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
An Empirical Consideration Of The Use Of R In Actively Constructing Sampling Distributions
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
The COVID-19 global pandemic greatly impacted education systems across all age groups and grade levels. Teachers, students, parents, administration, academic advisors, and other stakeholders experienced varying levels of distress, trauma, and a multitude of academic and personal challenges. This article focuses on the positive lessons learned in higher education as a result of this tumultuous and transitional period in history. As the world gradually progresses into a post-pandemic era, it is necessary to utilize lessons learned to improve the overall educational experience for learners and teachers of all ages. At the higher education level, many implications emerged for managing crises, improving online and remote instructional management systems and teacher training, expressing flexibility to accommodate learner needs, enhancing advisement procedures to include greater course delivery options, incorporating student and faculty wellness screenings, considering socio-cultural development, and introducing needed community resources. A robust post-pandemic educational institution models and offers opportunities for regular self-care, mentoring, professional development, and constructive supervision experiences. Student and faculty needs are often most easily identified by administrators and academic advisors, because their roles inherently result in developing a vast knowledge of university resources and communicating regularly with students and nearly all campus facilities. Every academic organization, and particularly administrators, is best served by reflecting on the lessons learned during the pandemic to evaluate current practices and implement necessary improvements that result in optimizing academic advisement, student achievement, and overall satisfaction with student services.
Online learning has been growing steadily as an essential instructional mode in most higher education settings. In response to its popularity, many studies have been conducted to provide a better understanding of how learning occurs in this environment. Various frameworks and theories have been adopted to examine learning in this environment. Drawing upon the community of learner model, the present study aimed to expand the understanding of online learning, moving more toward a situative, sociocultural approach to learning from an individualistic, self-regulated approach to learning. This study examined two graduate online courses as cases to illustrate how learning as a collective process of participation in activities work in an asynchronous online learning environment. The findings of this study could help expand and deepen the discourse on how everyone learn in online learning environments, providing a new approach to examining teaching and learning in online learning environments from a more situative, sociocultural perspective.
The development of web-based technologies and mobile devices, as well as their widespread usage, create favorable conditions for cyberloafing behaviors, raising the effects of cyberloafing in educational settings. The current study, which examined the behavioral levels and reasons of cyberloafing committed by college students in lectures, as well as its relationship and interaction with academic self-efficacy, aims to reveal latent and observed relationships between cyberloafing factors through path analysis using a quantitative method. A total of 1245 college students [nfemale=713, (57.3%); nmale=532, (42.7%)] from various faculties who were instructed online via learning management systemsvolunteered to participate in the study. The findings of the path analysis of the structured model, which were assessed using the scales of cyberloafing, reasons of cyberloafing behavior levels, and levels of academic self-efficacy, were wellfit and validated. When the interactions of the factors of the verified model are examined, it is seen that Real-Time Updating is affected by Sharing and Gaming or Gambling, and Instructor-Induced Reasons affected by Motivation. Additionally, Motivation and Instructor-Induced Reasons are affected by Accessing Online Content; Learner Attitudes affected by Shopping, Sharing, and Real-Time Updating; and Real-Time Updating affected by Learner Attitudes, Motivation, Instructor-Induced Reasons, Sharing, and Gaming or Gambling factors. Furthermore, while Academic Self- Efficacy Factor is affected by Motivation and Gaming or Gambling factors, Real-Time Updating affects Learner Attitudes. The current study's findings reveal the reasons of the occurrence of cyberloafing behaviors in computer-based learning settings and the significance of academic self-efficacy.
Given the array of generations in the workplace and the variety of learning theories and technological exposure across those generations, many instructional design professionals argue that training should be tailored to these differences. We were skeptical of this assertion and sought to explore evidence for improved effectiveness in tailoring training based on generational differences. Through a review of literature, we explored the variables creating differences across generations, including learning preferences, teaching methods, learning theories, technology, and motivation. We considered the impact of teaching methodologies during learners' formative years on their preferences for learning as adults. We found a lack of substantive evidence that generational differences supported the assertion that adapted training was necessary. The conclusion is that, while it is always important to conduct an audience analysis and to be familiar with the needs of learners for learning events, tailoring training specifically based on generation does not justify the investment of time and resources to improve the effectiveness of training.
Cyberspace-related risks have increased massively due to the absence of awareness and self-resistance among Internet users to safeguard themselves. One of the vital measures to cultivate knowledge and understanding is the holistic intervention of cyber safety and security programs. Creating awareness through cyber safety and security initiatives is such a great way to address the issue in detail. It ultimately strengthens the discourse about online safety. There are a large number of awareness initiatives available worldwide that meet the requirements of the online community. This paper tries to highlight such initiatives in India to promote awareness about cyber safety and security.
