Gender Differences in Professional and Digital Competencies among Secondary School Teachers in Jammu and Kashmir: A Descriptive and Correlational Analysis
Technology and Identity Enactment among Muslim Immigrant Families
Education for All: Addressing the Digital Divide and Socioeconomic Disparities in Modern Schools
Overcoming Misconceptions on 'Gravity and Force' of Ninth Standard Students
A Study to Assess the Effectiveness of Behavior Change Techniques on Screen Time Duration among Preschoolers and Parent Satisfaction Levels at a Selected School in Kanniyakumari District, Tamil Nadu
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
A Study Of Health Education And Its Needs For Elementary School Students
Time Management and Academic Achievement of Higher Secondary Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
In the 21st century, teaching strategies, curriculum, and ways of presenting subject matter changed dramatically from kindergarten to higher education. The unprecedented global pandemic brought the concept of hybrid learning to the fore, although it had been in existence for over a decade. Hybrid learning is an approach to teaching and learning that combines face-to-face classroom instruction with online activities. The adoption of a hybrid-learning approach at various levels has the potential to increase access and improve the quality of education. The hybrid learning paradigm is beneficial in a variety of educational contexts. It will have progressively increasing utility as one moves up the educational ladder. This method opened the gateways for innumerable opportunities to participate remotely, which is a good way to boost students' confidence to grab opportunities to develop and acquire knowledge remotely. The hybrid concept of learning is satisfyingly meeting the education system's expectations at many levels. Hybrid learning offers benefits to teachers, administrators, families, and students by creating rich, collaborative learning experiences that foster connections between people and offer more transferable learning. Students look out for options and freedom to move from in-person to remote learning, and this approach has changed the education landscape completely. This paper explores the avenues of hybrid learning to make the teaching-learning process more engaging and customized.
This paper explains how to prepare students to learn faster, as learning is not directly connected to classroom teaching. Learning can happen in various forms, and hence, experiential teaching connects students well. The learning could be faster and far greater than expected. This study follows a process incorporated for betterment and advancement for growth. Students do come with a learning attitude, and they expect the class to be filled with easy learning and faster understanding. Students also understand subjects based on experiential learning. This experiential learning is a seven- step process that includes an introduction to the topic, recollecting what was taught the other day, a PowerPoint presentation for seventeen minutes, a dictation for 3 to 4 minutes on important points for the day, a video presentation of five minutes, a live video from a Google search for five minutes, or a showing of the relevancy of the current topic, removing the screen, 'Chalk and Talk' and making them do it, and a heuristic ideation file, collage, or management game that engages them for the full 60 minutes and closes the topic by discussing what will be taught the next day. Every time the 5WH principle, which stands for Why, What, Where, When, Which, and How, is followed, a specific notion, construct, or theory about management-related topics and practice is designed and developed for betterment, making this original academic study an empirical paper.
Inclusive education, the practice of integrating students with diverse abilities and backgrounds into mainstream educational settings, has gained significant attention as education has evolved over these years. This paper highlights the challenges that educators face in implementing inclusive education systems, with a focus on promoting equity and ensuring quality education for all learners. The identification and assessment of diverse learning needs, inclusion-based curriculum adaptation and instructional materials, extensive teacher training that focuses on inclusion and allied professional development programs, and the social and attitudinal barriers prevailing in society pose significant challenges to inclusive education. Additionally, creating an inclusive environment that fosters a sense of belonging and encourages collaboration among students can pose logistical and attitudinal challenges. Effective collaboration and coordination among educators, parents, administrators, policymakers, and community members pose an ongoing challenge for creating an inclusive ecosystem that supports the diverse needs of learners. Overcoming the goal of inclusive education needs strong partnerships and fostering shared responsibility that necessitates concerted efforts to promote awareness, acceptance, and empathy among all stakeholders. A multi-faceted approach involving policy reforms, resource allocation, professional development opportunities, and attitudinal shifts are some prerequisites to addressing these challenges. Through prioritizing inclusivity in education and implementing evidence-based practices, societies can strive towards equity, diversity, and quality in education, thus fostering an inclusive environment that benefits all learners and prepares them for an inclusive society.
This study aimed to investigate the effect of instruction designed according to the ARCS model enriched with Web 2.0 tools on the mathematics achievement and motivation of secondary school students and to examine student opinions regarding the applied instruction process. A mixed-methods approach was employed in the study since both quantitative and qualitative data were collected. To support quantitative data with qualitative data, a sequential explanatory design was chosen from mixed-methods designs. The research was conducted in the 2022–2023 academic year with the participation of 40 7th grade students enrolled in a public school in Niğde province. The research process was planned for 10 weeks, including a pretest administration in the first week, an eight-week intervention, and a posttest administration in the last week. In the experimental group, a mathematics instruction plan designed according to the ARCS model enriched with Web 2.0 tools was implemented, while in the control group, only the existing mathematics instruction plan was implemented. Quantitative data were collected using the ratio, proportion and percentage achievement tests and the mathematics motivation scale. Qualitative data were collected through focus group interviews with experimental group students. Data analysis was conducted, which included independent samples t-tests, paired samples t-tests, MANOVAs, and content analysis. The findings obtained from this study revealed that teaching with the ARCS model enriched with Web 2.0 tools had a positive effect on students' academic achievement. When the sub-dimensions of motivation were analyzed, no significant difference was found between the groups in the posttest motivation scores, but most of the participant students in the focus group interviews expressed positive opinions about the process and mentioned the effectiveness of the process. This study provides important information about the effectiveness of integrating Web 2.0 tools into the ARCS model in secondary school mathematics education in terms of the effectiveness of the teaching process and its contributions to students' achievement.
Education is the most powerful weapon that can be used to change the world, whether in a developed or underdeveloped country. The present e-learning frameworks are changing rapidly with the change in technology and the need for education. However, one of the main problems is the unavailability of effective learning models and collaborative tools for complex topics, especially in science courses. This is due to the need for more visualization in learning platforms, one of the major problems that need attention. Otherwise, users might need help with falling short of potential in effective teaching shortly. This paper investigates the issue of the need for visualization methods. It gives an idea of how to solve this problem by testing it through various phases and forms of evaluation. Users surveyed the use of visualization methods in practice, recorded the results, and will carry out research based on the results obtained. An extensive literature survey was done on academic and industry reports in the context of the effectiveness of visualization on virtual platforms. Additionally, a primary survey was conducted using a research questionnaire to gather opinions from the primary stakeholders of the research, namely, students and instructors. Empathy tools were employed to comprehend the emotional state of stakeholders, providing enhanced insights into the identified problem. The work progressed by employing defining tools to concentrate on user needs and finalize the problem statement.
