning challenges for the technical and vocational education and training lecturer","authors":"Joseph Mesuwini, S. Mokoena","doi":"10.20448/jeelr.v11i1.5423","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5423","url":null,"abstract":"This paper explored the challenges lecturers face in teaching through online platforms. Online learning has become increasingly prevalent in Technical and Vocational Education and Training (TVET) institutions, offering opportunities and challenges for TVET lecturers. The transition from traditional face-to-face teaching to online environments requires lecturers to adapt to the new teaching methods, design engaging content, and navigate digital platforms. The qualitative research gathered data from 35 lecturers out of 60 conveniently and purposefully selected from five engineering campuses at a South African TVET college. Participants were accessible to the researcher and possessed online teaching experiences. Participant observation was used as a data-gathering tool. The study attempts to answer the question: What challenges are lecturers facing during online teaching and learning? The Technological Pedagogical Content Knowledge Framework for Teacher Knowledge by Koehler and Mishra guided the study. Data were analysed thematically from the identified patterns and themes. The findings revealed technical difficulties like connectivity and software glitches, which disrupted the teaching and learning process. Lecturers grappled with receiving practical online support. The limited interaction and collaboration among students in virtual settings posed additional challenges in maintaining engagement and addressing individual learning needs. Furthermore, access and equity issues hindered students' ability to participate fully due to inadequate technology, internet access, and power outages. To overcome these challenges, the study recommended lecturers continuous professional development in online learning methods and technologies. Addressing the challenges contributes to the successful implementation of online learning in the TVET sector by ensuring quality education and enhancing students' skills and competencies.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"30 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424448","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

Rethinking teacher training from an inclusive and community dialogical perspective 从包容性和社区对话的角度反思教师培训

Journal of Education and e-Learning Research Pub Date : 2024-02-27 DOI: 10.20448/jeelr.v11i1.5430

E. Morgado, João Bartolomeu Rodrigues, Levi Leonido

{"title":"Rethinking teacher training from an inclusive and community dialogical perspective","authors":"E. Morgado, João Bartolomeu Rodrigues, Levi Leonido","doi":"10.20448/jeelr.v11i1.5430","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5430","url":null,"abstract":"This quantitative survey using a structured questionnaire with closed questions and a sample of 340 participants from 20 courses (bachelor's and master's degrees) at public higher education institutions in the Trás-os-Montes e Alto Douro region of the Portuguese university (University of Trás-os-Montes and Alto Douro) and polytechnic (Polytechnic Institute of Bragança) subsystem aims to list a group of proposals for reflection and future implementation that can fill or mitigate gaps and weaknesses identified in the disciplines of the curricula related to internships. The analysis of the data reveals indicators indicating the need for a (formal and conceptual) rethinking of inclusive intervention in the context of supervision in the field of teacher training. These indicators include problems with operating in a multifaceted educational setting, enhancing an interdisciplinary, integrated and inclusive approach, rearranging curriculum and reconsidering the functional profiles and competencies of teaching staff. Therefore, the construction of a professional culture that favors an integrative and inclusive approach through the assumption of a broad profile of professional competence capable of training the teacher in a multidimensional educational context is crucial. We evaluate the necessity of encouraging research of this type involving additional factors, populations and samples in order to enable the extrapolation of data and findings to a national level providing significance and technological foundations for decisions made within the context of public education policy.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"12 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424549","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

Ability to organize experiential activities of teachers in primary schools 组织小学教师开展体验活动的能力

Journal of Education and e-Learning Research Pub Date : 2024-02-27 DOI: 10.20448/jeelr.v11i1.5426

Nguyen Thi Ngoc

{"title":"Ability to organize experiential activities of teachers in primary schools","authors":"Nguyen Thi Ngoc","doi":"10.20448/jeelr.v11i1.5426","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5426","url":null,"abstract":"This study examines the capacity of primary school teachers to design, organize, and evaluate experiential activities, utilizing a robust measurement framework grounded in the 2018 General Education Program. The evaluation encompasses 540 teachers, drawing on diverse sources, including questionnaires, regulatory documents, and input from educational stakeholders. The findings highlight commendable strengths in planning and organizing experiential activities, with 324 teachers demonstrating excellent or good capacity. However, critical gaps are evident, particularly in contextual analysis, testing tool design, and information processing, reflecting a need for targeted professional development. The measurement framework, calculated with a distance value of 0.8, employs a scale categorization that offers nuanced insights into the varying impact of experiential activities. The study underscores the significance of targeted professional development initiatives tailored to address identified gaps. Curriculum adaptations are recommended to leverage successful strategies, and informed decision-making is facilitated by evidence-based policies. The findings advocate for a culture of continuous improvement in educational practices. While the study provides valuable insights, limitations include contextual specificity, potential subjectivity in self-reported data, and the exclusion of student perspectives. A quantitative emphasis, reliance on a single methodology, and a sample size of 540 teachers may impact generalizability. This research informs educational stakeholders, policymakers, and practitioners about the current state of experiential education in primary schools. The study, within its limitations, contributes actionable insights to enhance the effectiveness of teacher training and curriculum design, fostering an environment conducive to experiential learning practices.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"28 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425639","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

Impact of social media on secondary schools’ youths within Edo North, Edo State, Nigeria: A psychological perspective 社交媒体对尼日利亚埃多州埃多北部中学青少年的影响：心理学视角

Journal of Education and e-Learning Research Pub Date : 2024-02-26 DOI: 10.20448/jeelr.v11i1.5419

B. Ngonso, K. Ukhurebor, P. Egielewa, J. Ndunagu, Nana Kojo Yaah-Nyakko

{"title":"Impact of social media on secondary schools’ youths within Edo North, Edo State, Nigeria: A psychological perspective","authors":"B. Ngonso, K. Ukhurebor, P. Egielewa, J. Ndunagu, Nana Kojo Yaah-Nyakko","doi":"10.20448/jeelr.v11i1.5419","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5419","url":null,"abstract":"This study examined the psychological impact of social media on Nigerian teenagers looking at how social media posts and tweets (messages) influence their perceptions towards migrating abroad. A survey research method was adopted to investigate the problem in its natural setting. Four secondary schools (SSs) within Edo North, Edo State, Nigeria were randomly selected from 56 government-owned SSs for the study. A questionnaire was used as a data collection instrument to obtain respondents' views (data) which was later analysed using SPSS. Spearman correlation and Pearson's R were used to measure the two hypotheses symmetrically. The chi-square was then used to test the results. According to their opinions (data collected), the findings of the study revealed that Nigerian teenagers of school age have access to social media, prefer text, video and audio kinds of information and mostly prefer Facebook to other social media networking sites. After analysing the tested hypotheses, the researcher concludes that there is a significant relationship between social media messages and Nigerian teenagers’ desire to travel abroad. Hence, social media messages or information affect their mental construct negatively which could be compared to mental slavery and they made some recommendations that would assist in mitigating these impacts.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"162 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140428707","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 perceived learning, academic performance and academic engagement in virtual education for university students 大学生虚拟教育中的学习感知、学习成绩和学术参与之间的关系

Journal of Education and e-Learning Research Pub Date : 2024-02-19 DOI: 10.20448/jeelr.v11i1.5404

Ricardo Navarro, Vanessa Vega, Hugo Bayona, Víctor Bernal, Arlis García

{"title":"The relationship between perceived learning, academic performance and academic engagement in virtual education for university students","authors":"Ricardo Navarro, Vanessa Vega, Hugo Bayona, Víctor Bernal, Arlis García","doi":"10.20448/jeelr.v11i1.5404","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5404","url":null,"abstract":"This study aimed to determine whether the three dimensions of academic engagement (cognitive, emotional and behavioral) were positively associated with perceived learning and academic performance. The participants were 301 university students from Lima. Structural equation models were used to test the proposed theoretical relationship between the variables. The results indicated that the model showed satisfactory fit indices (CFI = 0.956, TLI = 0.949, RMSEA = 0.043, SRMR = 0.062). Perceived learning was found to be predicted by cognitive engagement (β = 0.447, p < 0.01) and emotional engagement (β = 0.230, p < 0.05). However, there was no statistically significant relationship between behavioral engagement and perceived learning (β = 0.035, p = 0.840). On the other hand, academic performance was predicted by behavioral engagement (β = 0.393, p < 0.05) but not by cognitive (β = -0.164, p = 0.301) or emotional (β = 0.001, p = 0.991) engagement. The study highlights the importance of fostering academic engagement in university students to enhance both their academic performance and perceived learning.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"30 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140450201","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

Diagnostics of primary school teachers’ creative potential in Kazakhstan 诊断哈萨克斯坦小学教师的创造潜力

Journal of Education and e-Learning Research Pub Date : 2024-02-19 DOI: 10.20448/jeelr.v11i1.5403

Assemgul Alsitova, G. Kuzembayeva, Makpal Zhazykova, Z. Maydangalieva

{"title":"Diagnostics of primary school teachers’ creative potential in Kazakhstan","authors":"Assemgul Alsitova, G. Kuzembayeva, Makpal Zhazykova, Z. Maydangalieva","doi":"10.20448/jeelr.v11i1.5403","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5403","url":null,"abstract":"A teacher's creative potential (CP) is recognised as an integrative personality trait that includes the ability to develop innovative teaching ideas, find practical solutions to non-standard teaching tasks, select the most effective methods for engaging in creative pedagogical activities and contribute to the development of students' creativity. The purpose of the study is to identify the primary school teachers’ level of CP and to explore barriers to its development. The study employed a mixed-methods research design, analyzing both qualitative and quantitative data collected by means of a survey and interviews with primary school teachers. The literature review has shown that teachers may foster their students' creativity if they have the necessary CP, ample knowledge, resources and tools, apply creativity-development techniques and create an environment that encourages creative collaboration. The survey's results showed that across all age groups and qualification levels, primary teachers' CP development was at a medium level. The interviews revealed the conditions and barriers to CP development such as psycho-emotional and educational factors and resources. The study findings will contribute to further comprehension and improvement of teachers’ CP development in higher and vocational education.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"74 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140449813","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

Pre-school children's literacy development in the Kazakh home learning environment 哈萨克家庭学习环境中的学龄前儿童识字能力培养

Journal of Education and e-Learning Research Pub Date : 2024-02-16 DOI: 10.20448/jeelr.v11i1.5398

Assel Zhakim

{"title":"Pre-school children's literacy development in the Kazakh home learning environment","authors":"Assel Zhakim","doi":"10.20448/jeelr.v11i1.5398","DOIUrl":"https://doi.org/10.20448/jeelr.v11i1.5398","url":null,"abstract":"The home environment and experiences before a child enters formal schooling have a significant impact on their educational progress and results. Most research in this area has been conducted in Western countries and may differ across different countries and cultures. The purpose of this study is to investigate how literacy skills are developed in Kazakh homes and the kinds of social interactions that take place between parents and children to foster this development. An ethnographic case study design through participant observations and interviews was used to further understand the relationship between the Kazakh home learning environment (HLE) and literacy development in four affluent and highly educated families. The findings of this study suggest that parent-child social interactions play an important role in the development of literacy skills in Kazakh families. The parents purposefully used play, joint book reading and storytelling to focus on oral language development and to establish skills in one language first despite the fact that Kazakhstan is a bilingual country that is gradually moving towards a trilingual policy (Kazakh, Russian and English). The study highlights the types of regular and high-quality literacy-related social interactions parents engage in to help their children succeed educationally in school and beyond. The findings of this study suggest that children would benefit from regular parent-child interactions and policymakers and other stakeholders responsible for early years learning and development should encourage parents to be actively involved in their children's learning and literacy development in the home environment.","PeriodicalId":504298,"journal":{"name":"Journal of Education and e-Learning Research","volume":"710 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140454061","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