TRANSFORMING EDUCATION: NAVIGATING THE AVENUES OF HYBRID LEARNING FOR ENGAGING AND CUSTOMIZED TEACHING-LEARNING EXPERIENCES
Best practices that at a faculty should adopt An experiential teaching approach
Realizing Inclusivity in Schools.
Investigating the Effect of Instruction Designed According to the ARCS Model Enriched with Web 2.0 Tools on Students' Mathematics Achievement and Motivation
Lack of Visualization of Virtual Platforms
A Study Of Health Education And Its Needs For Elementary School Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Time Management and Academic Achievement of Higher Secondary Students
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Locus of Control in School Students and its Relationship with Academic Achievement
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
A significant role in educational assessment is played by measuring behavioural changes based on clearly specified educational objectives and meaningfully interpreting the results. One of the most significant strategies for evaluating a student's learning performance in the classroom is formative assessment. Formative assessment systems concurrently improve the science and art of teaching and learning. Teachers can help the students grow as students by actively hopeful them to self-assess their skills, test their knowledge retention, giving clear commands and providing the necessary feedback to put them on track. This paper aims to demonstrate the various Formative Assessment Tools for Effective Classroom. The conclusions derived from the teaching fields are then merged to produce an incorporated summing with clear implications for effective didactic academic performance. The assessment of students by the teachers has a powerful direct impact on their learning performance, which may be positive and thus be worthy of very attractive and fruitful learning.
In this study, the size of the effect of the drama method on skills was analyzed with meta-analysis and the meta-synthesis method. A literature review was conducted on national studies. Postgraduate thesis, doctoral thesis and articles written between 1990-2020 were scanned in Turkish and English from national and international databases to include with the meta-analysis method. After a literature review, it was found that 34 studies conducted at the national level met the inclusion criteria. The Comprehensive Meta-Analysis v2.0 (CMA) Statistical Package Program was used in data analysis, MetaWin program was preferred to calculate the normality distrubition graphs. The Cohen's d effect level was calculated separately for each study, and then general effect levels and significance values were found. The classification of Cohen et al. (2007) was used to evaluate the effect size. According to the data obtained from the analysis, it was concluded that the drama method had a moderate (Cohen's d=0.950) effect on skills. No publication bias was found according to the Funnel plot, Rosenthal Safe N, Duval, and Tweedie test results in the studies included in the analysis analyzed. The publication year, publication type, education level, number of samples, geographical region, application week, application hour, and subject area that might have an effect on the effect size were determined and analyzed as moderator variables. It was concluded that the size of the effect of the drama method on skills differed according to the application week, application hour, and subject area moderators, and that it does not change according to the publication year, publication type, education level, number of samples, and geographical region moderators. In the meta-synthesis data, it was determined that drama give students a many skills, especially speaking, writing, and communication skills. In addition, it can be said that the data obtained from both meta-analysis and metasynthesis are compatible with and support each other. The results of the study show that the drama method is effective at enhancing the skills at the basic education level and suggested for the teachers and researchers to use this method in gaining and developing skills.
The COVID-19 pandemic has caused unforgiving disruptions in public education all over the world and brought about coercions of fragmentation in society. In Bhutan too, the continuity of education and learning has been greatly affected as a result of the closure of schools and the imposition of public restrictions and health protocols following the COVID-19 pandemic. E-learning was adopted hurriedly in the country to provide continuous education amid the pandemic lockdown. Therefore, to foresee the acceptance and applicability of e-learning in Bhutanese classrooms, this study focused on examining high school students' attitudes towards e-learning and their preference between classroom learning and online learning. Adopting the simple random sampling technique, 101 high school students who were exposed to e-learning for almost two years were selected as study samples. A purposive sampling technique with preceding information relevant to the study was used to select the sample school. A mixed methods approach was adopted to assemble the data. Grounded theory coding systems, descriptive and inferential statistics were used to analyze the data. The result of the quantitative data revealed that more than fifty percent of the student participants showed a positive attitude towards e-learning. It was revealed that not only perceived usefulness and perceived ease of use influenced the students' favorable attitude towards e-learning but also accessibility to ICT gadgets in their daily lives incurred a positive impact on it. On the contrary, the lack of in-person interaction, the tediousness of prolonged online lessons, and distraction by the play apps were some of the aspects that contributed to having an unfavorable attitude towards e-learning. The result from qualitative data revealed that most of the students preferred classroom learning over online learning based on different motives like classroom learning being more reliable, has in-person interactions, and their prolonged exposure to the classroom approach, which is more realistic. The findings from the study can be handy for curriculum developers, school administrators, and educators while making decisions on the adoption of e-learning.
The world is moving forward with the massive use of modern technological amenities in every sphere of life, including the education sector. During the COVID-19 pandemic situation, the use of modern technologies in education has increased, most of which are based on social media. So, this study is aimed at assessing the overall effect of social media on students' learning at the selected government college. Mixed research method has been used in this study, whereby a convergent design is used for collecting and analyzing quantitative and qualitative data. It is found that respondents and interviewees, students and teachers, use social media for learning purposes. The effect, perception of the role, negative effect, and teachers' perception of using social media were mostly positive in this study, especially in the COVID-19 pandemic situation. Overall effect, perception about the role and negative effect has no correlation with the number of social media used and time spent on social media. However, some respondents and 3 interviewees think there are some drawbacks of using social media.
The pandemic caused a vital change in all human beings' lives through income, job, society, and education. The aim of this study is to learn the teachers' outstanding performance in online classes during a pandemic situation. There are numerous studies pertaining to students, but none pertaining to teachers. According to the census, some business people earned more money in the pandemic period. In the medical field, doctors, nurses, and other workers did their best throughout the pandemic period. The teachers struggled a lot because of the online classes. Many teachers working in private sectors suffered a lot without reasonable salaries or no salary. In this study, the investigators aimed to study the teachers' performance regarding online classes during the pandemic period. In everyone's life, there exists an individual difference in all the aspects. The study also shows the acceptance of new methodologies, new situations, and new modes among the teaching community. The findings show that there is no significant difference between male teachers' outstanding performance and female teachers' outstanding performance in their online classes during the pandemic situation. In addition, there is no significant difference among teachers' outstanding performances in their online classes during a pandemic situation with regard to their years of experience. The investigator selects a sample of 19 teachers from the whole population. The investigators used the Teachers' Outstanding Performance Scale to collect the data. From this study, the investigators suggest teachers and professors give outstanding performances in their classes. It provides job satisfaction to them. No background variables can affect the achievement of the learners. Automatically, the outstanding performance leads the teachers and professors to the next mile in their academic process. There is no limitation on the welfare of the student's progress. Moreover, the qualities such as motivating, teaching, student's observation, student's feedback, and the results of the learner increase abundantly among the teachers. Thus, the present study on teachers' outstanding performance in online classes during a pandemic situation helps to take the teachers and professors to their extreme levels of best.
