i-manager Publications

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

Current Issue Vol. 20 Issue 4

Most Cited

Volume 15 Issue 2 July - September 2018

Article

Who wants to be a Chemist? Formative Assessment Made Fun and Engaging

Sangeetha Balakrishnan*

Assistant Professor, Department of Education in Science and Mathematics, Regional Institute of Education, Mysore, Karnataka, India.

Balakrishnan, S. (2018). Who wants to be a Chemist? Formative Assessment Made Fun and Engaging. i-manager’s Journal of Educational Technology, 15(2), 1-7. https://doi.org/10.26634/jet.15.2.14304

Abstract

Formative assessment-----assessment intended to enhance teaching and learning—is an indispensable part of a teacher's tools. As opposed to summative assessment, formative assessment is carried out periodically through the course to get an insight into the students' understanding of the content. Formative assessment is tacit, but planned formative assessments help the teacher and the learner better in their objectives. This article presents the use of a game show format----Who Wants To Be A Millionaire----in a postgraduate chemistry classroom for a formative assessment that was both fun and engaging. The article is an attempt to disseminate a good practice in chemistry education to a wider audience to be adopted as deemed fit.

References

[1]. Bell, B. (1995). Interviewing: A technique for assessing science knowledge. In S. Glynn & R. Duit (Eds.), Learning Science in Schools: Research Reforming Practice. New Jersey: Lawrence Erlbaum Associates.

[2]. Bell, B., & Cowie, B. (2001). The characteristics of formative assessment in science education. Science Education, 85(5), 536-553.

[3]. Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain. Longmans, London.

[4]. Cook, E. D., & Hazelwood, A. C. (2002). An active learning strategy for the classroom - “who wants to win … some mini chips ahoy?” Journal of Accounting Education, 20(4), 297-306.

[5]. Fukuchi, S. G., Offutt, L. A., Sacks, J., & Mann, B. D. (2000). Teaching a multidisciplinary approach to cancer treatment during surgical clerkship via an interactive board game. American Journal of Surgery, 179(4), 337- 340.

[6]. Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports Students' Learning. Learning and Teaching in Higher Education, 1, 3-31.

[7]. Hartmann, A. L., & Cruz, P. D. (1998). Interactive mechanisms for teaching dermatology to medical students. Archives of Dermatology,134, 725-728.

[8]. Henry, J. M. (1997). Gaming: A teaching strategy to enhance adult learning. Journal of Continuing Education in Nursing, 28(5), 231-234.

[9]. Hounsell, D. (1987). Essay writing and the quality of feedback. In J.T.E. Richardson, M.W. Eysenck & D. Warren- Piper (Eds), Student Learning: Research in Education and Cognitive Psychology Milton Keynes: Open University Press and Society for Research into Higher Education.

[10]. Howard, M. G.; Collins, H. L., & DiCarlo, S. E. (2002). “Survivor” torches “Who Wants to Be a Physician” in the educational games rating war. Advances in Physiology Education, 26(1-4), 30-36.

[11]. Hudson, J. N., & Bristow, D. R. (2006). Formative assessment can be fun as well as educational. Advances in Physiology Education, 30(1), 33-37.

[12]. Kirkland, D., & O'Riordan, F. (2008). Games as an Engaging Teaching and Learning Technique: Learning or Playing? 1^stIrish Conference on Engaging Pedagogies.

[13]. Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157-172.

[14]. Light, G., & Cox, R. (2001). Learning and Teaching in Higher Education. PCP London.

[15]. Lim, S. K., & Rodger, S. (2010). The use of interactive formative assessments with first-year occupational therapy students. International Journal of Therapy and Rehabilitation, 17(11), 576-586.

[16]. MacFarlane, B. (1992). The 'Thatcherite' generation of university degree results. Journal of Further and Higher Education, 16, 60-70.

[17]. Masters, J. C., Hulsmeyer, B. S., Pike, M. E., Leichty, K., Miller, M. T., & Verst, A. L. (2001). Assessment of multiple-choice questions in selected test banks accompanying test books used in nursing education. Journal of Nursing Education, 40(1), 25-32.

[18]. McBeath, R. J. (1992). Instructing and Evaluating Higher Education: A Guidebook for Planning Learning Outcomes. ETP, New Jersey.

[19]. McEacharn, M. (2005). Game play in the learning Environments: Who wants to be an accountant? lawyer? economist? Accounting Education, 14(1), 95-101.

[20]. Meterissian, S., Liberman, M., & McLeod, P. (2007). Games as a teaching tool in a surgical residency. Medical Teacher, 29(9), e258-e260.

[21]. Miller, C. M. L., & Parlett, M. R. (1974). Up to the Mark: A Study of the Examination Game. Guildford Society for Research into Higher Education, London.

[22]. Moy, J. R., Rodenbaugh, D. W., Collins, H. L., & DiCarlo, S. E. (2000). Who wants to be a physician? An educational tool for reviewing pulmonary physiology. Advances in Physiology Education, 24(1), 30-37.

[23]. O'Leary, S., Diepenhorst, L., Churley-Strom, R., & Magrane, D. (2005). Educational games in obstetrics and gynecology core curriculum. American Journal of Obstetrics and Gynecology, 193(5), 1848-1851.

[24]. Pamplett, R., & Farnill, D. (1995). Effect of anxiety on performance in multiple-choice examination. Medical Education, 29(4), 298-302.

[25]. Roche, V. F., Alsharif, N. Z., & Ogunbadeniyi, A. M. (2004). Reinforcing the relevance of chemistry to the practice of pharmacy through the who wants to be a med chem millionaire? learning game. American Journal of Pharmaceutical Education, 68(5), 1-9.

[26]. Sarason, Y., & Banbury, C. (2004). Active learning facilitated by using a game-show format or who doesn't want to be a millionaire? Journal of Management Education, 28, 509-518.

[27]. Scott, P. (1999). An analysis of science classroom talk in terms of the authoritative and dialogic nature of the discourse. The 1999 NARST Annual Meeting.

[28]. Shatz, M., & LoSchiavo, F. (2005). Learning through laughter: Using humor in online courses boosts participation. Industrial Engineer, 37(9), 66.

[29]. Silverstein, D. L. (2003). Who wants to be an engineer? Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition, Session 2793.

[30]. Snyder, B. R. (1971). The Hidden Curriculum, Cambridge. MA: MIT Press.

[31]. Turner, I. J. (2008). Who wants to be a biologist? An excellent quiz tool for students. Bioscience Education, 11(1), 1-3.

[32]. Wolfe, J. (1993). A history of business teaching games in English-speaking and post socialist countries: The origination and diffusion of a management education and development technology. Simulation and Gaming, 24(4), 446-463.

[33]. Wotjas, O. (1998). Feedback? No, just give us the answers. Times Higher Education Supplement.

[34]. Wycoff, E. B., & Pryor, B. (2003). Cognitive processing, creativity, apprehension & the humorous personality. North American Journal of Psychology, 5(1), 31-45.

[35]. Zakaryan, V., Bliss, R., & Sarvazyan, N. (2005). Non- Trivial Pursuit of Physiology. Advances in Physiology Education, 29(1), 11-14.

[36]. Who Wants To Be a Millionaire Game. (n.d.).

Full Article (HTML)

Pdf

Research Paper

Computer Science Education: Online Content Modules and Professional Development for Secondary Teachers in West Tennessee – A Case Study

Lee Allen*

Associate Professor, College of Education, University of Memphis, USA

Allen, L. (2018). Computer Science Education: Online Content Modules and Professional Development For Secondary Teachers in West Tennessee – A case Study. i-manager’s Journal of Educational Technology, 15(2), 8-15. https://doi.org/10.26634/jet.15.2.14534

Abstract

With ongoing efforts in the United States to further develop the availability of computer science education in the public schools, federal, state, and local educational agencies are increasing efforts to encourage and promote the inclusion of computer science and programming skills in the middle school curriculum (Grover et al., 2015). The goal for the Online Content Modules: Computer Science in the Middle Grades project was the development of five online content modules with a focus on computer science instruction in three public school districts in West Tennessee, and disseminated through a week-long professional development summer institute.

References

[1]. Broos, A. (2005). Gender and Information and Communication Technologies (ICT) anxiety: Male selfassurance and female hesitation. Cyber Psychology & Behavior, 8(1), 21-31.

[2]. Brown, Q., Mongan, W., Kusic, D., Garbarine, E., Fromm, E., & Fontecchio, A. (2013). Computer aided instruction as a vehicle for problem solving: Scratch programming environment in the middle years classroom. College of Engineering, Drexel University: Philadelphia, PA. Retrieved on 9/22/2016 from http://www.pages.drexel.edu/~dmk25/ASEE_08.pdf

[3]. Burke, Q. (2012). The markings of a new pencil: introducing programming-as-writing in the Middle School Classroom. Journal of Media Literacy Education, 4(2), 121-135.

[4]. Carter, L. (2006). Why students with an apparent aptitude for computer science don't choose to major in computer science. ACM SIGCSE Bulletin, 38(1), 27-31.

[5]. Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113.

[6]. Cohoon, J., & Aspray, W. (2006). Women and information Technology : Research on under representation (Vol. 1). The MIT Press.

[7]. Fennema, E., & Sherman, J. A. (1976). Fennema- Sherman mathematics attitudes scales. Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324-326.

[8]. Grover, S., Pea, R., & Cooper, S. (2014). Remedying misperceptions of computer science among middle school students. In Proceedings of the 45th ACM Technical Symposium on Computer Science Education (pp. 343- 348). ACM.

[9]. Grover, S., Pea, R., & Cooper, S. (2015). Designing for deeper learning in a blended computer science course for middle school students. Computer Science Education, 25(2), 199-237.

[10]. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.

[11]. Howley, A., Wood, L., & Hough, B. (2011). Rural elementary school teachers' technology integration. Journal of Research in Rural Education (Online), 26(9), 1-13.

[12]. Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty's subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474-16479.

[13]. P21: Partnership for 21st Century Learning. (2009). Framework for 21st Century Learning.

[14]. Repenning, A., Webb, D., & Ioannidou, A. (2010). Scalable game design and the development of a checklist for getting computational thinking into public schools. In Proceedings of the 41st ACM Technical Symposium on Computer Science Education (pp. 265-269). ACM.

[15]. Richtel, M. (2014). Reading, Writing, Arithmetic, and Lately, Coding. The New York Times, A1.

[16]. Rodger, S., Dalis, M., Gadwal, C., Hayes, J., Li, P., Wolfe, F., & Liang, L. (2012). Integrating computing into middle school disciplines through projects. In Proceedings of the 43rd ACM Technical Symposium on Computer Science Education (pp. 421-426). ACM.

[17]. Roschelle, J., Shechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Empson, S., & Gallagher, L. P. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics three large-scale studies. American Educational Research Journal, 47(4), 833-878.

[18]. Settle, A., Franke, B., Hansen, R., Spaltro, F., Jurisson, C., Rennert-May, C., & Wildeman, B. (2012). Infusing computational thinking into the middle-and high-school curriculum. In Proceedings of the 17th ACM Annual Conference on Innovation and Technology in Computer Science Education (pp. 22-27). ACM.

[19]. Taub, R., Armoni, M., & Ben-Ari, M. (2012). CS unplugged and middle-school students' views, attitudes, and intentions regarding CS. ACM Transactions on Computing Education (TOCE), 12(2), 1-29.

[20]. Tennessee Department of Education. (2016). Tennessee Educator Acceleration Model.

[21]. Werner, L., Denner, J., Campe, S., & Kawamoto, D. C. (2012). The fairy performance assessment: measuring computational thinking in middle school. In Proceedings of the 43rd ACM Technical Symposium on Computer Science Education (pp. 215-220). ACM.

[22]. Whitehouse.gov (June). Computer Science for All.

[23]. Williams, L., Wiebe, E., Yang, K., Ferzli, M., & Miller, C. (2002). In support of paired programming in the introductory computer science course. Computer Science Education, 12(3), 197-212.

[24]. Woolley, M. E., Rose, R. A., Orthner, D. K., Akos, P. T., & Jones-Sanpei, H. (2013). Advancing academic achievement through career relevance in the middle grades A longitudinal evaluation of CareerStart. American Educational Research Journal, 50(6), 1309-1335.

Full Article (HTML)

Pdf

Research Paper

Video-Based Learning of Quantitative Courses in Higher Education

Yaron Ghilay*

Senior Lecturer, NB School of Design and Education, Haifa, Israel

Ghilay, Y. (2018). Video-Based Learning of Quantitative Courses In Higher Education i-manager’s Journal of Educational Technology, 15(2), 16-27. https://doi.org/10.26634/jet.15.2.14302

Abstract

The aim of the study was to examine the effectiveness of a model called Video-Based Learning (VBL). VBL is designed to improve the learning of higher education courses, especially those based on activities performed on a computer screen, or learning related to the understanding of visual objects, such as formulas, equations, diagrams, etc. The present study aims to examine the effectiveness of the model for quantitative courses, such as statistics, mathematics, computer courses, or equivalent. The research was based on six samples of students (n₁=14, n₂=41, n₃=17, n₄=27, n₅=27, n₆=19, n_total=145) who studied three quantitative courses: Fundamentals of PSPP, Introduction to Statistics and 5 6 total Math for Business Administration. The learners were asked to answer an online questionnaire to assess the characteristics and advantages of VBL for their studies. The findings of the study indicate that, according to the students' perceptions, VBL has a significant advantage for students' learning in quantitative courses in higher education: The learning process is outstanding and is much better than reading texts or listening to live lectures and it is considerably flexible. Therefore, it is recommended to adopt the model in faculties of higher education teaching quantitative courses.

References

[1]. Campbell, S., Grossman, S., Kris, A., Kazer, M., & Rozgonyi, J. (2010). Screen capture classes for student learning and success. In EDULEARN10 Proceedings (pp. 5579-5584).

[2]. de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2007). Attention cueing as a means to enhance learning from an animation. Applied Cognitive Psychology, 21(6), 731-746.

[3]. Ellington, A. J., & Hardin, J. R. (2008). The use of video tutorials in a mathematical modeling course. Mathematics and Computer Education, 42(2), 109-117.

[4]. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

[5]. Ghilay, Y. (2018). Math courses in higher education: Improving learning by screencast technology. GSTF Journal on Education (JEd), 4(2), 1-6.

[6]. Ghilay, Y. (2017a). Online Learning in Higher Education. Nova Science Publishers-New-York.

[7]. Ghilay, Y. (2017b). ODL: Online Distance Learning of quantitative courses in higher education. Advances in Social Sciences Research Journal, 4(18), 62-72.

[8]. Ghilay, Y., & Ghilay, R. (2015). Computer courses in higher-education: Improving learning by screencast technology. Journal of Educational Technology, 11(4), 15-26.

[9]. Ghilay Y., & Ghilay R. (2014). TMOC: A model for lecturers' training to management of online courses in higher-education. i-manager's Journal of Educational Technology, 11(2), 6-16.

[10]. Hartsell, T., & Yuen, S. C. (2006). Video streaming in online learning. AACE Journal, 14(1), 31-43.

[11]. Kong, S. C. (2011). An evaluation study of the use of a cognitive tool in a one-to-one classroom for promoting classroom-based interaction. Computers & Education, 57(3), 1851-1864.

[12]. Lee, M. J. W., Pradhan, S., & Dalgarno, B. (2008). The effectiveness of screencasts and cognitive tools as scaffolding for novice object-oriented programmers. Journal of Information Technology Education, 7, 61-80.

[13]. Mayer, R. E. (2009). Multimedia Learning (2 Ed.). Cambridge University Press.

[14]. McGreal, R. (2004). Online Education using Learning Objects. London: Routledge Falmer.

[15]. Paivio, A. (2007). Mind and its Evolution: A Dual Coding Approach. Mahwah NJ: Lawrence Erlbaum.

[16]. Pang, K. (2009). Video-driven multimedia, webbased training in the corporate sector: Pedagogical equivalence and component effectiveness. The International Review of Research in Open and Distance Learning, 10(3), 1-14.

[17]. Peterson, E. (2007). Incorporating screencasts in online teaching. The International Review of Research in Open and Distance Learning, 8(3).

[18]. Phillips, J. M., & Billings, D. M. (2007). Using webcasts for continuing education in nursing. Journal of Continuing Education in Nursing, 38(4), 152-153.

[19]. Ruffini, M. (2012). Screencasting to engage learning.

[20]. Screencast. (2014). In Wikipedia.

[21]. Smith, J. G., & Smith, R. L. (2012). Screen-capture instructional technology: A cognitive tool for designing a blended multimedia curriculum. Journal of Educational Computing Research, 46(3), 207-228.

[22]. Sugar, W., Brown, A., & Luterbach, K. (2010). Examining the anatomy of a screencast: Uncovering common elements and instructional strategies. International Review of Research in Open and Distance Learning, 11(3), 1-20.

[23]. Traphagan, T., Kucsera, J. V., & Kishi, K. (2010). Impact of class lecture webcasting on attendance and learning. Educational Technology Research & Development, 58(1), 19-37.

[24]. Walker, L. (2010). Quantifying the benefits of narrated screen capture videos. In Steel. C. H., Keppell. M. J., Gerbic. P. & Housego. S. (Eds.), Curriculum, Technology & Transformation for an Unknown Future (pp. 1031-1034). Sydney: Proceedings Ascilite 2010.

[25]. Wouters, P., Paas, F., & van Merrienboer, J. J. G. (2008). How to optimize learning from animated models: A review of guidelines based on cognitive load. Review of Educational Research, 78(3), 645-675.

[26]. Yuen, S. (2007). Integrating Screen-Capture based Instructional Videos into Instruction.

Full Article (HTML)

Pdf

Research Paper

The Measurement of a Novel Conceptual Framework Entitled: “Process Education: Learning to Learn” Via an Explicative Encyclopedia of Innovative Triostatistical Methods, Models, Metrics, and Statistical Procedures

James Edward Osler II* , Philliph Masila Mutisya**

* Associate Professor, Department of Allied Professions, North Carolina Central University, USA.

** Professor, Educational Technology Program, North Carolina Central University, USA.

Osler, J. E., II. & Mutisya, P. M. (2018). The Measurement of a Novel Conceptual Framework Entitled: “Process Education: Learning to Learn” Via an Explicative Encyclopedia of Innovative Triostatistical Methods, Models, Metrics, and Statistical Procedures i-manager’s Journal of Educational Technology, 15(2), 28-43. https://doi.org/10.26634/jet.15.2.14961

Abstract

This paper is part two of the research paper entitled, “AMOVA” [“Accumulative Manifold Validation Analysis”]: An Advanced Statistical Methodology designed to measure and test the Validity, Reliability, and Overall Efficacy of Inquiry–Based Psychometric Instruments” published in the 2015 Journal of Educational Technology. In this narrative AMOVA is operationalized via successful “Process Education: Learning to Learn” (or “PE: L2L”). PE: L2L experiences, whether taught in a camp, course or as professional development requires addressing specific principles, practices, scales, strategies, and concepts that are native to both “Process Education (PE)” and “Learning to Learn” (L2L). PE and L2L were once separate methodologies but are now combined here to create a novel, innovative, and comprehensive learning practice. This new learning model as an all-inclusive learning strategy uniquely unifies the implementation of L2L experiences using the PE philosophy through the idea of “Transformational Education”. Facilitating L2L through the lens of PE requires the implementation and use of a preset of PE: L2L practices and principles that are measureable via AMOVA. L2L has been implemented and researched in Europe and Process Education as a model has been implemented and its concepts have been tested and measured in the United States. This paper provides a unique cohesive perspective that incorporates the best of PE and the best of L2L to create “PE: L2L”. PE: L2L is a novel conceptual framework that incorporates the principles, practices, scales, strategies, and concepts of both PE and L2L into a new measurable paradigm. In addition, three triostatistical models are presented in this text as ideal data analysis methods for the measurement of the new PE and L2L unification, they are: 1.) Tri–Squared Analysis (Osler, 2012); 2.) AMOVA (Osler, 2015); and 3.) The Taxonomy of Process Education (Osler, 2015). The philosophical and theoretical foundational narrative in this paper is adapted from the results of successful PE “Learning to Learn Camps”; “Teaching Institutes”; and online PE professional development.

References

[1]. Apple, D., Ellis, W., & Hintze, D. (2016). 25 years of process education: Commemorating 25 years of scholarship in process education and the 10^th anniversary of the academy of process educators. International Journal of Process Education, 8 (1), 3-154.

[2]. Beyerlein, S., Burke, K., & Hintze, D. (2012). Concept maps for linking aspects in the transformation of education. International Journal of Process Education, 4(1), 43-60.

[3]. Campbell, R., Pound, P., Pope, C., Britten N., Pill, R., Morgan, M. (2003). Evaluating metaethnography: A synthesis of qualitative research on lay experiences of diabetes and diabetes care. Social Science and Medicine, 56(4), 671-684.

[4]. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The Nature of Intelligence (pp. 231-236). Hillsdale, NJ: Erlbaum.

[5]. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.

[6]. Gillies, D. (2011). State education as high-yield investment: Human capital theory in European policy discourse. Journal of Pedagogy, 2(2), 224-245.

[7]. Jabareen, Y. (2009). Building a conceptual framework: Philosophy, definitions, and procedure. International Journal of Qualitative Methods, 8(4), 49-62.

[8]. Jensen, L. A., & Allen, M. N. (1996). Metasynthesis of qualitative findings. Qualitative Health Research, 6(4), 553-560.

[9]. Kelly, A. V. (1999). Curriculum Theory and Practice (4^th Ed.). London, UK: Sage.

[10]. Keengwe, J. (2015). Handbook of Research on Educational Technology Integration and Active Learning. IGI Global.

[11]. Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development (2^nd Ed.). FT Press.

[12]. Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134.

[13]. Levering, B. (2002). Concept analysis as empirical method. International Journal of Qualitative Methods, 1(1), 35-48.

[14]. Lynch, M. D., & Chaves, J. (1975). Do self concept tests test self concept? An evaluation of the validity of items on the piers harris and coopersmith measures.

[15]. Lynch, M. D., Norem-Hebeisem, A. A., & Gergen, K. J. (1981). Self-concept: Advances in Theory and Research. Cambridge, MA: Ballinger.

[16]. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Source Book (2^nd Ed.). Newbury Park, CA: Sage.

[17]. Mutisya, P. M., Osler, J. E., Bitting, P. F., & Rotich, J. P. (2014). The Need for a Conceptual Framework for Leadership and Shared Governance between Faculty and Administrators. The International Journal of Process Education, 6(1), 43-52.

[18]. Nelson A. M. (2006). A metasynthesis of qualitative breast feeding studies. Journal of Midwifery & Women's Health, 51(2), e13-e20.

[19]. Noblit, G. W., & Hare, R. W. (1988). Meta- Ethnography: Synthesizing Qualitative Studies. Newbury Park, CA: Sage.

[20]. Osler, J. E. (2012). Trichotomy-Squared – A novel mixed methods test and research procedure designed to analyze, transform, and compare qualitative and quantitative data for education Scientists who are Administrators, Practitioners, Teachers, and Technologists. i-manager's Journal on Mathematics, 1(3), 23-32.

[21]. Osler, J. E. & Mutisya, P. M. (2013). A Tri–Squared analysis to establish the need for a statistical framework for k–20 faculty as academic leaders. Special Edition: “Instructional Technique and Technologies”. Creative Education (Special Issue on Instructional Technique and Technologies), 4(8), 12-18.

[22]. Osler, J. E. (2013). The Psychological Efficacy of Education as a Science through Personal, Professional, and Contextual Inquiry of the Affective Learning Domain. i-manager's Journal on Educational Psychology, 6(4), 36- 41.

[23]. Osler, J. E. (2014). Triostatistics: The application of innovative in–depth advanced post hoc statistical metrics for the assessment and analysis of statistically significant tri–squared test outcomes. Kentucky Journal of Excellence in College Teaching and Learning, 12(3), 27- 39.

[24]. Osler, J. E. (2015). AMOVA [“Accumulative Manifold Validation Analysis ”]: An advanced statistical methodology designed to measure and test the validity, reliability, and overall efficacy of inquir y–based psychometric instruments. i-manager's Journal of Educational Technology, 12(3), 37-47.

[25]. Paterson B., Dubouloz, C. J., Chevrier, J., Ashe, B., King, J., & Moldoveanu, M. (2009). Conducting qualitative metasynthesis research: Insights from a metasynthesis project. International Journal of Qualitative Methods, 8(3), 22-33.

[26]. Pirriea, A., & Thoutenhoofd, E. D. (2013). Learning to learn in the European Reference Framework for lifelong learning. Oxford Review of Education, 39(5), 609-626.

[27]. Priestley, M., & Humes, W. (2010). The development of Scotland's curriculum for excellence: Amnesia and de´ja` vu. Oxford Review of Education, 36(3), 345-361.

[28]. Process Education. (2017). Process Education Definition.

[29]. Rožman L., & Koren, A. (2013). Learning to learn as a key competence and setting learning goals. Proceedings of the Management, Knowledge and Learning International Conference 2013.

[30]. Sandelowski, M. (1993). Rigor or rigor mortis: The problem of rigor in qualitative research revisited. Advances in Nursing Science, 16(2), 1-8.

[31]. Sandelowski, M., Docherty, S., & Emden, C. (1997). Qualitative metasynthesis: Issues and techniques. Research in Nursing & Health, 20, 365-371.

Full Article (HTML)

Pdf

Research Paper

Learning Biology through Problem Based Learning –Perception of Students

Preeti Thakur * , Sunil Dutt, Abhishek Chauhan*

* Research Scholar, Department of Education, Panjab University, Chandigarh, India.

Professor & Head, Department of Education & Educational Management, National Institute of Technical Teachers Training & Research, Chandigarh, India..

* Assistant Professor, Department of Mechanical Engineering, Panjab University Swami Sarvanand Giri Regional Centre, Hoshiarpur, Punjab, India

Thakur, P., Dutt, S., & Chauhan, A. (2018). Learning Biology through Problem Based Learning –Perception of Students. i-manager’s Journal of Educational Technology, 15(2), 44-54. https://doi.org/10.26634/jet.15.2.14303

Abstract

The study was undertaken to assess the student's perception while learning class 9 biology through Problem-Based Learning (PBL) method. Two hundred students of Government School of Chandigarh affiliated to Central Board of Secondary Education (CBSE), New Delhi, India, constituted the sample for the study. Hundred students were randomly assigned to the experimental group while hundred students were randomly assigned to the control group. Both the groups consisted of the students which had average, below average, and high academic achievement. Experimenter did not disturb the normal set up of the classroom in the school while undertaking the study. Both the groups were taught the topics of biology of class 9^th Science as per science text book issued by NCERT (National Council for Education, Research, and Training). On completion of the selected topics of biology, students of experimental group were asked to fill the opinnionaire which consisted of 25 items to analyze their perception towards PBL. Percentage technique was employed for analyzing the results. The study revealed that PBL makes learning an enjoyable experience by exploring new knowledge, increasing curiosity amongst the learners, linking previous knowledge, and creating interest.

References

[1]. Abu-Hijleh, M. F., Kassab, S., Al-Shboul, Q., & Ganguly, P. K. (2004). Evaluation of the teaching strategy of cardiovascular system in a problem-based curriculum: Student perception. Advances in Physiology Education, 28(2), 59-63.

[2]. Alkhuwaiter, S. S., Aljuailan, R. I., & Banabilh, S. M. (2016). Problem-based learning: Dental student's perception of their education environments at Qassim University. Journal of International Society of Preventive & Community Dentistry, 6(6), 575-583.

[3]. Antepohl, W. & Herzig, S. (1999). Problem-based learning versus lecture-based learning in a course of basic pharmacology: A controlled, randomized study. Medical Education, 33(2), 106-113.

[4]. Antepohl, W., Domeij, E., Forsberg, P., & Ludvigsson, J. (2003). A follow-up of medical graduates of a problem-based learning curriculum. Medical Education, 37(2), 155-162.

[5]. Baldwin, M. S., & McCombs, V. (2004). Reflective Practice and Problem-based Learning Course Portfolio. In Tan, O.S. Enhancing Thinking through Problem-based Learning Approaches: International Perspectives (p. 79). Thomson Learning Asia.

[6]. Carlo, M. D, Swadi, H., & Mpofu, D. (2003). Medical student perceptions of factors affecting productivity of problem-based learning tutorial groups: Does culture influence the outcome? Teaching and Learning in Medicine, 15(1), 59-64.

[7]. Chauhan, A. (2017). An overview of problem based learning in engineering education. Journal of Emerging Technologies and Innovative Research, 4(10), 225-228.

[8]. Cooke, M., & Moyle, K. (2002). Students' evaluation of problem-based learning. Nurse Education Today, 22(4), 330-339.

[9]. Elsie, K. M., Francis, B., & Gonzaga, M. A. (2009). Attitudes and perceptions of students and teachers about problem based learning in the radiography curriculum at Makerere University, Uganda. European Journal of Radiography, 1(4), 156-162.

[10]. Forbes, H., Duke, M., & Prosser, M. (2001). Students' perceptions of learning outcomes from group-based, problem-based teaching and learning activities. Advances in Health Sciences Education, 6(3), 205-217.

[11]. Ghimire, S. R., & Bhandary, S. (2014). Students' Perception and Preference of Problem Based Learning during Introductory Course of a Nepalese Medical School. Journal of Patan Academy of Health Sciences, 1(1), 64-68.

[12]. Gregson, K., Romito, L. M., & Garetto, L. P. (2010). Students' attitudes toward integrating problem-based learning into a DDS pharmacology curriculum. Journal of Dental Education, 74(5), 489-498.

[13]. Habib, F., Baig, L., & Mansuri, F. A. (2006). Opinion of medical students regarding problem based learning. JPMA. The Journal of the Pakistan Medical Association, 56(10), 430.

[14]. Huang, K. (2012). A study on the incorporation of problem-based learning (PBL) in a university freshman English class. Journal of International Management Studies, 7(2), 1993-2034.

[15]. Khaki, A. A., Tubbs, R. S., Zarrintan, S., Khamnei, H. J., Shoja, M. M., Sadeghi, H., & Ahmadi, M. (2007). The first year medical students' perception of and satisfaction from problem-based learning compared to traditional teaching in gross anatomy: Introducing problem-based anatomy into a traditional curriculum in Iran. International Journal of Health Sciences, 1(1), 113-118.

[16]. Massa, N. M., Donnelly, J., & Hanes, F. (2013). Student reactions to problem-based learning in photonics technician education. In Education and Training in Optics and Photonics (p. EThI2). Optical Society of America.

[17]. Monrad, M., & Molholt, A. K. (2017). Problem-Based Learning in Social Work Education: Students' Experiences in Denmark. Journal of Teaching in Social Work, 37(1), 71-86.

[18]. Murray, J., & Summerlee, A. (2007). The impact of problem-based learning in an interdisciplinary first-year program on student learning behaviour. The Canadian Journal of Higher Education, 37(3), 87-107.

[19]. Nanda, B., & Manjunatha, S. (2013). Indian medical students' perspectives on problem-based learning experiences in the undergraduate curriculum: One size does not fit all. Journal of Educational Evaluation for Health Professions.

[20]. Othman, S. Y., & Shalaby, S. A. (2014). Students' Perception and Acceptance of Problem-based Learning Approach in Critical Care Nursing Practice. Scientific Cooperations International Workshops on Medical Topics,Ankara-Turkey.

[21]. Parikh, A., McReelis, K., & Hodges, B. (2001). Student feedback in problem based learning: A survey of 103 final year students across five Ontario medical schools. Medical Education, 35(7), 632-636.

[22]. Pawlak, A. L. (2002). Effect of Problem-based Learning on Motivation in an Urban Science Classroom. Mathematical and Computing Sciences Masters. Paper 39.

[23]. Preeti, B., Ashish, A., & Shriram, G. (2013). Problem based learning (PBL)-an effective approach to improve learning outcomes in medical teaching. Journal of Clinical and Diagnostic Research, 7(12), 2896-2897.

[24]. Richards, D., & Cameron, L. (2008). Applying Learning Design concepts to problem-based learning. In L. Cameron & J. Dalziel, Proceedings of the 3^rd International LAMS & Learning Design Conference (pp. 87 - 96).

[25]. Rideout, E., England-Oxford, V., Brown, B., Fothergill- Bourbonnais, F., Ingram, C., Benson, G. & Coates, A. (2002). A comparison of problem-based and conventional curricula in nursing education. Advances in Health Sciences Education, 7(1), 3.

[26]. Sendag, S., & Duran, M. (2012). Comparing preservice teachers perceptions of online problem-based learning and online instructor-led learning. Procedia-Social and Behavioral Sciences, 31, 212-217.

[27]. Shankar, P. R., & Nandy, A. (2014). Student feedback on problem-based learning processes. The Australasian Medical Journal, 7(12), 522-529.

[28]. Smith, C. S., & Hung, L. C. (2017). Using problem-based learning to increase computer self-efficacy in Taiwanese students. Interactive Learning Environments, 25(3), 329-342.

[29]. Surif, J., Ibrahimb, N. H., & Mokhtarc, M. (2013). Implementation of problem based learning in higher education institutions and its impact on students' learning. The 4^th International Research Symposium on Problem-Based Learning (IRSPBL).

[30]. Thakur, P., & Dutt, S. (2017a). Attitude of secondary class students towards biology exposed through problem based learning. International Journal of Multidisciplinary Research and Development, 4(6), 427-432.

[31]. Thakur, P., & Dutt, S. (2017b). Problem based learning in biology: Its effect on achievement motivation of students of 9^th standard. International Journal of Multidisciplinary Education and Research, 2(2), 99-104.

[32]. Thakur, P., Dutt, S., & Chauhan, A. (2018). Problem based Learning Strategy for Development of Skills- A Review. i-manager's Journal of Educational Technology, 15(1), 53-62.

[33]. Warnock, J. N., & Mohammadi-Aragh, M. J. (2016). Case study: use of problem-based learning to develop students' technical and professional skills. European Journal of Engineering Education, 41(2), 142-153.

[34]. Wijnen, M., Loyens, S. M., Smeets, G., Kroeze, M. J., & Van der Molen, H. T. (2017). Students' and teachers' experiences with the implementation of problem-based learning at a university law school. Interdisciplinary Journal of Problem-Based Learning, 11(2).

Full Article (HTML)

Pdf

Research Paper

Perception and Dilemmas of Teacher Educators on Utilization of Open Education Resources

Sankaranarayanan Paleeri*

Assistant Professor and Head, Department of Social Science Education, NSS Training College, Ottapalam (University of Calicut), Kerala, India..

Paleeri, S. (2018). Perception and Dilemmas of Teacher Educators on Utilization of Open Education Resources. i-manager’s Journal of Educational Technology, 15(2), 55-61 https://doi.org/10.26634/jet.15.2.14446

Abstract

Teacher educators are confronting myriads of challenges in identifying and utilizing the Open Education Resources (OER). This study is intended to analyze the perception and dilemmas faced by teacher educators in integrating OER for teaching. The conceptual frame work of the study is focused on teachers' access and utilization of the online resources. Sample is 108 teacher educators drawn from Kerala and Tamil Nadu. OER Utilization Inventory and Informal Interview were the tools used. The collected data propelled for a mixed approach of quantitative and qualitative analyses. Findings of the study show that there is inadequate perception among teacher educators on availability and usability of relevant OER for teaching the contents. Teacher Educators are varied on their perception regarding OER as relevant and active support to teach content. 18% of teacher educators perceived the OER as need of the hour while 13.88% perceived OER as not supportive. 68% perceived with neutrality. 82% of teacher educators are skeptic on authenticity of available online resources including OER materials. Most of the teacher educators guarantee the credibility of online resources only after verifying with the text book resources. They have 'tendency to compare' the relevance and quality of online materials with Books. The study reflects need of awareness programmes for teacher educators on OER and its utilization. Centralized monitoring on authenticity of OER is suggested to adjudicate the credence and quality of the materials.

References

[1]. Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities.

[2]. COL Report. (2016).

[3]. Coughlan, T., Pitt, R., & McAndrew, P. (2013). Building open bridges: Collaborative remixing and reuse of open educational resources across organizations. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 991-1000). Paris, ACM.

[4]. Hafner, K. (2010). Higher Education Reimagined with Online Courseware. New York Times (New York).

[5]. Kawachi, P. (2016). The TIPS framework version 2.0; Quality assurance guidelines for teachers as creators of Open Educational Resources (OERs). New Delhi; Commonwealth Education Media Center.

[6]. Menon, M., & Ali, P. K. M. (2012). Learning from advocacy: A case study of OER policy implementation in Wawsan Open University, Malaysia. In Proceedings of Symposium on OERS-an Asian Perspective on Policy and Practices.

[7]. Menon, M., Bhat, V. D., Rama, M., & Phalachandra, B. (2016). A study on the adoption and integration of OER materials in Self-Instructional Course Development (Unpublished research paper, Kochi, DISHA Global).

[8]. Naidu, S., & Mishra, S. (2014). Case Studies on OER based e-learning. New Delhi; Commonwealth Education Media Center.

[9]. Okada, A. (2010). Reusing educational e-content.

[10]. Petrides, L., Jimes, C., Middleton-Detzner, C., & Howell, H. (2010). OER as a model for enhanced teaching and learning. In Open ED 2010 Proceedings: Barcelona.

[11]. Thakrar, J., Wolfenden, F., & Zinn, D. (2009). Harnessing open educational resources to the challenges of teacher education in Sub-Saharan Africa. The International Review of Research in Open and Distributed Learning, 10(4), 1-15.

[12]. UNESCO. (2012). Paris OER Decleration.

[13]. Wiley, D. (2009). Impediments to learning object reuse and openness as a potential solution. Brazilian Journal of Computers in Education, 17(3), 8-10.

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

Current Issue Vol. 20 Issue 4

Most Read

Most Cited

Volume 15 Issue 2 July - September 2018

Who wants to be a Chemist? Formative Assessment Made Fun and Engaging

Sangeetha Balakrishnan*

Assistant Professor, Department of Education in Science and Mathematics, Regional Institute of Education, Mysore, Karnataka, India.

Balakrishnan, S. (2018). Who wants to be a Chemist? Formative Assessment Made Fun and Engaging. i-manager’s Journal of Educational Technology, 15(2), 1-7. https://doi.org/10.26634/jet.15.2.14304

Abstract

References

Full Article (HTML)

Pdf

Computer Science Education: Online Content Modules and Professional Development for Secondary Teachers in West Tennessee – A Case Study

Lee Allen*

Associate Professor, College of Education, University of Memphis, USA

Allen, L. (2018). Computer Science Education: Online Content Modules and Professional Development For Secondary Teachers in West Tennessee – A case Study. i-manager’s Journal of Educational Technology, 15(2), 8-15. https://doi.org/10.26634/jet.15.2.14534

Abstract

References

Full Article (HTML)

Pdf

Video-Based Learning of Quantitative Courses in Higher Education

Yaron Ghilay*

Senior Lecturer, NB School of Design and Education, Haifa, Israel

Ghilay, Y. (2018). Video-Based Learning of Quantitative Courses In Higher Education i-manager’s Journal of Educational Technology, 15(2), 16-27. https://doi.org/10.26634/jet.15.2.14302

Abstract

References

Full Article (HTML)

Pdf

The Measurement of a Novel Conceptual Framework Entitled: “Process Education: Learning to Learn” Via an Explicative Encyclopedia of Innovative Triostatistical Methods, Models, Metrics, and Statistical Procedures

James Edward Osler II* , Philliph Masila Mutisya**

* Associate Professor, Department of Allied Professions, North Carolina Central University, USA. ** Professor, Educational Technology Program, North Carolina Central University, USA.

Abstract

References

Full Article (HTML)

Pdf

Learning Biology through Problem Based Learning –Perception of Students

Preeti Thakur * , Sunil Dutt**, Abhishek Chauhan***

Thakur, P., Dutt, S., & Chauhan, A. (2018). Learning Biology through Problem Based Learning –Perception of Students. i-manager’s Journal of Educational Technology, 15(2), 44-54. https://doi.org/10.26634/jet.15.2.14303

Abstract

References

Full Article (HTML)

Pdf

Perception and Dilemmas of Teacher Educators on Utilization of Open Education Resources

Sankaranarayanan Paleeri*

Assistant Professor and Head, Department of Social Science Education, NSS Training College, Ottapalam (University of Calicut), Kerala, India..

Paleeri, S. (2018). Perception and Dilemmas of Teacher Educators on Utilization of Open Education Resources. i-manager’s Journal of Educational Technology, 15(2), 55-61 https://doi.org/10.26634/jet.15.2.14446

Abstract

References

Full Article (HTML)

Pdf

* Associate Professor, Department of Allied Professions, North Carolina Central University, USA.

** Professor, Educational Technology Program, North Carolina Central University, USA.

Preeti Thakur * , Sunil Dutt, Abhishek Chauhan*