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Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
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Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
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The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study

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Volume 20 Issue 2 July - September 2023

Article

Flipped Mastery: Customizing Education for Every Student's Journey

Raja Kumar S.*

Thiagarajar College of Preceptors (Govt. Aided), Madurai, Tamil Nadu, India.

Kumar, S. R. (2023). Flipped Mastery: Customizing Education for Every Student's Journey. i-manager’s Journal of Educational Technology, 20(2), 1-7. https://doi.org/10.26634/jet.20.2.19846

Abstract

This paper explores the concept of Flipped Mastery as an innovative approach to education that allows for the customization of learning experiences to meet each student's unique needs and preferences. To create a studentcentered and personalised educational environment, Flipped Mastery blends the ideas of flipped learning with masterybased learning. Flipped Mastery encourages students to develop at their own speed by harnessing technology, individualised education, and continual formative assessments. This ensures better knowledge of subjects and fosters a passion for lifetime learning. The purpose of this article is to offer an overview of the Flipped Mastery model, emphasise its merits, and present data from relevant studies and research.

References

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Research Paper

The Effects of Context-Based Learning on Students' Attitudes towards Course and Motivation: A Review Based on Meta-Analysis

Özgür Tutal*

Child Development, Hakkari University, Hakkari, Turkey.

Tutal, Ö. (2023). The Effects of Context-Based Learning on Students' Attitudes towards Course and Motivation: A Review Based on Meta-Analysis. i-manager’s Journal of Educational Technology, 20(2), 8-24. https://doi.org/10.26634/jet.20.2.19878

Abstract

Context-based learning is an instructional approach that prioritizes the use of real-world contexts and authentic situations to create meaningful learning experiences for students. Numerous individual studies conducted in Turkey have explored the impact of context-based learning on students' attitudes towards the course and motivation, which are essential aspects of learning outcomes. However, these individual studies reported varying effect sizes concerning the effectiveness of context-based learning. To provide a comprehensive understanding of the overall impact, this review aimed to conduct a meta-analysis, analyzing the results of experimental and quasi-experimental studies on the effect of context-based learning on students' attitudes towards the course and motivation. From the 176 studies initially identified through a literature search, 17 studies meeting the inclusion criteria were coded and analyzed for attitudes towards the course and ten studies for motivation variables. The results of the meta-analysis indicated a moderate overall effect size for the effectiveness of context-based learning on students' attitudes towards the course (g = 0.549) and a modest overall effect size for motivation (g = 0.450). These effect sizes are noteworthy in educational research, suggesting that context-based learning is more effective in enhancing students' attitudes towards the course and motivation compared to traditional education processes. The findings of this meta-analysis underscore the significance of incorporating context-based learning strategies into educational practices. By integrating real-world contexts into the learning process, educators can foster more meaningful and engaging learning experiences, leading to improved attitudes and motivation among students.

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Research Paper

The Effect of Student-Centered Practices on Academic Achievement in Life Science Course: A Meta-Analysis Study

Esat Yildirim*

Department of Elementary Education, Kilis 7 Aralik University, Kilis, Turkey.

Yildirim, E. (2023). The Effect of Student-Centered Practices on Academic Achievement in Life Science Course: A Meta-Analysis Study. i-manager’s Journal of Educational Technology, 20(2), 25-37. https://doi.org/10.26634/jet.20.2.20015

Abstract

The aim of this study was to determine the effect of student-centered practices in a life science course at the national level. In line with this purpose, searches were conducted in the identified databases. This meta-analysis study employed 39 experimental studies (48 comparison data sets). Upon completing the analysis, it was observed that the studies exhibited heterogeneity. Therefore, a random effects model was employed. Hedge's g effect size was calculated for each dataset, and overall effect levels and significance values were examined. Cohen's (1988) classification was used to interpret the effect size. Data related to the studies included in the meta-analysis were entered into the Comprehensive Meta-Analysis (CMA) software program and analyzed. According to the results of the Funnel plot, Rosenthal Safe N, Duval and Tweedie tests, no publication bias was found in the analyzed studies. Additionally, the type of publication, grade level, week of implementation, and geographical region where the studies took place were analyzed as moderator variables that might affect the effect size. The analysis revealed that student-centered practices in the life science course had a large effect (Hedge's g=0.911). Furthermore, the effect size varied based on publication type, grade level, and geographical region but not on the implementation week. Consequently, student-centered practices and activities are recommended to enhance student achievement in the life science course.

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Research Paper

Attitude of Undergraduate Students towards E-Learning

Ranjit Kumar Behera* , Manas Kumar Seth**

* Ladwa College of Education, Haryana, India.

** Indira College of Education, Markapur, India.

Behera, R. K., and Seth, M. K. (2023). Attitude of Undergraduate Students towards E-Learning. i-manager’s Journal of Educational Technology, 20(2), 38-45. https://doi.org/10.26634/jet.20.2.20049

Abstract

One of the unique contributions of technology in the field of Education is E-learning. The easy accessibility, flexible learning environment, and cost-effectiveness have made e-learning popular among students. Despite its many benefits, several problems have been faced by students, such as a lack of technical knowledge, computer experience, and internet resources, which may decrease their interest in accessing e-learning. In this study, an attempt has been made to examine the attitude of undergraduate students towards e-learning in relation to gender and academic streams. For this, 120 samples were selected from two different colleges using stratified purposive sampling. The Attitude towards elearning scale developed by Dimpal Rani (2015) was adopted to collect data from the samples. Although the results of descriptive analysis revealed a diverse range of attitudes towards e-learning, the maximum number of students (30%) had a highly unfavorable attitude. The results of the variation analysis explained that there was no significant difference between boys and girls towards e-learning. It was also found that there was no significant difference among the attitudes of Arts, Commerce, and Science students towards e-learning.

References

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Case Study

Pandemic Aftermath in Higher Education: Case Study on Campus Closure

Gina Cicco*

Department of Counselor Education, St. John's University, New York.

Cicco, G. (2023). Pandemic Aftermath in Higher Education: Case Study on Campus Closure. i-manager’s Journal of Educational Technology, 20(2), 46-53. https://doi.org/10.26634/jet.20.2.19927

Abstract

The COVID-19 pandemic placed economic strain on numerous institutions, and these financial losses were felt at a particularly significant level in higher education. Many large universities and colleges prepared for anticipated enrollment cliffs by closing smaller, satellite campuses. Such is the situation in the present qualitative investigation, which details the case study of “Ella,” a veteran college professor whose employer decided to close her home campus. The traumas of the pandemic were compounded for Ella by the announcement of an impending campus phase-out and a subsequent transition to a larger, main campus. Through an in-depth interview with Ella, an inside look at the experience of a campus closure is revealed by a major stakeholder, a teaching faculty member. The study revealed Ella's perspectives and several major themes surrounding the phase-out, including, but not limited to, feelings of alienation and isolation, loss of connections and well-established bonds, a lack of synchrony with colleagues' goals and ambitions, organizational culture collision, and a lack of mental health supports for stakeholders. The study presents information that can help guide higher education leaders when making the determination that a campus closure is needed, by providing recommendations for ensuring a mindful implementation of support services. These preventative tools may increase the healthy transition of faculty, staff, and students to a new institution or help them develop effective exit plans that optimize opportunities for future success and resilience while also maintaining mental health and wellbeing. Although such dramatic changes and closure plans may sometimes be inevitable, carrying them out in a mindful, respectful, and considerate manner can best alleviate some of the greatest concerns for stakeholders and the surrounding community.

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[5]. Cicco, G. (2022). Higher education in a “post”-pandemic era: Lessons learned for faculty and administration. i-manager's Journal of Educational Technology, 19(1), 1-6.

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

Current Issue Vol. 21 Issue 2

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Volume 20 Issue 2 July - September 2023

Flipped Mastery: Customizing Education for Every Student's Journey

Raja Kumar S.*

Thiagarajar College of Preceptors (Govt. Aided), Madurai, Tamil Nadu, India.

Kumar, S. R. (2023). Flipped Mastery: Customizing Education for Every Student's Journey. i-manager’s Journal of Educational Technology, 20(2), 1-7. https://doi.org/10.26634/jet.20.2.19846

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The Effects of Context-Based Learning on Students' Attitudes towards Course and Motivation: A Review Based on Meta-Analysis

Özgür Tutal*

Child Development, Hakkari University, Hakkari, Turkey.

Tutal, Ö. (2023). The Effects of Context-Based Learning on Students' Attitudes towards Course and Motivation: A Review Based on Meta-Analysis. i-manager’s Journal of Educational Technology, 20(2), 8-24. https://doi.org/10.26634/jet.20.2.19878

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The Effect of Student-Centered Practices on Academic Achievement in Life Science Course: A Meta-Analysis Study

Esat Yildirim*

Department of Elementary Education, Kilis 7 Aralik University, Kilis, Turkey.

Yildirim, E. (2023). The Effect of Student-Centered Practices on Academic Achievement in Life Science Course: A Meta-Analysis Study. i-manager’s Journal of Educational Technology, 20(2), 25-37. https://doi.org/10.26634/jet.20.2.20015

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Attitude of Undergraduate Students towards E-Learning

Ranjit Kumar Behera* , Manas Kumar Seth**

* Ladwa College of Education, Haryana, India. ** Indira College of Education, Markapur, India.

Behera, R. K., and Seth, M. K. (2023). Attitude of Undergraduate Students towards E-Learning. i-manager’s Journal of Educational Technology, 20(2), 38-45. https://doi.org/10.26634/jet.20.2.20049

Abstract

References

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Pandemic Aftermath in Higher Education: Case Study on Campus Closure

Gina Cicco*

Department of Counselor Education, St. John's University, New York.

Cicco, G. (2023). Pandemic Aftermath in Higher Education: Case Study on Campus Closure. i-manager’s Journal of Educational Technology, 20(2), 46-53. https://doi.org/10.26634/jet.20.2.19927

Abstract

References

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* Ladwa College of Education, Haryana, India.

** Indira College of Education, Markapur, India.