International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
February 2024 - Top 10 Cited Article in International Journal of Education (IJE)ijejournal
TOP SITED ARTICLE
Submit Your Research Articles...!!!
Welcome To IJE
International Journal of Education (IJE)
ISSN : 2348 - 1552
Webpage URL:
https://airccse.com/ije/index.html
February 2024 - Top 10 Cited Article in International Journal of Education (IJE)
https://www.academia.edu/115659244/February_2024_Top_10_Cited_Article_in_International_Journal_of_Education_IJE_
Contact us:
Here's where you can reach us :
ijejournal@airccse.com or ije@airccse.com or ijejournal2017@gmail.com
Submission URL:
https://airccse.com/submission/home.html
A STUDY ON THE EFFECT OF ONLINE TEACHING IN HIGHER EDUCATIONIAEME Publication
The Covid-19 pandemic caused a great deal of fear among people all across the world, and the education sector was no exception. In particular for the educational institutions that were entirely offline, this caused a fast, drastic shift from "brick and mortar" to online instruction. The current research study compares face-to-face instruction to online instruction to understand the students' perspectives. Graduate students (UG & PG) from particular educational institutions in Hyderabad were asked to fill out a Google form survey questionnaire in order to obtain primary data. As a result, the current study also assessed how satisfied students were with their performance on numerous metrics, such as their acquisition of graduate-level competencies, which include knowledge, abilities, and behaviour.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
Application of Appropriate Learning Strategies and Development of Competencie...ijtsrd
This study examined the relationship between application of appropriate learning strategies and development of competencies in students of the University of Bamenda UBa . A correlational survey research design, with a quantitative approach for data collection was used. The target population of this study consisted of all undergraduate and Master students, while the accessible population was made up of students selected from six Schools using both probability and non probability sampling techniques. A sample size of 254 students, derived from the Krejcie and Morgan’s Table for sample size calculation, participated in this study. Data obtained were analysed descriptively and inferentially using tables, charts, frequencies, percentages, and multiple response sets. The Spearman’s Rho correlation test was used to test the lone specific research hypothesis. The aim was to find out the level of relatedness between application of appropriate learning strategies and development of competencies in students. Findings showed that, there is a significant and positive relationship between application of appropriate learning strategies and development of competencies in students P 0.027 R= 0.139 . Therefore, the study concluded that adequate application of appropriate learning strategies by students in their environment have significant positive effects on the development of their competencies. Based on the finding, it was recommended that there is need for a competence based curriculum to consolidate students’ self confidence towards success in a task, while avoiding a negative self fulfilling prophecy about learners. Also, there is need for contextual teaching and learning to ensure a connection between what is taught in school and what obtains in real life situations. Kunike Tieme | Chongwain Lilly Oyoma Jehovah "Application of Appropriate Learning Strategies and Development of Competencies in Students of the University of Bamenda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50326.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50326/application-of-appropriate-learning-strategies-and-development-of-competencies-in-students-of-the-university-of-bamenda/kunike-tieme
February 2024 - Top 10 Read Articles in International Journal on Integrating ...IJITE
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.
February 2024 - Top 10 Cited Article in International Journal of Education (IJE)ijejournal
TOP SITED ARTICLE
Submit Your Research Articles...!!!
Welcome To IJE
International Journal of Education (IJE)
ISSN : 2348 - 1552
Webpage URL:
https://airccse.com/ije/index.html
February 2024 - Top 10 Cited Article in International Journal of Education (IJE)
https://www.academia.edu/115659244/February_2024_Top_10_Cited_Article_in_International_Journal_of_Education_IJE_
Contact us:
Here's where you can reach us :
ijejournal@airccse.com or ije@airccse.com or ijejournal2017@gmail.com
Submission URL:
https://airccse.com/submission/home.html
A STUDY ON THE EFFECT OF ONLINE TEACHING IN HIGHER EDUCATIONIAEME Publication
The Covid-19 pandemic caused a great deal of fear among people all across the world, and the education sector was no exception. In particular for the educational institutions that were entirely offline, this caused a fast, drastic shift from "brick and mortar" to online instruction. The current research study compares face-to-face instruction to online instruction to understand the students' perspectives. Graduate students (UG & PG) from particular educational institutions in Hyderabad were asked to fill out a Google form survey questionnaire in order to obtain primary data. As a result, the current study also assessed how satisfied students were with their performance on numerous metrics, such as their acquisition of graduate-level competencies, which include knowledge, abilities, and behaviour.
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
Application of Appropriate Learning Strategies and Development of Competencie...ijtsrd
This study examined the relationship between application of appropriate learning strategies and development of competencies in students of the University of Bamenda UBa . A correlational survey research design, with a quantitative approach for data collection was used. The target population of this study consisted of all undergraduate and Master students, while the accessible population was made up of students selected from six Schools using both probability and non probability sampling techniques. A sample size of 254 students, derived from the Krejcie and Morgan’s Table for sample size calculation, participated in this study. Data obtained were analysed descriptively and inferentially using tables, charts, frequencies, percentages, and multiple response sets. The Spearman’s Rho correlation test was used to test the lone specific research hypothesis. The aim was to find out the level of relatedness between application of appropriate learning strategies and development of competencies in students. Findings showed that, there is a significant and positive relationship between application of appropriate learning strategies and development of competencies in students P 0.027 R= 0.139 . Therefore, the study concluded that adequate application of appropriate learning strategies by students in their environment have significant positive effects on the development of their competencies. Based on the finding, it was recommended that there is need for a competence based curriculum to consolidate students’ self confidence towards success in a task, while avoiding a negative self fulfilling prophecy about learners. Also, there is need for contextual teaching and learning to ensure a connection between what is taught in school and what obtains in real life situations. Kunike Tieme | Chongwain Lilly Oyoma Jehovah "Application of Appropriate Learning Strategies and Development of Competencies in Students of the University of Bamenda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50326.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50326/application-of-appropriate-learning-strategies-and-development-of-competencies-in-students-of-the-university-of-bamenda/kunike-tieme
February 2024 - Top 10 Read Articles in International Journal on Integrating ...IJITE
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
Study Habit in Remote Learning Education: A Basis for Teachers Modern Pedagog...IJAEMSJORNAL
According to the study of Korir, D. and Kipkemboi F. (2014), School as a second home has a solid relationship to the academic performance of the students. However, because of the pandemic, home seems to become the second School of the students, affecting their study habits. Thus, this study was conducted to determine the factors that affect the students' study habits at the tertiary level using remote learning mode of education. The study used a descriptive-quantitative research design, and a self-made questionnaire is a primary tool in gathering data. Simple statistical tools were used to interpret the data. A total of 375 students from Nueva Ecija University of Science and Technology – San Isidro Campus, San Isidro Nueva Ecija, Philippines 3106 are the study respondents. The results show that students used their free time to study, and most of them use 2 hours and above to study, which shows why most students are able to cope with the current education model. It also shows that the students' environment dramatically affects the study habits of the students, thus, another reason why most students are struggling to survive in their online/remote learning mode of education.
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
Despite the literature supporting technology use in schools as ben.docxbradburgess22840
Despite the literature supporting technology use in schools as beneficial for students, and despite the wide use of social technology, schools continue to be slow to change its integration in the classroom (Livingstone, 2012). It is imperative that teachers increase their use of technology in the classroom in order to prepare our K-12 students referred to as "digital natives," for the 21st century. Though many schools have technology available for use (Alger & Kopcha, 2008), barriers exist in incorporating technology into lesson plans, namely teacher reluctance (Keengwe, Onchwari, & Wachira, 2008). Teachers' hesitation in using technology more frequently is due to a number of factors, such as lack of time to learn new technology and incorporate it into lesson plans, beliefs around using technology in instruction, availability of working technology and technical support, comprehensive professional development, and a culture that promotes using new technology, self-efficacy, and teaching methods (Alger & Kopcha, 2008).
Literature Review
Self-Efficacy toward Technology
According to Bandura (1986) individuals possess a self-system that determines how much effort people will expend on any activity. Bandura also asserts that self-efficacy beliefs may be a strong predictor of related performance. Studies have shown a positive correlation between self-efficacy in technology and technology ability (Anderson & Maninger, 2007; Anderson, Grouulx, & Maninger, 2011). According to the technology acceptance model introduced by Davis (1989), there is a correlation between users' perceived ease of use and predicted adoption of technology. In his study investigating Moodles, Yeou (2016) found self-efficacy to be a critical factor in undergraduates' use of the technology tool. In a similar study investigating pre-service teachers, Albion (2001) found that self-efficacy was the most significant factor in predicting technology use. Pre-service and in-service teachers who possess high self-efficacy in regard to technology are more apt to use technology in the classroom because they are more confident in their ability. In their study investigating teachers' use of technology, Holden and Rada (2011) found that self-efficacy directly influenced individuals' ease of use and usability of technology.
Need for Technology Integration
With the adoption of the National Education Technology Plan (NETP), providing access to technology is no longer sufficient; the NETP stresses that schools are expected to ensure "all students understand how to use technologies as a tool to engage in creative, productive, lifelong learning" (p. 16 Herold, 2016). A key element in the plan is the need to move from passive to active use of technology. Often referred to as the "digital use and divide," a gap exists between learners who are using technology in active, creative ways to support their learning and those who predominantly use technology for passive content consumption.
To develop .
THE OPPORTUNITIES AND CHALLENGES OF LEARNING ONLINE DURING THE PANDEMIC: THAI...ijejournal
This paper investigates students' online learning experience during COVID-19, specifically aiming to
identify points of improvement within the current distance-learning infrastructure in Thailand. The
research consolidates students ’opinions toward online learning, their ease in adapting to the new learning
environment, which depends not only on each student's learning style but also on their teachers as well as
social and economic factors. Identifying the advantages and disadvantages of learning from home, the
research presents students' needs and suggestions for improvement. As such, this work may guide future
adjustments to online learning.
Faculty members were challenged to continue teaching beyond the traditional mode during the COVID19 pandemic. Therefore, the research focused on the level of management functions and technological preparedness
of the faculty members with permanent employment status under the business programs of higher education
institutions (HEIs) in Nueva Vizcaya. The idea behind the research was drawn from the theories of planning,
organizing, leading, and controlling and technology preparedness in terms of technology access, technology skills
and literacy, and attitude toward technology. The study’s findings revealed that faculty members have a high level
of management and technology preparedness. Moreover, the study revealed that the profile of the faculty members
had no relationship to their level of implementation of management strategies. On the other hand, younger faculty
members have greater technology access and literacy skills. Furthermore, profiles were not a significant factor in
their level of attitude toward technology. More results showed that when the level of implementation of management
strategies is high, the result is also high in terms of technological preparedness. Based on the study’s findings, the
researcher recommended an enhanced program for better implementation of flexible learning in HEIs.
14RUNNING HEAD Content Design Factors in E-learningEttaBenton28
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learningMatthewTennant613
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
The Usefulness of Higher Education Instructional Strategies on the Employabil...ijtsrd
The problem of unemployment among graduates from Cameroon's higher institutions of learning has been a matter of concern to the nation recently. As part of the contribution to arresting the situation, this study was designed to Examine the Usefulness of Higher Education instructional strategies on the employability of graduates in Cameroon. To carry out the study, three research questions and two null hypotheses were formulated. After reviewing both theoretical and empirical literature, the survey research design was employed in the study. The study was carried out in the two state universities of the English speaking regions of Cameroon. The sample for the study consisted of 300 students, 120 lecturers, and 6 employers. Data was collected using close ended questionnaires and interviews. The study employed econometrics regression techniques such as the structural equation modeling SEM approach using the maximum likely hood estimation technique to analyze the data that were collected. The critical ratio was used to test the significance of the hypothesis and the overall results revealed that, instructional strategies have a significant contribution to graduate employability in Cameroon from the perspective of teachers, students, and employers. Based on the above findings, it was specifically recommended that, teachers of higher education institutions should be properly trained on how to effectively use the various instructional strategies to trigger graduate employability. Ndamsa, N. F. Ndi | Seino Evangeline Agwa Fomukong | Nubonyin Hilda Fokong "The Usefulness of Higher Education Instructional Strategies on the Employability of Graduates in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59631.pdf Paper Url:https://www.ijtsrd.com/humanities-and-the-arts/education/59631/the-usefulness-of-higher-education-instructional-strategies-on-the-employability-of-graduates-in-cameroon/ndamsa-n-f-ndi
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docxmansonagnus
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
TEACHER EDUCATORS’ PERCEPTION TOWARDS PEDAGOGICAL BENEFITS OF WIKIThiyagu K
Wikis are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom, The application of blogs and wikis in higher education, particularly in teachers‘ preparation programs, has been documented very recently (Dunaway, Michelle. 2011). The majority of teachers are neither familiar, nor skilful in employing this tool in the process of learning. Exposure to this tool during pre-service and in-service preparation program is thought to be helpful in promoting willingness to use it in teaching career (Bassoppo-Moyo, 2006). Therefore, the current study is a trial to study reports on their perceptions towards the learning experiences they had during academic wikis and the advantages and disadvantages of incorporating this web technology into the curriculum. So that, the investigator proposed the title of the study is “Teacher Educators’ Perception towards the Pedagogical Benefits of Wiki in a Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of wiki among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of wiki among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Wiki with respect to their gender, age, subject, marital status, year of experience and educational qualification.
Student’s Views on Traditional Offline Classes and Online Classes in the Covi...ijtsrd
The certain outbreak of Covid 19 in various parts of the world in 2020 2021 has severely affected educational institutions in various countries. Students were affected by the way to accept the hybrid form of learning and also grasp the interest in the classes that were conducted online. The study compares students’ views of traditional offline and online classes. The study was carried out at Charnock Healthcare Institute, and 284 nursing students participated. The findings indicated that the effectiveness of online education is dismal, as students find it difficult to adjust to the online mode of education and the offline mode of education remains the most preferred mode of education. Anindita Mitra | Pritha Dhali | Pritama Dutta | Piya Das "Student’s Views on Traditional Offline Classes and Online Classes in the Covid-19 Situation in the Selected Nursing Institution, Kolkata" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52627.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/52627/student’s-views-on-traditional-offline-classes-and-online-classes-in-the-covid19-situation-in-the-selected-nursing-institution-kolkata/anindita-mitra
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
Study Habit in Remote Learning Education: A Basis for Teachers Modern Pedagog...IJAEMSJORNAL
According to the study of Korir, D. and Kipkemboi F. (2014), School as a second home has a solid relationship to the academic performance of the students. However, because of the pandemic, home seems to become the second School of the students, affecting their study habits. Thus, this study was conducted to determine the factors that affect the students' study habits at the tertiary level using remote learning mode of education. The study used a descriptive-quantitative research design, and a self-made questionnaire is a primary tool in gathering data. Simple statistical tools were used to interpret the data. A total of 375 students from Nueva Ecija University of Science and Technology – San Isidro Campus, San Isidro Nueva Ecija, Philippines 3106 are the study respondents. The results show that students used their free time to study, and most of them use 2 hours and above to study, which shows why most students are able to cope with the current education model. It also shows that the students' environment dramatically affects the study habits of the students, thus, another reason why most students are struggling to survive in their online/remote learning mode of education.
Towards a Framework for ICTs Integration in Teacher Education in IndiaPremier Publishers
Teachers can only effectively integrate technology in their instruction if they are themselves knowledgeable about the technology. In India, several researches have pointed out challenges hindering effective integration of ICTs in teacher education programme that raise the questions: What is missing in the teacher education and training curriculum? Is there skill training and maintenance for teachers? Do the teacher training institutions have the necessary infrastructure for ICT integration? This paper reports on the findings of a study that attempted to respond to these questions and suggests a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It suggests that seven fundamental principles of good practice should be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; accepting a practice driven approach; and an emphasis on the development of sustainable costing models. Build on modern notions of teaching-learning activities, the paper concludes with a proposed course of action to leverage the real benefits of ICTs for teacher education in India.
Despite the literature supporting technology use in schools as ben.docxbradburgess22840
Despite the literature supporting technology use in schools as beneficial for students, and despite the wide use of social technology, schools continue to be slow to change its integration in the classroom (Livingstone, 2012). It is imperative that teachers increase their use of technology in the classroom in order to prepare our K-12 students referred to as "digital natives," for the 21st century. Though many schools have technology available for use (Alger & Kopcha, 2008), barriers exist in incorporating technology into lesson plans, namely teacher reluctance (Keengwe, Onchwari, & Wachira, 2008). Teachers' hesitation in using technology more frequently is due to a number of factors, such as lack of time to learn new technology and incorporate it into lesson plans, beliefs around using technology in instruction, availability of working technology and technical support, comprehensive professional development, and a culture that promotes using new technology, self-efficacy, and teaching methods (Alger & Kopcha, 2008).
Literature Review
Self-Efficacy toward Technology
According to Bandura (1986) individuals possess a self-system that determines how much effort people will expend on any activity. Bandura also asserts that self-efficacy beliefs may be a strong predictor of related performance. Studies have shown a positive correlation between self-efficacy in technology and technology ability (Anderson & Maninger, 2007; Anderson, Grouulx, & Maninger, 2011). According to the technology acceptance model introduced by Davis (1989), there is a correlation between users' perceived ease of use and predicted adoption of technology. In his study investigating Moodles, Yeou (2016) found self-efficacy to be a critical factor in undergraduates' use of the technology tool. In a similar study investigating pre-service teachers, Albion (2001) found that self-efficacy was the most significant factor in predicting technology use. Pre-service and in-service teachers who possess high self-efficacy in regard to technology are more apt to use technology in the classroom because they are more confident in their ability. In their study investigating teachers' use of technology, Holden and Rada (2011) found that self-efficacy directly influenced individuals' ease of use and usability of technology.
Need for Technology Integration
With the adoption of the National Education Technology Plan (NETP), providing access to technology is no longer sufficient; the NETP stresses that schools are expected to ensure "all students understand how to use technologies as a tool to engage in creative, productive, lifelong learning" (p. 16 Herold, 2016). A key element in the plan is the need to move from passive to active use of technology. Often referred to as the "digital use and divide," a gap exists between learners who are using technology in active, creative ways to support their learning and those who predominantly use technology for passive content consumption.
To develop .
THE OPPORTUNITIES AND CHALLENGES OF LEARNING ONLINE DURING THE PANDEMIC: THAI...ijejournal
This paper investigates students' online learning experience during COVID-19, specifically aiming to
identify points of improvement within the current distance-learning infrastructure in Thailand. The
research consolidates students ’opinions toward online learning, their ease in adapting to the new learning
environment, which depends not only on each student's learning style but also on their teachers as well as
social and economic factors. Identifying the advantages and disadvantages of learning from home, the
research presents students' needs and suggestions for improvement. As such, this work may guide future
adjustments to online learning.
Faculty members were challenged to continue teaching beyond the traditional mode during the COVID19 pandemic. Therefore, the research focused on the level of management functions and technological preparedness
of the faculty members with permanent employment status under the business programs of higher education
institutions (HEIs) in Nueva Vizcaya. The idea behind the research was drawn from the theories of planning,
organizing, leading, and controlling and technology preparedness in terms of technology access, technology skills
and literacy, and attitude toward technology. The study’s findings revealed that faculty members have a high level
of management and technology preparedness. Moreover, the study revealed that the profile of the faculty members
had no relationship to their level of implementation of management strategies. On the other hand, younger faculty
members have greater technology access and literacy skills. Furthermore, profiles were not a significant factor in
their level of attitude toward technology. More results showed that when the level of implementation of management
strategies is high, the result is also high in terms of technological preparedness. Based on the study’s findings, the
researcher recommended an enhanced program for better implementation of flexible learning in HEIs.
14RUNNING HEAD Content Design Factors in E-learningEttaBenton28
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learningMatthewTennant613
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
The Usefulness of Higher Education Instructional Strategies on the Employabil...ijtsrd
The problem of unemployment among graduates from Cameroon's higher institutions of learning has been a matter of concern to the nation recently. As part of the contribution to arresting the situation, this study was designed to Examine the Usefulness of Higher Education instructional strategies on the employability of graduates in Cameroon. To carry out the study, three research questions and two null hypotheses were formulated. After reviewing both theoretical and empirical literature, the survey research design was employed in the study. The study was carried out in the two state universities of the English speaking regions of Cameroon. The sample for the study consisted of 300 students, 120 lecturers, and 6 employers. Data was collected using close ended questionnaires and interviews. The study employed econometrics regression techniques such as the structural equation modeling SEM approach using the maximum likely hood estimation technique to analyze the data that were collected. The critical ratio was used to test the significance of the hypothesis and the overall results revealed that, instructional strategies have a significant contribution to graduate employability in Cameroon from the perspective of teachers, students, and employers. Based on the above findings, it was specifically recommended that, teachers of higher education institutions should be properly trained on how to effectively use the various instructional strategies to trigger graduate employability. Ndamsa, N. F. Ndi | Seino Evangeline Agwa Fomukong | Nubonyin Hilda Fokong "The Usefulness of Higher Education Instructional Strategies on the Employability of Graduates in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59631.pdf Paper Url:https://www.ijtsrd.com/humanities-and-the-arts/education/59631/the-usefulness-of-higher-education-instructional-strategies-on-the-employability-of-graduates-in-cameroon/ndamsa-n-f-ndi
WHY DO LEARNERS CHOOSE ONLINE LEARNING THE LEARNERS’ VOI.docxmansonagnus
WHY DO LEARNERS CHOOSE ONLINE LEARNING:
THE LEARNERS’ VOICES
Hale Ilgaz and Yasemin Gulbahar
Ankara University, Distance Education Center, 06830 Golbasi, Ankara, Turkey
ABSTRACT
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more and more
people, resulting in an increased number of distance learners in recent years. Numerous research studies focus on learner
preferences for online learning, with most converging around the individual characteristics and differences, if not the
features of the technology and pedagogy used. For Turkey, the situation is also similar, with the number of adult learners
who prefer online learning increasing each year due to several reasons. The result of this is an increase in the number of
online programs offered by many universities. Hence, this research study has been conducted to reveal the prevailing
factors causing learners to choose online learning. Through this qualitative research regarding online learners in a state
university, it is found that having a full time job, accessibility and flexibility, individual responsibility, effective time
management, physical distance, institutional prestige, disability are the common factors for under graduate and graduate
learners in their preference for online learning. Awareness of these factors can support the stakeholders while designing
e-Learning from both technological and pedagogical points of view.
KEYWORDS
Online learning, preferences, expectations
1. INTRODUCTION
Offering many advantages to adult learners, e-Learning is now being recognized - and preferred - by more
and more people, resulting in an increased number of distance learners in recent years. Emphasizing that
distance education has a bright and promising future, Zawacki-Richter and Naidu (2016) stress that, “In fact,
there has never been a better time to be in the field of open, flexible, distance and online education than
now!” (p. 20).
The commonly discussed factors that make online learning attractive for adults are: independence from
time and place; accessibility, and; economic reasons. With the MOOC movement, extremely high quality
online courses are now being delivered to learners by many well-known universities. Moreover, many
universities are either providing online programs or courses as a support to traditional instruction, in the form
of blended learning, flipped classes, etc. Indeed, there are almost no universities left who don’t benefit from
these advantages of technology usage and its support in teaching-learning processes.
A variety of reasons might account for these learning preferences. Çağlar and Turgut (2014) attempted to
identify the effective factors for the e-learning preferences of university students; they concluded that,
“Efficient usage of time and reduced educational expenses were found to be on top of the list as the most
valued advantages of e-learning” (p. 46). ...
TEACHER EDUCATORS’ PERCEPTION TOWARDS PEDAGOGICAL BENEFITS OF WIKIThiyagu K
Wikis are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom, The application of blogs and wikis in higher education, particularly in teachers‘ preparation programs, has been documented very recently (Dunaway, Michelle. 2011). The majority of teachers are neither familiar, nor skilful in employing this tool in the process of learning. Exposure to this tool during pre-service and in-service preparation program is thought to be helpful in promoting willingness to use it in teaching career (Bassoppo-Moyo, 2006). Therefore, the current study is a trial to study reports on their perceptions towards the learning experiences they had during academic wikis and the advantages and disadvantages of incorporating this web technology into the curriculum. So that, the investigator proposed the title of the study is “Teacher Educators’ Perception towards the Pedagogical Benefits of Wiki in a Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of wiki among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of wiki among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Wiki with respect to their gender, age, subject, marital status, year of experience and educational qualification.
Student’s Views on Traditional Offline Classes and Online Classes in the Covi...ijtsrd
The certain outbreak of Covid 19 in various parts of the world in 2020 2021 has severely affected educational institutions in various countries. Students were affected by the way to accept the hybrid form of learning and also grasp the interest in the classes that were conducted online. The study compares students’ views of traditional offline and online classes. The study was carried out at Charnock Healthcare Institute, and 284 nursing students participated. The findings indicated that the effectiveness of online education is dismal, as students find it difficult to adjust to the online mode of education and the offline mode of education remains the most preferred mode of education. Anindita Mitra | Pritha Dhali | Pritama Dutta | Piya Das "Student’s Views on Traditional Offline Classes and Online Classes in the Covid-19 Situation in the Selected Nursing Institution, Kolkata" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52627.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/52627/student’s-views-on-traditional-offline-classes-and-online-classes-in-the-covid19-situation-in-the-selected-nursing-institution-kolkata/anindita-mitra
Manal Hasan Hasan Ebrahim Alkandari
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: In many learning places, online learning has become the new normal with the major aim of averting the
Covid-19 pandemic effects. Besides, the e-learning benefits can help mitigate the effects of conventionalism and
deferment in education institutions and foster the development of student's critical thinking skills as would be
anticipated in traditional residential practices if exploited effectively. Even though research myriads have proved
that it is a student-and-action-based model that has the potential to accomplish optimal education and learning
outcomes when applied successfully, online learning more often than not has been criticized for being unable to
engage learners amply. Understandably, in residential systems, teaching learners to develop critical thinking skills
has been challenging because it needs the physical presence of students and faculty to participate in the analyses
and syntheses of complex concepts for applications, clarity and better assimilations. To successfully apply the same
in an e-learning setting will need augmented knowledge in the subject matters as well as knowledge in the elearning dynamics, including applications of germane instructional strategies, contexts and influential theories.
Keywords: online learning, Covid-19 pandemic effects, e-learning benefits, education institutions.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Overview on Edible Vaccine: Pros & Cons with Mechanism
January 2024 Top cited article file.pdf
1. January 2024 : Top 10 Cited
Article in Education
International Journal of
Education (IJE)
ISSN : 2348 - 1552
https://airccse.com/ije/index.html
2. The Application of the Competency Based Approach to Assess the Training
and Employment Adequacy Problem
AIT HADDOUCHANE Zineb1, BAKKALI Soumia1, AJANA Souad3and GASSEMI
Karim4
1Higher National School f Electricity and Mechanics, Morocco and 2High School of
Business and Management, Morocco
ABSTRACT
This review paper fits in the context of the adequate matching of training to employment, which
is one of he main challenges that universities around the world strive to meet. In higher
education, the revision of curricula necessitates a return to the skills required by the labour
market to train skilled labours. n this research, we started with the presentation of the
conceptual framework. Then we quoted different currents that discussed the problematic of the
job training match from various perspectives. We proceeded o choose some studies that have
attempted to remedy this problem by adopting the competency-based approach that involves
the referential line. This approach has as a main characteristic the attainment of he match
between training and employment. Therefore, it is a relevant solution for this problem. We
scrutinized the selected studies, presenting their objectives, methodologies and results, and we
provided our own analysis. Then, we focused on the Moroccan context through observations
and studies already conducted. And finally, we introduced the problematic of our future project.
KEYWORDS
COVID-19, Education, Disadvantaged Area, Rural Area, Distance Learning, Mental Health
Full Text: https://airccse.com/ije/papers/5117ije01.pdf
Volume URL: https://airccse.com/ije/current2017.html
3. REFERENCES
[1] Yorkstone, S. (2016). Lean universities. In Netland, T. & Powell, D. J. (Eds.). The Routledge
Companion to Lean ManagementTaylor & Francis (Routledge). ISBN 978-1138920590
[2] Balzer, W. K. (2010). Lean higher education: Increasing the value and performance of
university processes. CRC Press.
[3] Comm, C. L., & Mathaisel, D. F. (2005). A case study in applying lean sustainability
concepts to universities. International Journal of Sustainability in Higher Education, 6(2), 134-
146.
[4] Mann, D. (2014). Creating a lean culture: tools to sustain lean conversions. CRC Press.
[5] Chhatrawat, M. R., & Dixit, M. A. (2016). LEAN PRODUCTION SYSTEM: A REVIEW.
Development, 3(3).
[6] Bateman, N., Hines, P., & Davidson, P. (2014). Wider applications for Lean: An
examination of the fundamental principles within public sector organisations. International
Journal of Productivity and Performance Management, 63(5), 550-568.
[7] Pârv, L. (2017). Continuous improvement processes using Lean Management tools. A case
study. In MATEC Web of Conferences (Vol. 94, p. 06016). EDP Sciences.
[8] Education, Audiovisual and Culture Executive Agency (EACEA), Morocco National
Erasmus+ (2017). Overview of the Higher Education System (Morocco):
https://eacea.ec.europa.eu/sites/eaceasite/files/countryfiches_morocco_2017.pdf
[9] Education, Audiovisual and Culture Executive Agency (EACEA), European commission
Tempus. Higher education in Morocco (2010):
http://eacea.ec.europa.eu/tempus/participating_countries/reviews/morocco_review_of_higher
_educati on.pdf
[10] Ecole Nationale Supérieure d’Electricité et de Mécanique. URL :
https://www.ensem.ac.ma
4. The Covid-19 Pandemic Impact on Children’s Education in Disadvantaged
and Rural Area across Indonesia
Mega Indrawati1 , Cahyo Prihadi2 and Ayu Siantoro3
1Education Unit, Wahana Visi Indonesia, Jakarta, Indonesia 2Program Quality Assurance,
Wahana Visi Indonesia, Jakarta, Indonesia 3Ministry of Quality and Impact, Wahana Visi
Indonesia, Jakarta, Indonesia
ABSTRACT
This study used a mixed methods approach to capture key findings on COVID-19 impacts on
education and challenges that hinder continued education particularly in disadvantaged and
rural areas. The respondents were 900 parents, 943 children, 15 teachers and education officials
in 594 villages in 9 provinces of Indonesia. The results showed that 1 out of 3 children stopped
learning and children learned less. Children had limited access to widely supported online
learning. While the offline method was more applicable, still it had some challenges. Children’s
mental health was affected and they experienced excessive emotions of fear and anxiety. Many
parents were not ready to support children in learning school subjects while doing livelihood
activities at the same time. Some children experienced domestic violence. Parents did not have
a spare budget to provide distance learning facilities and had to sacrifice education over basic
needs. The risk of drop out of school was heightened.
KEYWORDS
COVID-19, Education, Disadvantaged Area, Rural Area, Distance Learning, Mental Health
Full Text : https://airccse.com/ije/papers/8420ije03.pdf
Volume URL : https://airccse.com/ije/current2020.html
5. REFERENCES
[1] Cao, W., Fang,Z., Hou, G., Han, M., Xu., Dong, J., Zheng, J. (2020) “The psychological impact
of the COVID-19 epidemic on college students in China”, Psychiatry Research, 287, Article
112984. https://doi.org/10.1016/j.psychres.2020.112934.
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(2009) “Closure ofschools during an influenza pandemic. The Lancet infectious diseases”, 9(8),
pp473-481.
[3] Drake, T. L., Chalabi, Z., & Coker, R. (2012) Cost-effectiveness analysis of pandemic influenza
preparedness: what's missing? Bull world health Organ, 90 (12), 940-941. DOI:
10.2471/BLT.12.109025
[4] European Commission, “Educational inequalities in Europe and physical school closures
during Covid-19”, Retrieved from https://ec.europa.
eu/jrc/sites/jrcsh/files/fairness_pb2020_wave04_covid_education_jrc_i1_19jun2020.pdf.
[5] Haeck, C., Lefebvre, P. (2020) Program for international student assessment (PISA),
“Pandemic school closures may increase inequality in test scores”, Working Paper No. 20-03,
June 2020, Haeck_Lefebvre_GRCH_WP20-03-5.pdf.
[6] Hanna and Olken, (2020), ‘Current Results of Online Survey’ in Children in Indonesia An
Agenda for action to address socio-economic challenges, UNICEF, Jakarta, 11 May 2020
[7] Human Rights Watch (2020). Impact of Covid-19 on Children’s Education in Africa.
Submission to the African Committee of Experts on the Rights and Welfare of the Child, 35th
Ordinary Session. Human Rights Watch: Observer status N⁰. 025/2017 Retrieved from
https://www.hrw.org/sites/default/files/media_2020/08/Discussion%20Paper%20-
%20Covid%20for%20ACERWC.pdf
[8] ILO (2020). COVID-19 and child labour: Combating increased exploitation of children during
the COVID-19 pandemic. Retrieved on 03 August 2020 from
https://www.ilo.org/jakarta/info/public/pr/WCMS_752406/lang--en/index.htm
[9] Kemendikbud. (2020). Surat Edaran Menteri Pendidikan Nomor 4 Tahun 2020 Tentang
Pelaksanaan Pelaksanaan Kebijakan Pendidikan Dalam Masa Darurat Penyebaran COVID-19.
Jakarta: Kemendikbud.
[10] Noah Yarrow, E. M. (2020). Estimated impacts of COVID-19 on learning and earning in
Indonesia: How to Turn the Tide. Jakarta: World Bank Indonesia
6. The Use of Cognitive Reading Strategies to Enhance EFL Students'
Reading Comprehension
Anne Ratna S
STKIP Garut, West Java, Indonesia
ABSTRACT
This study is descriptive research investigating cognitive reading strategies frequently used
among EFL students at one of universities in Garut, Indonesia, to enhance their reading
comprehension. This study also aims to find out which cognitive reading strategies considered
the most helpful to be developed by the EFL students especially in answering questions in
reading comprehension test successfully. The data were obtained from two sources: a self-
report questionnaire administered to 76 students and Thinking-Aloud Protocols (TAPs)
conducted with 15 students. The data were analyzed using instruments adapted from Format
Cognitive Reading Strategies based on previous study conducted by Ozek&Civelek (2006).
The results show that cognitive reading strategies most frequently used by students are using
the title to predict the content of the text, guessing the meaning of a word from context, using
the dictionary for the important words, and considering other sentences in the paragraph to
figure out the meaning.
KEYWORDS
Cognitive Reading Strategies, EFL Students, Reading Comprehension
Full Text : https://airccse.com/ije/papers/2114ije01.pdf
Volume URL : https://airccse.com/ije/current2014.html
7. REFERENCES
[1] Aebersold, Jo Ann&Field, Mary Lee (1997), From Reader to Reading Teacher: Issues and
Strategies for Second Language Classrooms, Cambridge University Press, New York. [2]
Beare, Kenneth (2011), Reading Comprehension Skills – Scanning, Available at
http://esl.about.com/od/readinglessonplan1/a/Reading-Comprehension-Skills-Scanning.htm.
[3] Cambrooke, Kyla Chele (2010), Tips on Note Taking from Textbooks, Available at
http://www.ehow.com/list_6548642_tips-taking-textbooks.html. [4] Christie, J., Enz, B., and
Vukelich, C (2003), Teaching Language and Literacy, Pearson Edu, Inc, Boston. [5] Dole, J.A.,
Nokes, J.D., and Drits, Dina (2008), Cognitive Strategy Instruction, to appear in G. G. Duffy
& S. E, Israel (Eds.), Handbook of Research on Reading Comprehension, Erlbaum.
http://www.urcl.utah.edu/researchers/pdf/cognitive_strategy_instruction.pdf. [6] Fleming,
Grace (2011), How to Paraphrase, Available at
http://homeworktips.about.com/od/reading/qt/paraphrasing.htm.
[7] Frase, Lisa (2008), Reading Strategies Good Readers Use, An article published at
http://ezinearticles.com/?Reading-Strategies-Good-Readers-Use&id=1824654.
[8] Fry, Edward (1965), Teaching Faster Reading, Cambridge University Press, London.
[9] Ghonsooly, B&Eghtesadee, A (2006), Role of Cognitive Style of Field-
dependence/independence in Using Metacognitive and Cognitive Reading Strategies by a
Group of Skilled and Novice Iranian Students of English Literature, http://www.asian-efl-
journal.com/Dec_06_bg&are.php.
[10] Goodwin, William L&Goodwin, Laura D (1996), Understanding Quantitative and
Qualitative Research in Early Childhood Education, Teachers College Press, New York
8. Effectiveness of Demonstration Method to Teach the Abstract Concepts to
the Children Between the Age of Six to Ten. an Experimental Research
Muhammad Arshad Hussain
Punjab School Education Department, Pakistan
ABSTRACT
The demonstration method is an important element in determining the effectiveness of teaching
and learning process in the classroom. This research aims to investigate the effect of
demonstration method to improve the students' understanding of the abstract concepts. In this
study different simple illustrated short stories with moral lessons including honesty,
faithfulness, kindness and trustworthiness have been selected and played in ECE (early
childhood education) room on LED and repetitive demonstration to convey the abstract
concepts associated with emotions including happiness, sadness, love and hatred have been
demonstrated by the teacher. This study involved 30 students between the age six to ten of
Government Primary School Dhok Ali Khan. The instruments used for data collection were
pre-test through observation, record, repetitive demonstration and post-test. The data have been
collected in graphs and percentage. In findings, there is a significant increase in positive
achievement of the students. The study also helped changed the reaching practices and
improved the children's interest in learning different concepts and other activities. This paper
deals with how to teach abstract concepts and other activities.
KEYWORDS
Abstract concepts, repetitive demonstration, demonstration method,
Full Text : https://airccse.com/ije/papers/8220ije03.pdf
Volume URL : https://airccse.com/ije/current2020.html
9. REFERENCES
[1] James Nisbet (1949) Demonstration as a teaching technique, with special reference to the
teaching of bakery and confectionery, The Vocational Aspect of Education, 1:3, 259-262, DOI:
10.1080/03057874980000161
[2] K. Giridharan & R. Raju (2016) Impact of Teaching Strategies: Demonstration and Lecture
Strategies and Impact of Teacher Effect on Academic Achievement in Engineering Education,
International Journal of Educational Sciences, 14:3, 174-186, DOI:
10.1080/09751122.2016.11890491
[3] Kenneth H. Hoover (1958) Teaching Methods of Teaching by Demonstration and
Application, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 33:2,
90-91, DOI: 10.1080/00098655.1958.11476519
[4] Mcleod, Saul (2018). Jean Piaget’ Theory of Cognitive Development.
[5] Piaget, J. (1952). The origins of intelligence in children. New York: International
Universities Press.
[6] Thahir Andi, Mawarni Anisa & Palupi Ratna.(2019). The effectiveness of Demonstration
method assisting multiplication board tools for understading mathematical concept in Bandar
Lampung: Journal of Education gifted young scientists, 7(2), 353-362.
10. Trend in Influences on Career Choice in Quantity Surveying and Its
Implications
Samuel Ekung*1& Ejike Okonkwo2
1 School of Built Environment, University of Salford, M5 4WT, Greater Manchester, UK 2
Department of Quantity Surveying, University of Uyo, Uyo, Nigeria
ABSTRACT
This study examined trend in determinants of career choice in quantity surveying between 1960
till date.Views from 335 respondents collected via structured questionnaire were analysed
using descriptive/inferential statistics. The study reveals in the 60s, personal interest drives
choice of career in quantity surveying. The trend however diminishes significantly in the 20th
century. As a result, there islittle progression from the undergraduate to post graduate studies
in the profession. This is unhealthy for the future of the profession.The study provides an
understanding ofthe critical threat to the sustainability of the profession and brings to bare
exciting theoretical insights.
KEYWORDS
Built environment, influences, interest, quantity surveying and trend.
Full Text : https://airccse.com/ije/papers/3115ije01.pdf
Volume URL : https://airccse.com/ije/current2015.html
11. REFERENCES
[1] Ashworth, A. & Hogg, K. (2007). Willis’s Practice and Procedure for the Quantity
Surveyor,12th Ed., Oxford: Blackwell Publishing
[2] Awodele, O. A., Akosile, T., Ogunsemi, D. R., & Owoeye, O. A. (2007). Competencies of
Professional Quantity Surveyors in Nigeria. In Wang, Y., Sun, M & Shen, Q. (Ed.),Proceedings
of 2007 international conference on Construction Real Estate Management. United Kingdom:
China Architecture & building press, 270- 277 [3] Balogun, A.; Matori, N. Hanaruzaman, Y.
Lawal, D. & Chandio, I. (2012). Surveying Profession in Nigeria:Stimulating Interest and
Encouraging Youth Participation for Future Sustainability, First
[4] Beauregard, T. A. (2007). Family Influences on the Career Life Cycle, In M. Ozbilgin &
A.MalachPines (Eds.), Career Choice in Management and Entrepreneurship: A Research
Companion (pp. 101- 126). Edward Elgar Press.
[5] Becker, T.C.; Jaselkis, E.J.; and McDermott, C.P (2011). Implications of Construction
Industry Trends on the Educational Requirements of Future Construction Professionals, 47th
ASC Annual International Conference Proceedings
[6] Brown, D. (2002). The Role of Work and Cultural Values in Occupational Choice,
Satisfaction, and Success: A Theoretical Statement, Journal of Counselling and Development,
80: 48-56
[7] Chileshe, N. & Haupt, T.C. (2009). An Empirical Analysis of factors Impacting Career
Decisions in South Africa Construction Industry, Journal of Engineering, Design and
Technology, 8(2):221-239
[8] Chong, B.L.; Lee, W.P.; & Lim, C.C. (2012). The Roles of Graduate Quantity Surveyors in
the Malaysian Construction Industry, 2012 International Conference on Management and
Education Innovation
[9] Cornish, E. (2004). Futuring: The Exploration of the Future, Maryland: SAGE
[10] Davis, R.; Savage, M.; Susan, M., & Miller, E.(2009). Professional Education in Built
Environment and Design: Exploring Stakeholder Roles and Responsibilities. In 16th World
Conference on Cooperative Education and Work Integrated Learning, 23 - 26 June, 2009,
Vancouver, Canada.
12. Spiral Progression Approach in the K to 12 Science Curriculum: A
Literature Review
Shiela L. Tirol
College of Teacher Education, Cebu Roosevelt Memorial Colleges, Bogo City, Cebu,
Philippines
ABSTRACT
This review highlights the relevance of the Spiral Progression in the K to 12 Science curriculum
in order to address the current issues and concerns of the spiral approach. The advantages and
disadvantages of the spiral curriculum was reviewed with some researches among foreign
counterparts. The nature of science teaching and the current researches of the K to 12 in both
local and international context was also emphasized to highlight the science curriculum
framework in the Philippines made up of an intertwined science content and science processes.
Science process skills in the basic education of the K to 12 are utilized in context through
learning the science content. The curriculum is organized on problems and situations that
challenge and arouse the curiosity of students to motivate them in learning as well as
appreciating science as useful and relevant. Findings showed the spiral curriculum as learner-
centered, smart, and advanced rather than extensive and concentrated.
KEYWORDS
Spiral Progression Approach, Science Curriculum, K to 12, science process, science content
Full Text : https://airccse.com/ije/papers/10422ije03.pdf
Volume URL : https://airccse.com/ije/current2022.html
13. REFERENCES
[1] Irez, S.and Han, C. (2011). Educational reforms as paradigm shifts: Utilizing kuhnian lenses
for a better understanding of the meaning of, and resistance to, educational change.
International Journal of Environmental & Science. Vol. 6, No. 3,251-256 doi:
https://files.eric.ed.gov/fulltext/EJ959419.pdf
[2] Corpuz, B. B. (2013). The spiral progression approach in the K to 12 curriculum. Retrieved
from http://pacu.org.ph/wp2/wpcontent/uploads/2014/07/The-Spiral- Progression-Approach-
in-Kto-12-DrBrenda-Corpuz.pdf
[3] Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.
[4] Yumușak, G. K. (2016). An Analysis of the Science Curricula in Turkey with Respect to
Spiral Curriculum Approach. Journal of Education and Practice Vol.7, No.9, pp. 99-105 DOI:
https://files.eric.ed.gov/fulltext/EJ1095823.pdf [5] Demirel, Ö. (2004). Eğitimde Program
Geliştirme. Pegem-A Publication. Ankara
[6] Trnova, E., &Trna, J. (2015). The Current Paradigms of Science Education and Their
Expected Impact on Curriculum. Procedia - Social and Behavioral Sciences 197 (2015) 271 –
277. doi: 10.1016/j.sbspro.2015.07.135
[7] Anney, V. N. (2014). Ensuring the quality of the findings of qualitative research: Looking
at trustworthiness criteria. Journal of Emerging Trends in Educational Research and Policy
Studies (JETERAPS), 5(2), 272-281.
[8] Haeusler, Carole (2013). Examining the curriculum and assessment framework of the
Australian Curriculum: Science. Volume 33 Number 1, 2013; Pages 15–30.
[9] Resurreccion, J.A. and Adanza, J.,(2015). Spiral Progression Approach in Teaching Science
in Selected Private and Public Schools in Cavite. Proceedings of the DLSU Research Congress
Vol. 3 Retrieved onNovember 28, 2017 from :
www.dlsu.edu.ph/conferences/dlsu_research_congress/2015/lli/LLI-II-017.pdf
[10] Corpuz, Brenda B.,Ph.D., and Gloria G. Salandanan, Ph.D. (2011). Principles of Teaching
1 -2nd Edition. Quezon City: Lorimar Publishing, Inc.
14. Sipoc Model In Moroccan Engineering Education Context: Lean Approach
Amine HADEK, Hind CHAIBATE, Soumia BAKKALI, Souad AJANA
Team of research in engineering education Engineering research laboratory ENSEMHassan II
University of Casablanca, Morocco
ABSTRACT
Morocco country faces a set of challenges related to the global economic crisis which strongly
affects the funding dedicated to different development sector. In this way, engineering schools
are expected to respond to higher education's heightened requirement while using the minimum
amount of resources. Lean thinking is a systematic approach to improve the efficiency of the
educational process by promoting continuous improvement. It can be applied both to learning
and administrative steps to eliminate activities that do not add value. In order to apply lean
thinking principles in Moroccan engineering education we need to understand how process
activities create value and interact together. The process approach is a powerful way of
visualizing process flow and how inputs are transformed into outputs using different resources.
The purpose of this study is to introduce the first two principles of lean thinking, namely value
definition and process mapping, in Moroccan engineering education. Firstly we have chosen
to study the ENSEM (National Higher School of Electricity and Mechanics) processes. We
have described its learning system in order to define the value and elaborate the macro process
mapping. Thereafter, we have built SIPOC process map in the ENSEM context
KEYWORDS
Lean thinking, Moroccan engineering education, Lean principles, ENSEM, Value, macro
process mapping, SIPOC.
Full Text : https://airccse.com/ije/papers/7119ije04.pdf
Volume URL : https://airccse.com/ije/current2019.html
15. REFERENCES
[1] Yorkstone, S. (2016). Lean universities. In Netland, T. & Powell, D. J. (Eds.). The Routledge
Companion to Lean ManagementTaylor & Francis (Routledge). ISBN 978-1138920590
[2] Balzer, W. K. (2010). Lean higher education: Increasing the value and performance of
university processes. CRC Press.
[3] Comm, C. L., & Mathaisel, D. F. (2005). A case study in applying lean sustainability
concepts to universities. International Journal of Sustainability in Higher Education, 6(2), 134-
146.
[4] Mann, D. (2014). Creating a lean culture: tools to sustain lean conversions. CRC Press.
[5] Chhatrawat, M. R., & Dixit, M. A. (2016). LEAN PRODUCTION SYSTEM: A REVIEW.
Development, 3(3).
[6] Bateman, N., Hines, P., & Davidson, P. (2014). Wider applications for Lean: An
examination of the fundamental principles within public sector organisations. International
Journal of Productivity and Performance Management, 63(5), 550-568.
[7] Pârv, L. (2017). Continuous improvement processes using Lean Management tools. A case
study. In MATEC Web of Conferences (Vol. 94, p. 06016). EDP Sciences.
[8] Education, Audiovisual and Culture Executive Agency (EACEA), Morocco National
Erasmus+ (2017). Overview of the Higher Education System (Morocco):
https://eacea.ec.europa.eu/sites/eaceasite/files/countryfiches_morocco_2017.pdf
[9] Education, Audiovisual and Culture Executive Agency (EACEA), European commission
Tempus. Higher education in Morocco (2010):
http://eacea.ec.europa.eu/tempus/participating_countries/reviews/morocco_review_of_higher
_educati on.pdf
[10] Ecole Nationale Supérieure d’Electricité et de Mécanique. URL :
https://www.ensem.ac.ma
16. From Personal Experiences Of Transformative Learning On Educational
Challenges And Reforms In Secondary School In China
Wei Zhang1, 2 and Tetyana Koshmanova1
1Department of Teaching, Learning, and Educational Studies, Western Michigan University,
Michigan, USA 2Human Development College of Education Kalamazoo, MI 49008, USA
ABSTRACT
Educational policy generating 21st-century skills is accelerating, but Chinese education still
employs traditional teaching such as memorizing and test-based instructional practices. The
pencil and paper tests, no matter how sophisticated, are hard-pressed to measure interpersonal,
intrapersonal skills, and the penetration of educational core values into secondary schools
internationally, which is weak. Findings show that high stakes cause teachers, school
principals, parents, and students to disincentivize deeper learning. Worse, the school principal
utilized the power and authority in leading school development and evaluated teachers'
performance based on students' test scores that force teachers to demand students to complete
the mock practices and test. Because of test-based accountability, the study suggested that
secondary school in China necessitates to abolish the "Gaokao" system instead of using a
whole-personal assessment. The school leadership needs to shift from bureaucratic
management to transformational, Junzi, and adaptive leadership. School principals advocate
parents' commitment and deliver a quality of education to secondary school students.
Therefore, future research explores how the "Gaokao" system causes inequality and impacts
21st-century skills for secondary school students' academic, emotional, and behavioral
development through a comparative mixed research design.
KEYWORDS
21st century skills, Secondary School, Educational Policy, Gaokao, China
Full Text : https://airccse.com/ije/papers/9321ije04.pdf
Volume URL : https://airccse.com/ije/current2021.html
17. REFERENCES
[1] P. Hallinger and R. H. Heck, "Conceptual and methodological issues in studying school
leadership effects as a reciprocal process," (in English), Sch. Eff. Sch. Improv., Article vol. 22,
no. 2, pp. 149- 173, Jun 2011, Art no. Pii 936417050, doi: 10.1080/09243453.2011.565777.
[2] I. Janis, M. Alias, M. Zulkipli, and F. Muhammad-Sukki, "Using Illustrations to Make
Decisions on the Most Appropriate Qualitative Research Methodology: The Industry 4.0
Scenario," Int. J. Qual. Meth., vol. 19, p. 1609406920907247, 2020, doi:
10.1177/1609406920907247.
[3] J. L. Frank, "School-Based Practices for the 21st Century: Noncognitive Factors in Student
Learning and Psychosocial Outcomes," Policy Insights from the Behavioral and Brain
Sciences, vol. 7, no. 1, pp. 44-51, 2020, doi: 10.1177/2372732219898703.
[4] C. M. Adams, J. J. Olsen, and J. K. Ware, "The School Principal and Student Learning
Capacity," Educ. Admin. Q., vol. 53, no. 4, pp. 556-584, 2017/10/01 2017, doi:
10.1177/0013161X17696556.
[5] D. Ko, A. Bal, H. I. Cakir, and H. Kim, "Expanding Transformative Agency: Learning Lab
as a Social Change Intervention for Racial Equity in School Discipline," (in English), Teach.
Coll. Rec., Article vol. 123, no. 2, p. 42, Feb 2021, Art no. 020301. [Online]. Available: [Go to
ISI]://WOS:000640574600003.
[6] W. Zhang, & Koshmanova, T., "A Comparative Study of School Principal Experiences:
Recontextualization of Best American School Principals of Using Technology in China.," In.
Gary H. Marks &. Denise Schmidt-Crawford (Eds.), Proceedings of Society for Information
Technology & Teacher Education International Conference (pp. 651-656). Online: Association
for the Advancement of Computing in Education (AACE). Retrieved April 21, 2020 from
https://www.learntechlib.org/primary/p/215808/. 2020.
[7] W. Zhang, & Koshmanova, T., "Understanding the impact of race, socioeconomic status on
student achievement for secondary school students.," International Journal of Education and
Human Development vol. 6, no. 3, p. 6, 2020.
[8] W. Zhang&, Koshmanova, T., "Building Trust: Reflections of School Principals Working
with Students, Parents, and Teachers in an Intensive Language Training Center in Beijing.,"
Journal of Higher Education Theory and Practice, vol. 6, no. 3, p. 16, 2021.
[9] W. Zhang& Koshmanova, T. , "Creating A Teacher Collaborative Practice in An
International High School in Beijing: The Role of The Principal," Edulearn20 Proceedings, Pp.
1760-1768., p. 8, 2020.
[10] H. L. Yang et al., "The origins of backward priming effects in logographic
scripts for four-character words," (in English), J. Mem. Lang., Article vol. 113,
p. 16, Aug 2020, Art no. 104107, doi: 10.1016/j.jml.2020.104107.
18. Smart Ubiquitous Learning Environments
Matthew Montebello
University of Illinois, USA
ABSTRACT
The concept of ubiquitous computing is notoriously documented and successfully applied as
society at large has blissfully accepted and heavily relies upon the pervasive and omnipresence
of the online network to wirelessly connect and seamlessly access the massive knowledge-base
and social media. On the other hand, smart environments are a complex research area that
require meticulous attention and in-depth investigation before being employed as they interact
directly with the users. When both these areas come together within an educational
environment, the necessity and exigency of ensuring safe and sound conditions escalate even
more. In this paper, we present ubiquitous learning as one of a number of elearning affordances
within a new learning model as it factors in to addresses one particular aspect of a smart
classroom. The justifications, challenges, and recommendations of embodying our
philosophical concept within a working model are also put forward in what could potentially
be the next generation model of physical classrooms.
KEYWORDS
Ambient Intelligence, e-Learning, Ubiquitous Computing.
Full Text : https://airccse.com/ije/papers/5417ije02.pdf
Volume URL : https://airccse.com/ije/current2017.html
19. REFERENCES
[1] M. Twindale, “From Ubiquitous Computing to Ubiquitous Learning,” in Ubiquitous
Learning, Champaign, Illinois, University of Illinois, 2009.
[2] S. Yahya, E. Ahmad and K. Abd Jalil, “The definition and characteristics of ubiquitous
learning: A discussion,” International Journal of Education and Development using
Information and Communication Technology (IJEDICT), vol. 6, no. 1, pp. 117-127, 2010.
[3] B. Cope and M. Kalantzis, e-Learning Ecologies, New York: Routledge, 2017.
[4] E. N. Asiimwe and S. Z. Khan, “Ubiquitous Computing in Education: A SWOT Analysis by
Students and Teachers,” in 12th World Conference on Mobile and Contextual Learning
(mLearn 2013), Qatar, 2013.
[5] S.-W. Hsieh, Y.-R. Jang, G.-J. Hwang and N.-S. Chen, “Effects of teaching and learning styles
on students’ reflection levels for ubiquitous learning,” Computers &Education, vol. 57, no. 1,
pp. 1194- 1201, 2011.
[6] L. Winer and J. Cooperstock, “The "Intelligent Classroom": changing teaching and learning
with an evolving technological environment,” Computers & Education, vol.38, pp. 253-266,
2002.
[7] R. Ramadan, H. Hagras, M. Nawito, A. Faham and B. Eldesouky, “The Intelligent Classroom:
Towards an Educational Ambient Intelligence Testbed,” in 6th International Conference on
Intelligent Enviroments, 2010.
[8] P. Santana-Mancilla, M. Echeverrie, J. Santos, J. Castellanos and A. Diaz, “Towards Smart
Education: Ambient Intelligence in the Mexican Classrooms,” Social and Behaviousal Sciences,
vol. 106, pp. 3141-3148, 2013.
[9] Y. Shi, W. Xie, G. Xu, R. Shi, E. Chen, Y. Mao and F. Liu, “The Smart Classroom: Merging
Technologies for Seamless Tele-Education,” Pervasive Computing, vol. 2, no. 2, pp. 47-55,
2003.
[10] M. Antona, G. Margetis, S. Ntoa, A. Leonidis, M. Korozi, G. Paparoulis and C. Stephanidis,
“Ambient Intelligence in the Classroom: an Augmented School Desk,” in 3rd International
Conference on Applied Human Factors and Ergonomics, Miami, 2010.
20. School Climate and Organizational Citizenship Behavior
Salome Ruguru Njagi (PhD)
Lecturer, University of Eastern Africa, Baraton P.o Box 2500-30100, Eldoret, Kenya
ABSTRACT
This study looks at some significant variables in Adventist schools in relation to organizational
citizenship behavior (OCB). The study is designed to address the problem, “To what extent
does the school climate relate to the OCB of the teachers?” The study seeks to provide a better
theoretical understanding of OCB in Adventist schools in Kenya. One of the elements that
enhance the performance of an organization is the OCB of its workers. Although OCB is
important, little is known about the factors contributing to willingness of teachers going an
extra mile in their workplace. The respondents were 170 teachers from Adventist schools in
Kenya. The teachers responded to 2 instruments along with demographic variables. Thesewere
the Organizational Climate Index and Organizational Citizenship Behavior Scale.
KEYWORDS
Organizational Citizenship Behavior, School Climate, professional teacher behavior, collegial
leadership, achievement press and institutional vulnerability.
Full Text : https://airccse.com/ije/papers/6218ije02.pdf
Volume URL : https://airccse.com/ije/current2018.html
21. REFERENCES
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[2] Bogler, R., & Somech, A. (2005). Organizational citizenship behavior in school: How does
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438. doi:10.1108/09578230510615215
[3] Caudron, S. (1995). Create an empowering environment. Personnel Journal, 74(9), 28-36.
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[5] Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating
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