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


Volume 14 Issue 2 July - September 2017

Article

Establishing Positive Culture and Climate in the Online Classroom: Pathways for Instructors

Gina Cicco*
Professor, Counselor Education, St. John's University, New York, USA
Cicco, G. (2017). Establishing Positive Culture and Climate in the Online Classroom: Pathways for Instructors. i-manager’s Journal of Educational Technology, 14(2), 1-5. https://doi.org/10.26634/jet.14.2.13713

Abstract

This article will discuss the importance of conscientious and purposeful establishment of positive culture and climate within online courses, particularly those offered within higher education and graduate programs. School culture and climate have been linked to student and faculty performance, satisfaction, efficacy, and overall learning and teaching experiences (Cicco, 2015; Gruenert and Whitaker, 2015). The online course instructor plays a key role in laying a strong foundation for the formation of positive relationships, effective instructional strategies, fair assessment practices, and consistent communication patterns within the virtual classroom, ultimately impacting the development of both culture and climate. Students' feelings of safety and trust in their ability to seek and receive help in difficult situations have also been tied to culture and climate (Cicco, 2015; Negis-Isik and Gursel, 2013). While organizational culture and climate are valuable indicators of academic success, these constructs are also evident and measurable within an individual classroom, whether offered in face-to-face, hybrid, or fully online format. This article will discuss culture and climate within the context of the online classroom. Pathways for creating optimal faculty-student relationships, healthy, and consistent student engagement and interaction, and developing best practices for online courses will be addressed with the aim of assisting instructors in the effort to establish positive culture and climate.

Research Paper

Using Virtual Tools to Support Collaborative Learning in Design Education

Tom Page* , Gisli Thorsteinsson**
* Senior Lecturer, Loughborough Design School, United Kingdom.
** Professor, Department of Design and Craft Education, Iceland University of Education, Iceland
Page, T., and Thorsteinsson, G. (2017). Using Virtual Tools to Support Collaborative Learning in Design Education. i-manager’s Journal of Educational Technology, 14(2), 6-19. https://doi.org/10.26634/jet.14.2.13714

Abstract

An increasingly popular topic of discussion relating to higher education learning methodology is online learning, particularly online collaborative learning (Resta and Laferrière, 2007). With the emergence of 'Web 2.0' there are currently a multitude of CSCW (Computer-Supported Cooperative Work) tools available which facilitate such work strategies. There is however dispute surrounding the effectiveness of such methods and the level of adoption by the student population. One particular field in which group working and group based projects feature extensively is the design industry. It could be expected therefore that undergraduate design students in particular, being considered 'digital natives', would be utilising the available online collaborative work tools to their full potential. Whilst it is safe to assume that some level of online collaborative working takes place within the course of these assignments it is currently unclear to what extent these tools are utilised or what forms these tools take. Through the evaluation of data obtained from undergraduate design students at Loughborough University on the level of uptake of online collaborative work tools within the context of group projects and assignments, the aim of this paper is to provide suggestions for possible ways to improve the adoption of online collaborative work tools within undergraduate design education.

Research Paper

Electro-Dermal Activity (EDA) and Sensors: An Emerging Technology for Educational Research

Charles Baukal* , Jon Martens**, Lynna J. Ausburn***, Robert Dionne****, Ina Agnew*****
* Director, John Zink Institute, Oklahoma, USA.
** Instructor, Department of Adult Education and Safety Sciences, University of Central Oklahoma, Oklahoma, USA
*** Professor, Workforce and Adult Education, College of Education, Health, and Aviation, Oklahoma State University, Oklahoma, USA.
**** Assistant Professor, Aviation in the College of Professional and Continuing Studies, University of Oklahoma, Oklahoma, USA.
***** Vice President, Student Services, Oklahoma State University Institute of Technology, Oklahoma, USA.
Baukal, C.E., Martens, J.B., Ausburn, L.J.,Dionne,R., and Agnew, I. (2017). Electro-Dermal Activity (EDA) and Sensors: An Emerging Technology for Educational Research. i-manager’s Journal of Educational Technology, 14(2), 20-33. https://doi.org/10.26634/jet.14.2.13716

Abstract

This paper presents a comprehensive review and a specific example implementation of a minimally invasive technique that can be used to make quantitative measurements of a subject's Electro-Dermal Activity (EDA) in educational technology studies. The Q sensor is a low-cost wireless sensor that can be worn on the wrist to measure a subject's response to various stimuli in both laboratory and natural education research settings. The example application shown here is from a study on presence while viewing two different screen sizes used in a Virtual Reality (VR) system. It is recommended that EDA data be used in conjunction with other data, such as from other types of sensors and from qualitative instruments such as surveys, because human EDA response to a given environment and stimuli is not always consistent. EDA sensors show great promise as an effective tool that can be used in educational technology research.

Research Paper

Students' Evaluation on Teachers' Performance

Misbah Zafar* , Lubna Ghazal**, Yasmin Nadeem Parpio***, Munira Amirali****
* Director Academic Nursing, Saida Waheed FMH College of Nursing, Pakistan.
** Assistant Professor, Aga Khan University, Karachi, Pakistan.
*** Associate Professor, Aga Khan University, Karachi, Pakistan
**** Assistant Professor, Aga Khan University Institute for Educational Development, Pakistan
Zafar, M., Ghazal, L ., Parpio, Y.N., Amirali, M. (2017). Students' Evaluation on Teachers' Performance. i-manager’s Journal of Educational Technology, 14(2), 34-48. https://doi.org/10.26634/jet.14.2.13715

Abstract

The study provides an insight into teachers' perceptions regarding students' evaluation about their performance in their respective courses and on supervised clinical practice. A Qualitative, descriptive exploratory design was used to answer the research question: What are faculty's perceptions regarding students' evaluation of their performance and teaching courses? A convenience sample of 12 Nursing faculty-7 from University A and 5 from University B was selected. Data were collected through faculty interview till data saturation was achieved. Data was analyzed and then categorized to evaluate the comparisons and variations. The findings of the study revealed three main categories and six related sub categories. The study emerged as 'faculty perception related to student evaluation' and the related three categories were: (i) factors influencing on faculty performance, (ii) contextual factors, (iii) and faculty's alternate practices. The study focused on the perception of nursing faculty in relation to their performance and course evaluations. The findings of the study revealed that participants acknowledge students' evaluation, and tried to modify their teaching strategies as per their suggestions for their personal and professional development. The participants also expressed concerns about the timeliness of the received evaluation; i.e. its giving (by students) and receiving (by faculty members) on time. The faculty perception of student evaluation on their performance and courses was not homogenous due to diverse factors; these were: motivation, demotivation, contextual factors, and alternate practices used by members of faculty to get student evaluation.

Case Study

Novel Methodologies to Improve the Career of Engineering Students

Ch. Venkateswara Rao* , N. Sirisha**, Ch. Ramya***
* Professor, Department of Electrical and Electronics Engineering, Bharat Institute of Engineering and Technology, Mangalpally, Hyderabad, Telangana, India..
** Assistant Professor, Department of Electrical and Electronics Engineering, Chaitanya Institute of Science and Technology, Andhra Pradesh, India.
*** M.Tech Student, Swarnandhra College of Engineering and Technology, Andhra Pradesh, India.
Rao, CH,V., Sirisha,N., and Ramya, CH. (2017). Novel Methodologies to Improve the Career of Engineering Students. i-manager’s Journal of Educational Technology, 14(2), 49-59. https://doi.org/10.26634/jet.14.2.13717

Abstract

It is a well known fact that present day economies are governed by globalization, privatization, and liberalization. Technical education plays an important role in the spectrum of human resource development, and assists us in improving academic standards and qualities of student education which in turn lead towards improvement of the standard of the country. The planners accorded high priority for this sector by realizing its importance [4]. This paper deals with engineering education in private sector under present and future scenario. There is tremendous demand for technical education in engineering which results in isomorphic growth in private organizations or engineering colleges. The advent of FDI and world class campuses in India, twinning programs and faculty exchange programs, promises lucrative prospectus in the future of engineering education. With the initiatives, there are some challenges which are to be faced with difficult situation. The paper tries to elaborate on the challenges and discuss some of the problems with solutions. A case study was also conducted, with both a pre-test and post-test (n=700). The pre-test showed 43% to 54% improvement. And the post-test showed results of 52% to 91%, resulting in marked improvement in knowledge gain.