Turkish Adaptation of Motivation Scale for Instructional Podcast Material
Examining Teachers' Views on the use of Artificial Intelligence (AI) in Education
Students' Perceptions towards Mobile Learning and its Influence on Students' Learning Achievement
Effectiveness of Blended Learning Approach in Learning Chemistry at the Tertiary Level
How can Universities & Colleges Stand High in World Ranking?
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Factors Affecting the Academic Performance of College Students
Social Learning Theory in the Age of Social Media: Implications for Educational Practitioners
The Relationship between Smartphone use and Academic Performance in a Sample of Tertiary Students in Singapore: A Cross-Sectional Study
Adopting Free and Open Source Software(FOSS) in Education
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 challenges experienced in measurement and evaluation during the distance education process among student and instructor groups are discussed in the study. A qualitative meta-synthesis method is used in this research. Twenty studies were included in the meta-synthesis. The challenges experienced by the instructors are program utilization, technological inadequacies, a lack of in-service seminars, online exam diversity, inconsistency between what is measured and what is intended to be measured, interference of other features with the measurement, unsuitability of the measurement tools, academic dishonesty, lack of control over online exam diversity, preparation and grading challenges, infrastructural issues, and a lack or latency of feedback. Challenges experienced by learners include alienation to the electronic environment, language, technological inadequacies, lack of materials, validity-reliability issues, application difficulty, lack of guidance in exams, infrastructural issues, network problems, lack of interest and motivation, anxiety about online exams, and avoidance and resistance to self-disclosure in virtual environments.
The ubiquitous nature of smartphones has led to the emergence of addictive behaviors and new psychosocial disorders, almost overtaking the merits they provide. Within the relevant literature, the misuse of smartphones is purported to turn into a strong addiction, thus culminating in hopelessness and a reduction in life satisfaction. Another widespread behavioral disorder related to the misuse of smartphones is cyberloafing, which is reported to cause labor loss at the workplace and undesired consequences in learning settings. While research on the effects of inappropriate use of social media and mobile devices is ever-evolving, with a plethora of studies published every year, the need for more studies on the correlations of negative consequences related to the misuse of smartphones is still warranted. To this end, the present research attempted to identify undergraduate students' levels of smartphone addiction, life satisfaction, hopelessness, cyberloafing, and academic achievement. The study further aimed to scrutinize the correlations between these variables with structural equation modeling. The sample of this casual-correlational study consists of 261 students receiving education at a state university in the southeastern part of Turkey. The results of the study suggest that higher cyberloafing leads to higher hopelessness but not to lower life satisfaction, and higher hopelessness leads to lower life satisfaction. While higher smartphone addiction leads to lower achievement and higher cyberloafing, it does not lead to higher hopelessness and lower life satisfaction. The findings of the study provide insights into understanding the behavioral impacts of smartphone addiction.
All in-class teaching in the Republic of Trinidad and Tobago, West Indies was suspended on Friday, 13th March 2020, because of the COVID-19 global health crisis. These restrictions remained for the commencement of the new academic year 2020-2021, which began in September 2020, thus jeopardizing the delivery of course content at the University of the West Indies, St. Augustine campus using the traditional in-class methodology. This paper presents an effective methodology for teaching and assessing laboratory-intensive courses during COVID-19 school restrictions. A mandatory level-two laboratory course of the Department of Electrical and Computer Engineering at the UWI was utilized as the basis of this study, which aimed at demonstrating that the methodology prevented student performance from degrading below what was experienced in the past five academic years. Feedback questionnaires were also administered to students, highlighting the key benefits they gained.
As the world rapidly changes and develops, students are finding it increasingly difficult to achieve their goals. In this era where traditional education methods are being scrutinized for their impact on academic success, educators are exploring various teaching techniques to improve academic outcomes. The Six Thinking Hats Technique (STHT) is one of the teaching techniques. The study aims to examine the effects of STHT applications on the academic achievement of students through mixed-meta method. Meta-analysis is used for this purpose, which provides the analysis of quantitative data, and meta-thematic analysis, which provides the analysis of qualitative data, within the framework of the mixedmeta method. Quantitative data within the scope of meta-analysis were analyzed with the CMA and MetaWin programs. As a result of the analysis, the effect size was found to be g=1.071, which means a large degree of effect. This finding indicates that STHT applications have a significant positive effect on academic achievement. In the meta-thematic analysis process, the data were analyzed through the Maxqda program, and various codes were created in the context of the positive aspects of STHT. Several codes were identified, including the improvement of expressive skills, the acquisition of speaking skills while following social etiquette, the ability to articulate emotions, thoughts, dreams, impressions, and experiences, the opportunity to utilize debate and other discussion techniques, and the enhancement of communication abilities.
The influence of 4th generation broadband cellular network technology on education is explored in this paper. With the widespread use of smartphones and tablets, students are increasingly using mobile devices to access learning resources, communicate with peers, and complete assignments. The advent of 4G technology has had a revolutionary impact on undergraduate education, transforming the way students access information and interact with course materials. With 4G, students can now quickly and easily access online resources, download and stream multimedia content, collaborate with classmates in real-time, and participate in remote learning. This technology has had a profound influence on the way education is managed today, providing faster and more efficient access to educational resources and a personalized learning experience while streamlining administrative processes and assisting teachers in instruction. 4G technology has completely revolutionized the way education is thought of and experienced, creating an open environment, interactivity, and increasingly specialized training for students and professionals alike.
