i-manager's Journal of Educational Technology (JET)


Volume 13 Issue 2 July - September 2016

Article

Online Education to Improve Workforce Skills: The Experience in the United States

Robert W. Robertson* , Carlos Tasso E. De Aquino**
* Professor, College of Business, Columbia Southern University, Orange Beach, Alabama, USA.
** Senior Executive Director, Center of Excellence in Diversity and Inclusion, Argosy University, Tampa, Florida, USA
Robertson, R. W., and Aquino, C.T.E. (2016). Online Education to Improve Workforce Skills: The Experience in the United States. i-manager’s Journal of Educational Technology, 13(2), 1-6. https://doi.org/10.26634/jet.13.2.8158

Abstract

The forces of globalization and technological advances are driving a need for skilled workers. In many countries, there is a “skill gap” that must be acknowledged. Individuals must increasingly embrace lifelong learning to remain competitive in turbulent times. This paper provides an introduction to the skill’s gap issue. In addition, the paper assesses the need for skilled workers in the United States. In many instances, this need for skilled workers is being addressed by using online technology and training.

Article

Efficient E-Learning by Dint of Cognitive Abilities

Amudha Asaph* , B. William Dharma Raja**
* Research Scholar, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamilnadu, India.
** Head, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamilnadu, India.
Asaph, A., and Raja,B. W. D. (2016). Efficient E-Learning by Dint of Cognitive Abilities. i-manager’s Journal of Educational Technology, 13(2), 7-10. https://doi.org/10.26634/jet.13.2.8159

Abstract

The purpose of this article is to portray the effective ways of utilizing cognitive abilities for efficient e-learning. In the present scenario, globalization and advancements in technology have driven changes in the sphere of social, technological, economic environment and political landscapes at a rapid rate. E-learning is, one among the new technologies, which has become an important aspect of learning for all ages where, learning done over an electronic platform, allows the learner to learn almost anytime from anywhere. Cognitive abilities, the brain based skills allow to perform simple and complex tasks. Cognitive abilities categorized into lower order cognitive abilities include perception, attention and memory and higher order cognitive abilities include problem solving, decision making critical thinking, etc. Cognitive abilities enhance e-learning and vice-versa.

Research Paper

E-Learning in Higher Education: Focus Groups and Survey among Students in Central Europe

Marko Tuševljak* , Lucija Majcen**, Lara Mervar***, Taisiya Stepankina****, Barbara Cater*****
*-**** Graduate, Faculty of Economics, University of Ljubljana, Ljubljana, Slovenia.
***** Associate Professor of Marketing, Faculty of Economics, University of Ljubljana, Ljubljana, Slovenia.
Tuševljak,M., Majcen, L., Mervar, L., Stepankina,T., and Cater, B. (2016). E-Learning in Higher Education: Focus Groups and Survey among Students in Central Europe. i-manager’s Journal of Educational Technology, 13(2), 11-20. https://doi.org/10.26634/jet.13.2.8160

Abstract

Despite a great deal of time and energy went into digitalisation of the world around us, education has been lagging behind. A question therefore arises to what extent higher education institutions should introduce e-learning as part of their programmes. The purpose of this study is to add to the body of knowledge on e-learning by examining perceptions and intentions of students regarding e-learning. There are two broader research objectives pursued in order to achieve the purpose. The first objective is to identify students' knowledge and perception of e-learning, along with their attitudes and experience with it. The second research objective is to assess readiness of students to engage in e-learning and determine their willingness to pay for it. This study uses mixed method research design. First, results of two focus groups are reported, followed by results of survey on 104 respondents in a country of Central Europe. Results show that, students are in general positively inclined towards e-learning and would be willing to take online courses. However, there are still some reservations connected to it and the preference is towards the blended format. In spite of e-learning's European roots, the majority of students do not want the full integration of Information Technology into the study process, meaning that the traditional learning methods combined with IT are preferred.

Research Paper

Supporting Experienced Faculty on Videoconferencing Pedagogy through Videoconferencing Mediated Mentoring

Jillian Ardley* , Jale Aldemir**
* Instructional Program Manager, Communication Division, Florida State College, Jacksonville, Florida, USA.
** Assistant Professor, Early Childhood Education, University of North Carolina Wilmington, Wilmington, North Carolina, USA.
Ardley,J., and Aldemir, J. (2016). Supporting Experienced Faculty on Videoconferencing Pedagogy through Videoconferencing Mediated Mentoring. i-manager’s Journal of Educational Technology, 13(2), 21-29. https://doi.org/10.26634/jet.13.2.8161

Abstract

Faculty mentoring in higher education aims to scaffold mentee to adjust to the new work setting, build social relations with others, and improve instructional skills in the same physical environment. However, this process could be problematic in institutions serving in satellite campuses with geographically spread faculty body. The purpose of the current study is to educate experienced faculty on telecasted pedagogy by utilizing Videoconferencing Mediated Mentoring (VMM) model. Three full-time and one adjunct faculty participated in the study at a Southeastern North Carolina University. Data was collected through mentor's and mentees' weekly logs, and interview with mentees. Integrity of quality instruction, instructional transformation, multiplicity, establishing new collaborations and alliances, and advocacy were emerging themes from the data.

Research Paper

Factors Affecting Participation of Preservice Teachers in E-Democracy

Serkan Sendag* , Sacip Toker**
* Associate Professor, Computer Education and Instructional Technology, School of Education, Mersin University, Mersin, Turkey.
** Ph.D holder, Instructional Technology, Department of Administrative and Organizational Studies, College of Education, Wayne State University, Detroit, Michigan, USA.
Sendag,S., and Toker, S. (2016). Factors Affecting Participation of Preservice Teachers in E-Democracy. i-manager’s Journal of Educational Technology, 13(2), 30-46. https://doi.org/10.26634/jet.13.2.8162

Abstract

This study aimed to reveal the factors associated with the participation of preservice teachers in e-democracy. It was designed as a correlational study and 1,519 preservice teachers from a teacher preparation program in Turkey participated in it by completing a 54-item questionnaire. As a result, three major factors for involvement in e-democracy emerged: knowledge and environment, ethics, and anxiety. In addition, two types of participation were revealed: anonymous and onymous. The results of the study showed that anonymous participation correlates positively with Political Knowledge, and negatively with Current State of Politics and Digital Integrity. Those who have mobile technologies with internet connection are more likely to participate anonymously in e-democracy. On the other hand, Onymous participation, correlates positively with Fear of Self-expression, and negatively with Political Knowledge and Digital Citizenship. Males were shown to be more prone to both types of participation than females. Internet usage frequency was a common variable triggering both types of participation. The paper ends with recommendations for further research.

Review Paper

Andragogical Teaching Methods to Enhance Nontraditional Student Classroom Engagement

Pamela Allen* , Paul Withey**, Deb Lawton***, Carlos Tasso E. De Aquino****
* Research Affiliate, Center for Workplace Diversity Research, School of Advanced Studies, University of Phoenix, Arizona, USA.
** Research Affiliate, Center for Workplace Diversity Research, School of Advanced Studies, University of Phoenix, Arizona, USA.
*** Research Affiliate, Center for Workplace Diversity Research, School of Advanced Studies, University of Phoenix, Arizona, USA.
**** Senior Executive Director, Center for Excellence in Diversity and Inclusion, Argosy University Tampa & Sarasota, Florida, USA.
Allen, P., Withey, P., Lawton, D., and Aquino, C.T.E.De. (2016). Andragogical Teaching Methods to Enhance Nontraditional Student Classroom Engagement. i-manager’s Journal of Educational Technology, 13(2), 47-59. https://doi.org/10.26634/jet.13.2.8163

Abstract

The aim of this study was to provide a reflection of current trends in higher education, identify some of the changes in student behavior, and potential identification of non-traditional classroom facilitation with the purpose of strengthening active learning and use of technology in the classroom. Non-traditional teaching is emerging in the form of blended classrooms, flipped classrooms, active learning, and team based learning. Incorporation of classroom technology, includes interactive tutorials, eBooks, Toolwire simulations, and embedding media into course content. The result of the study identified the potential paradigm shift that supports the proposal of new Non-Traditional Adult Teaching Models to help faculty in post-secondary education demonstrate diverse methods of teaching from the perspective of andragogy.