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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
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Volume 18 Issue 3 January - March 2023

Research Paper

Active Learning Improves Academic Achievement and Learning Retention in K-12 Settings: A Meta-Analysis

Özgür Tutal* , Taha Yazar**

* Child Development, Hakkari University, Turkey.

** Educational Sciences, Dicle University, Turkey.

Tutal, Ö., and Yazar, T. (2023). Active Learning Improves Academic Achievement and Learning Retention in K-12 Settings: A Meta-Analysis. i-manager's Journal on School Educational Technology, 18(3), 1-22. https://doi.org/10.26634/jsch.18.3.19288

Abstract

The meta-analysis investigates the impact of active learning on K–12 students' academic achievement and learning retention. A thorough search of published and unpublished research reveals 398 studies for academic achievement and 88 studies for learning retention. The analysis demonstrates that active learning has a significant positive impact on academic achievement (g = 1.005) and learning retention (g = 1.204) in comparison to teacher-led instruction under the random-effects model. The analysis conducted to identify publication bias suggest that the findings are not influenced by publication bias. However, there is significant variation in effect sizes across studies. Therefore, moderator analysis is conducted for eight possible moderator variables. The analysis indicate that the impact of active learning on academic achievement is moderated by domain subject, educational level, course implementer, region, and group size. Conversely, the impact of active learning on learning retention is moderated by publication type, domain subject, educational level, experimental duration, and region.

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Research Paper

Effectiveness of Layered Curriculum: A Mixed-Meta Research Synthesis

Yunus Doğan*

*-**** Gaziantep University, Turkey.

Doğan, Y., Batdi,V., Cinkara, E., & So?anci, S. (2023). Effectiveness of Layered Curriculum: A Mixed-Meta Research Synthesis. i-manager's Journal on School Educational Technology, 18(3), 23-37. https://doi.org/10.26634/jsch.18.3.19322

Abstract

The mixed-meta analysis study aims to examine the effects of the layered curriculum on students based on the studies conducted between 2006 and 2021. The statistical data gathered from a total of five studies is indexed in national databases investigating the effect of layered curriculum on achievement and attitudes, and the overall effect of the layered curriculum on achievement is found to be moderate, while its effect on attitudes is found to be very large. In the qualitative part of this mixed-meta analysis, the meta-thematic analysis method is conducted through document review and content analysis of a total of nine studies, and codes are classified under the themes of cognitive domain, attitudinal dimension, and limitations. These themes are visualized in the Maxqda program and presented in the findings section in two models. Some of the codes in the cognitive domain are increased academic achievement, permanence, repetition, peer assessment, self-evaluation, creativity, and imagination. In the dimension of attitude, codes are collaborative learning, aroused excitement, desire, and curiosity towards the lesson, increased interest, increased inclass solidarity, and student motivation towards the lesson. Limitations such as the lack of focus in the classroom because of noise, the difficulty of students with no manual dexterity, the need for detailed planning, the difficulty of creating an original product, and the lack of time are turned into a second model on their own as a theme. Suggestions regarding time management, comprehension of schedules and tasks, class size, and planning are presented to address the difficulties encountered in the studies. The current study provides insights into the effects of a layered curriculum on achievement and learning attitudes.

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Research Paper

Mobile Assisted Language Learning of Students: A Qualitative Meta-Synthesis by ENTREQ Statement

Seda Özer* , Cenk Akay**

*-** Department of Curriculum and Instruction, Mersin University, Turkey.

Özer, S., and Akay, C. (2023). Mobile Assisted Language Learning of Students: A Qualitative Meta-Synthesis by ENTREQ Statement. i-manager's Journal on School Educational Technology, 18(3), 38-49. https://doi.org/10.26634/jsch.18.3.19363

Abstract

Mobile Assisted Language Learning (MALL) is an innovative approach to language learning that utilizes mobile devices, such as smartphones and tablets, to support language learning. MALL has become increasingly popular in recent years due to the widespread availability of mobile devices and the flexibility they offer for language learning. The aim of this research is to interpret and discuss the findings of qualitative research to understand how Mobile Assisted Language Learning (MALL) in English affects language learning through a systematic research method called meta-synthesis. As a result of this meta-synthesis research, academic, convenience, social, or cultural functions, and pedagogical functions codes were reached as the functions of using MALL in the classes from the teachers' perspectives. The advantages of MALL were identified as being portable and convenient, encouraging immediate feedback and self-feedback, improving language skills, increasing learner autonomy, providing a faster way of learning, releasing the pressure associated with traditional learning, increasing motivation, boosting self-confidence, and encouraging collaboration with other learners. The disadvantages were classified as leading to being easily distracted, being prone to disruptions due to technical problems such as internet connection problems, having challenges due to poor technology literacy and insufficient functions of mobile devices such as small screen size, being unable to study without an imposed structure or schedule, involving inauthentic feedback and self-assessment, having difficulty finding a satisfactory app, and having difficulty choosing the appropriate learning content.

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A Systematic Review Study on Online Distance Teacher Education

Mazhar Bal* , Savas Pamuk**

* Department of Turkish and Social Sciences Education, Akdeniz University, Turkey.

** Department of Primary Education, Akdeniz University, Turkey.

Bal, M., and Pamuk, S. (2023). A Systematic Review Study on Online Distance Teacher Education. i-manager's Journal on School Educational Technology, 18(3), 50-61. https://doi.org/10.26634/jsch.18.3.19361

Abstract

Academic research on the use of technology and distance learning to facilitate teacher education has generated various insights and knowledge, which are the contributions of research on online distance teacher education. This research has explored topics such as teaching strategies and learners, distance education and information technologies, prospective teachers and collaboration, science, mathematics, and teacher education. The main purpose of this study is to examine the contributions of research on online distance teacher education and to conduct a bibliometric mapping analysis. Ninety-eight articles published from 1998 to 2021 were included in the Web of Science (WOS) database, which was accessed from a total of 178 publications. These articles underwent text-based mapping and bibliometric data-based analysis for the study. The results indicate that universities on the African continent have conducted more research on this topic. Van Wyk, Barquero, and Blignaut emerged as the most impactful authors in the field, while Garrison, Anderson, Darling-Hammond, Moore, and Perraton garnered the highest number of citations. The findings of this study provide guidance for those who want to conduct research in this field.

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Reflective Journals and Pre-Service Teacher Education and NEP-2020: A Critical Analysis

Padmanabha C. H.*

Institute of Education, Srinivas University, Mangalore, Karnataka, India.

Padmanabha, C. H. (2023). Reflective Journals and Pre-Service Teacher Education and NEP-2020: A Critical Analysis. i-manager's Journal on School Educational Technology, 18(3), 62-67. https://doi.org/10.26634/jsch.18.3.18998

Abstract

The present education system demands reforms and constructive planning to meet the changing needs resulting from the changing global scenario and technological evolution. National Education Policy (NEP-2020) is a commendable effort to address this need. It places the teacher at the center of the fundamental reforms of the entire system. According to NEP-2020, teacher education programs are expected to adapt to the evolving demands of school education and the global landscape. The teacher education system should engage in providing a facilitator who contributes to the overall development of students for the student community. Therefore, increasing the efficiency of the teacher is the key to meeting the challenges of the 21st century teaching and learning process in the digital scenario. Reflection is an essential aspect of the learning process. Deep reflection prompts deeper learning. Deep reflection is anticipated for pre-service teachers to become professional teachers and for lifelong learning. Reviewing existing practices in teacher education for reflective practices is significant. The use of reflective journals has been identified as an effective tool to promote reflection in pre-service teachers. Studies have been conducted to explore the benefits of the use of reflective journals and the various ways in which journals can be used and assessed in teacher education programs. The studies have identified ways and strategies for promoting reflective thinking among pre-service teachers. However, the focus of this literature review is on the issue of writing reflective journals in pre-service teacher education programs.

References

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i-manager's Journal on School Educational Technology (JSCH)

Current Issue Vol. 19 Issue 3

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Volume 18 Issue 3 January - March 2023

Active Learning Improves Academic Achievement and Learning Retention in K-12 Settings: A Meta-Analysis

Özgür Tutal* , Taha Yazar**

* Child Development, Hakkari University, Turkey. ** Educational Sciences, Dicle University, Turkey.

Tutal, Ö., and Yazar, T. (2023). Active Learning Improves Academic Achievement and Learning Retention in K-12 Settings: A Meta-Analysis. i-manager's Journal on School Educational Technology, 18(3), 1-22. https://doi.org/10.26634/jsch.18.3.19288

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Effectiveness of Layered Curriculum: A Mixed-Meta Research Synthesis

Yunus Doğan*

*-**** Gaziantep University, Turkey.

Doğan, Y., Batdi,V., Cinkara, E., & So?anci, S. (2023). Effectiveness of Layered Curriculum: A Mixed-Meta Research Synthesis. i-manager's Journal on School Educational Technology, 18(3), 23-37. https://doi.org/10.26634/jsch.18.3.19322

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Mobile Assisted Language Learning of Students: A Qualitative Meta-Synthesis by ENTREQ Statement

Seda Özer* , Cenk Akay**

*-** Department of Curriculum and Instruction, Mersin University, Turkey.

Özer, S., and Akay, C. (2023). Mobile Assisted Language Learning of Students: A Qualitative Meta-Synthesis by ENTREQ Statement. i-manager's Journal on School Educational Technology, 18(3), 38-49. https://doi.org/10.26634/jsch.18.3.19363

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A Systematic Review Study on Online Distance Teacher Education

Mazhar Bal* , Savas Pamuk**

* Department of Turkish and Social Sciences Education, Akdeniz University, Turkey. ** Department of Primary Education, Akdeniz University, Turkey.

Bal, M., and Pamuk, S. (2023). A Systematic Review Study on Online Distance Teacher Education. i-manager's Journal on School Educational Technology, 18(3), 50-61. https://doi.org/10.26634/jsch.18.3.19361

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Reflective Journals and Pre-Service Teacher Education and NEP-2020: A Critical Analysis

Padmanabha C. H.*

Institute of Education, Srinivas University, Mangalore, Karnataka, India.

Padmanabha, C. H. (2023). Reflective Journals and Pre-Service Teacher Education and NEP-2020: A Critical Analysis. i-manager's Journal on School Educational Technology, 18(3), 62-67. https://doi.org/10.26634/jsch.18.3.18998

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* Child Development, Hakkari University, Turkey.

** Educational Sciences, Dicle University, Turkey.

* Department of Turkish and Social Sciences Education, Akdeniz University, Turkey.

** Department of Primary Education, Akdeniz University, Turkey.