Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School
Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story
The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Edification Of Multimedia Resources: Aligning Technology For Student Empowerment
Continuous Classroom Assessment At Primary Level
Impact of Computer Technology on Design And Craft Education
Improving Quality In Teaching Statistics Concepts Using Modern Visualization: The Design And Use Of The Flash Application On Pocket PCs
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
This article examines the possibilities of photography as a tool for Qualitative Research data collection, data analysis, and display. The authors argue that the new vanguard of educational technologies (ETs) further illuminates the analytical possibilities of photographic data and ETs can serve as an engaging way to interact with meaning-making related to the increasingly more visual socio-cultural context of qualitative inquiry. ETs related to creating and displaying photographs combined with engaging multimodal pedagogies can produce endless possibilities for arranging data and generating meaningful narratives.
With an increasing presence and continual adaptations related to distance learning, there is a recognized need for up to date research in the area of effectiveness of online education programs. More specifically, assessing the capacity to attain academic goals by use of asynchronous and synchronous web based tools within learning management systems (LMS) requires further evaluation. Research within this study was designed to assess student perceptions of the abilities of the various asynchronous and synchronous web-based tools to assist in the perceived attainment of academic outcomes. The mixed method study included 33 participants (n=33) enrolled in a Master of Arts in Teaching distance learning program. A post-only Likert scale survey was employed to collect quantitative data linked to perceptions of the ability of various web-based instructional tools to assist in the perceived attainment of learning outcomes. Descriptive statistics revealed preference for the live synchronous Class Time sessions, live synchronous Chat Pod messaging, and asynchronous ongoing email communication. Additionally, qualitative feedback was gathered via open-ended response and observation of twenty-one recorded Class Time sessions. The qualitative findings within this study were consistent with the research detailing the benefits of varied ongoing interactions and immediacy of feedback in the online learning setting.
Advanced multimedia techniques offer significant learning potential for students. Dale (1946, 1954, 1969) developed a Cone of Experience (CoE) which is a hierarchy of learning experiences ranging from direct participation to abstract symbolic expression. This paper updates the CoE for today’s technology and learning context, specifically focused on the use of multimedia in education. The new hierarchy, called the Multimedia Cone of Abstraction (MCoA), has fewer primary levels than the CoE but many more total levels because of multiple potentialsublevels. The purpose of the MCoA is to help instructional designers of educational content to select appropriate multimedia for each learning context.
E-learning, virtual learning and mixed reality techniques are now a global integral part of the academic and educational systems. They provide easier access to educational opportunities to a very wide spectrum of individuals to pursue their educational and qualification objectives. These modern techniques have the potentials to improve the quality of the teaching and learning process and elevate its performance to higher standards. Furthermore, e-learning in conjunction with mixed reality techniques can reduce the cost of higher education at both institutional and individual learner levels. In this paper, the focus will be on teaching-learning of applied science such as engineering. These studies demand special requirements, such as acquiring specific technical skills and practices through training. Our objective in this paper is the explanation and design of remote laboratories in mixed-reality mode. Decision making and evaluation of performance using fuzzy logic will be embedded in the proposed design.
This paper aims at providing an objective evaluation and transformation of Higher Education in the Arab World with a focus on its contribution to knowledge and human development. It argues that despite the great expansion in the number of higher education institutions and the great increase in the number of students enrolled in them, the needs and aspirations of Arab societies have not been fulfilled as the contribution of these institutions to human development and applied science and technology does not measure up to international standards. In order to improve the quality of higher education provision, outcomes, and economic feasibility, the paper provides a survey of e-learning and blended education and argues that blended education should be adopted as the backbone of higher education in the Arab World due to its excellent content, methodology, outcomes, and economic feasibility.
Research on blended learning theory and practice is growing nowadays with a focus on the development, evaluation, and quality assurance of case studies. However, the enhancement of blended learning existing models, the specification of their online parts, and the quality assurance related specifically to them have not received enough attention. This paper presents in detail an enhancement, implementation, and evaluation of a rotational blended learning model. This model was adopted by the UNISCO Avicenna Virtual University. Also, its impact on some quality assurance criteria of the rotational blended learning model was presented. This research is unique in the sense that it specifies clearly the online part of the rotational blended learning model with its impact on the main quality assurance criteria.
This paper is a review of blended learning as a catalyst of optimizing the achievement of learning objectives. Blended learning forms an attempt to apply the right learning technologies to match the right personal learning styles to transfer the right skills to the right persons at the right times. The paper is about rethinking the teaching and learning processes through reconsidering the traditional concepts of university pedagogy, student attendance patterns and methods of learning. The paper uses three questionnaires to examine the environment of educational practices at Philadelphia University-Jordan as a model of Arab universities. It outlines the pros and cons of new technological devices currently used, or are projected to be used within the coming five years from the point of view of a stratified random sample of around (%42) of the faculty at Philadelphia University. It demarcates the challenges and risks waiting ahead from using such devices, and tries to describe some future directions in the field of blended learning. The paper also delineates the structure-map of a model of the teaching process of an e-learning module. Responses to the questionnaires indicate that online courses, social networks and text messaging notification will certainly be in use in university pedagogy within five years, while mashups and sensor networks have meager opportunity to prevail. Results show that the semester university system is expected to become obsolete due to the varied lengths of modules, and that university requirements will vary. Feasibility of tailoring programs according to student preferences has low opportunity of adoption. The responses indicate a high risk of students graduating without obtaining the basic knowledge of certain subjects due to easy access to information and research. Results also reveal an increased possibility of plagiarism, and that there is no expected increase in students engaging in unacceptable behavior towards faculty as a result of using new technological devices. The paper concludes that Arab universities are still lagging in adopting blended learning due to the inadequacy of organizational readiness, unqualified faculty, high cost of module production, and the unavailability of the infrastructure needed especially in rural areas. Collaborative work among universities seems essential to achieve positive change in the modes of education based on interactivity. Recommendations at university and governmental levels are highlighted to promote the implementation of blended learning at Arab universities.