Journal articles on the topic 'Computer-assisted instruction – Study and teaching (Higher)'

We all know that the interest is the best teacher. And it is also well known that higher mathematics is difficult to study curriculum. It is important to arouse the interest of higher mathematics. Computer assisted instruction (CAI) has an importance on modern teaching methods and it is also an effective one. In this article we consider the interactive activities between the computer and teaching activities. On the one hand is the theoretical link between the teaching and the computer, i.e., we want to let students know the application of the theoretical knowledge. On the other hand is the computer's application on teaching, i.e., we want to use the CAI to arouse the students interest of learning of higher mathematics. After the discussion we draw the conclusion that the CAI has an effective aid on higher mathematics teaching. And we also consider some questions of CAI.

This study reports afield test of six research-based teaching strategies with 37 special education resource teachers and 176 students with mild disabilities. The approaches included peer tutoring, reciprocal teaching, effective teaching principles, computer-aided instruction, and two direct instruction models, all used in reading instruction. Comparisons with a control group and between approaches produced inconsistent results. Students in all groups, including the controls, showed higher levels of engagement during all approaches than other researchers have reported for either mainstream or resource room students. Student achievement was highest in the computer-assisted group, in the reciprocal teaching group, and in one of the direct instruction groups.

Context Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile devices may offer an alternative teaching tool, allowing for student-initiated learning. Objective To compare outcomes of Quick Clips (QC) instruction with F2F instruction as measured by skill-examination scores. Design Quasi-experimental. Setting Five higher learning institutions with Commission on Accreditation of Athletic Training Education (CAATE) accredited athletic training education programs. Patients or Other Participants Seventy-four pre-athletic training students, average age 18.86 ± 1.0 years (49 women, 25 men), volunteered for this study. Participants were randomly assigned to 1 of 2 instructional groups (F2F or QC). Intervention(s) The principal investigator provided F2F instruction to 38 participants in 3 skills (knee valgus stress test, middle trapezius manual muscle test, and goniometric measurement of active ankle dorsiflexion). The remaining 36 participants watched 3 QC videos demonstrating the same skills. Main Outcome Measure(s) Three individual skill exam scores and the total score. Results A 1-way multivariate analysis of variance indicated a significant effect (P < .0001) of instructional method on exam scores. Follow-up univariate analysis of variance indicated knee valgus stress test exam scores were significantly higher after F2F instruction (P < .0001). Neither manual muscle test nor goniometric measurement exam scores were affected by instructional method. Conclusions The findings support the use of QC as an alternative to F2F instruction for 2 of the 3 skills. This finding is similar to studies reported in the nursing literature on computer-assisted learning, which found inconclusive evidence to support the superiority of one method over another. Mobile video instruction is an effective teaching strategy. It may be best utilized to supplement traditional F2F instruction.

Computer-based teaching methods can improve the transfer of information, increase instructional focus on conceptual and methodological skills, enhance motivation, and stimulate the development of expressive skills. After reviewing a number of studies of computer-based applications, we report a correlational study of psychology students' attitudes and achievement in a technologically enhanced classroom. The results indicated that (a) students rated the computer-based instructional components positively, (b) those with weak academic backgrounds who consistently used the technology achieved higher test scores than weak students who did not use the technology, and (c) students who dropped out of college the following semester tended to be low users of technology. We also discuss the implications of computer technology for teaching.

ABSTRACT This study modifies a popular business simulation game, Monopoly, to assess its effectiveness as a learning and teaching tool for helping high school accounting students acquire and apply foundational accounting concepts. The study compares an accounting-focused, Modified Monopoly simulation game with two other instructional methods. Using a quasi-experimental approach that involves three learning groups with random assignment of treatments based on school/class, a sample of 144 accounting students was obtained. This study found students using Modified Monopoly showed significantly greater improvement between their pre- and post-test scores than students in Computer-assisted instruction (CAI), but significantly less improvement than a paper-based extended accounting problem (EAP). However, students using Modified Monopoly, similar to CAI students, did not suffer the same significant decay in knowledge as students in EAP. These results offer evidence for the significant and more enduring learning benefits that Modified Monopoly can produce in students' higher-order thinking skills. Data Availability: Data are available upon request.

This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.

This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.

Objective – The objective of this study was twofold: 1) to assess the effectiveness of curriculum changes made from the 2009 freshman English library instruction curriculum to the 2010 curriculum at Loyola Marymount University (LMU); and 2) to evaluate the effectiveness of library instruction delivered via a “blended” combination of face-to-face and online instruction versus online instruction alone. Methods – An experimental design compared random samples of student scores from 2009 and 2010 worksheets to determine the effects of a new curriculum on student learning. A second experiment examined the effect of delivery method on student learning by comparing scores from a group of students receiving only online instruction against a group receiving blended instruction. Results – The first component of the study, which compared scores between 2009 and 2010 to examine the effects of the curriculum revisions, had mixed results. Students scored a significantly higher mean in 2010 on completing and correctly listing book citation components than in 2009, but a significantly lower mean on constructing a research question. There was a significant difference in the distribution of scores for understanding differences between information found on the Internet versus through the Library that was better in 2010 than 2009, but worse for narrowing a broad research topic. For the study that examined computer aided instruction, the group of students receiving only computer-assisted instruction did significantly better overall than the group receiving blended instruction. When separate tests were run for each skill, two particular skills, generating keywords and completing book citation and location elements, resulted in a significantly higher mean. Conclusions – The comparison of scores between 2009 and 2010 were mixed, but the evaluation process helped us identify continued problems in the teaching materials to address in the next cycle of revisions. The second part of the study supports the idea that computer-assisted instruction is equally or more effective than blended instruction.

AbstractOnline language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies have explored experienced online teachers’ practices in videoconferencing particularly while giving instructions, which are key to success in task-based language teaching (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004, 2019) to investigate the multimodal construction of instructions in a single case study, we examine instruction-giving as a social practice demonstrated in a specific site of engagement (a synchronous online lesson recorded for research purposes). Drawing on the higher-level actions (instruction-giving fragments) we have identified elsewhere (Satar & Wigham, 2020), in this paper we analyse the lower-level actions (modes) that comprise these higher-level actions, specifically focusing on the print mode (task resource sheets, URLs, text chat, and online collaborative writing spaces) wherein certain higher-level actions become frozen. Our findings are unique in depicting the modal complexity of sharing task resources in synchronous online teaching due to semiotic misalignment and semiotic lag that precludes the establishment of a completely shared interactional space. We observe gaze shifts as the sole indicator for learners that the teacher is multitasking between different higher-level actions. Further research is needed to fully understand the interactional features of online language teaching via videoconferencing to inform teacher training policy and practice.

The global process of transition to the information society, as well as economic, political and social changes that accompany it, accelerate the reform of the Ukrainian education system. First of all, it concerns providing access to education and training for all people who have the necessary skills and knowledge. The effective solution of these problems is facilitated by distance and blended learning, carried out on the basis of modern pedagogical, information and telecommunication technologies. In the article the ways of organizing blended teaching/learning of foreign languages in Ukrainian higher education institutions (HEI) are analyzed; types of software used for creating educational materials by means of innovative computer technologies to organize blended language learning are revealed; the prospects of using electronic materials of known platforms of online courses for teaching languages as supplements to distance courses compiled by the lecturers of the Department of Foreign Languages at Lviv Polytechnic National University on the basis of Lviv Polytechnic virtual learning environment (VLE) are considered. Materials of research are as follows: dissertations, scientific papers, materials of Ukrainian and international scientific and practical conferences, published by lecturers of foreign languages at Ukrainian higher education institutions, as well as web pages of these institutions and software for compiling educational materials. On the basis of the analyzed materials, partially presented in the article, it was revealed that for organization of blended learning the lecturers of Foreign Language Departments at HEI, in addition to traditional educational materials for full-time study (manuals, dictionaries, audio and video recordings, etc.), actively use: electronic materials compiled by means of different types of tools in open access; portal materials for language learning; distance courses or their elements compiled by means of the VLE of their educational institutions; educational materials of the platforms of mass open online courses (MOOC). Lecturers of the Department of Foreign Languages at Lviv Polytechnic National University have used MOOC for their students teaching since January 2019. English language practical classes, held at Lviv Polytechic for the first year students, demonstrated that the students using successfully the materials of distance course, compiled by the lecturers of the Department of Foreign Languages for their students, can improve better their knowledge of the language than the rest students. The further researches will be concerned to description of the techniques for organization of foreign languages blended learning by incorporating the materials of the MOOC platforms in the course of classes with full-time and part-time students.

The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

Malaysian Higher Learning institutions have embraced the 21st century skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. This study attempts to explore the experience and awareness among lecturers to integrate computer-related technologies in undergraduate classrooms. In-depth semi-structured interviews were conducted with two lecturers who are experts in foreign language and one from Instructional Technology field. In-depth semi structured interviews and observations became the main qualitative instruments for this study. The purpose of the study sought to reveal the pedagogical approach and types of Information technology adopted in the classrooms. This study addressed their awareness and issues related to the use of technology in the classroom. The results were thematized based on Web 2.0 tools integration, pedagogical approach in addressing higher order thinking skills and student career readiness. Lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness.

This article centers on the development of multimedia and technology that proliferates around 21st century English language learners creating a media—rich environment, but accessibility of these may not be similar on how other learners may benefit. This imparts how learners benefit indiscriminately through integrative Computer Assisted Language Learning (CALL) with pragmatic tasks from authentic materials incorporating digital taxonomy. As adapted methods, a rigid review of related studies and practical examples to underpin three conceptualized techniques. These were subjected for exemplification in the discussion: (a) producing varied independent outputs through different materials, (b) creating a single independent output through intertwined task from a single material, and (c) producing varied independent outputs from varied tasks through a single material. It is recommended that researches alluding to this paper must be conducted quantitatively to find out the correlation or significance of students’ critical thinking achievement with the engagement of digital taxonomy such as what Cotton (1991) emphasized that Computer Assisted Instruction aids the development of students’ critical thinking in which learners’ Higher Order Thinking skills (HOTs) activities are generated from varied computer manipulation. She further supported her study and claims through experimental researches conducted by Bass and Perkins (1984); Riding and Powell (1987); Pogrow (1988) and Baum (1990) that tend to be dominant manifestations prior to the formal discovery of digital taxonomy, its importance has been pioneered by several scholars.

The abrupt disruption of the traditional face-to-face language instruction due to the unprecedented COVID-19 pandemic has forced many schools and higher learning institutions in Oman and around the globe to establish a virtual learning environment. This crisis-prompted remote learning has been a new experience for most teachers and students alike, a variable that may affect students' learning. Thus, it is significant to understand the students' experience with online teaching and learning. This study explicitly examines online teaching and learning as perceived by English as a Foreign Language (EFL) students of a higher learning institution in Oman. A total number of (112) undergraduate students in Oman acted as a data source by responding to a computer-assisted survey questionnaire. The survey focused on the following themes: overall first-time online language learning experience; online courses; online learning mode and attainment of graduate attributes; effectiveness of online teaching and delivery; utilization and usefulness of electronic learning devices; and e-learning language skills. The findings highlight the significance of exploring learners' online learning experience and its implications for planning, implementing, teaching, and assessing online language education.

During the last decade, several studies have proposed and tested different instructional methods for teaching digital reading strategies to young students. In this study, we have tested the effectiveness of a program combining eye-movements modeling examples (EMMEs) and contrasting cases to instruct ninth-grade students how to plan, evaluate, and monitor their digital reading. EMMEs are videos that display a dot representing the eye movements of a model and an oral transcription of her thoughts while answering a specific question in a hypertext. Students in the EMME condition obtain higher comprehension scores in a posttest performed 1 week after the instruction, as compared with a control group that have received a control instruction using written case examples. Students working with EMMEs also spend more time reading the main digital document, but they do not differ in terms of visits and time to relevant and irrelevant pages. Our study suggests that EMMEs can be used to foster literacy strategy instruction.

The purpose of this study was to identify the impact of implementing a Learning Management System (LMS) ‘TES Teach’ on students’ learning experiences in a computer-assisted language learning (CALL) course with flipped-class instruction. For the data collection procedure, an individual interview with ten undergraduate students from an Indonesian college was conducted to demonstrate the potential impacts of the LMS in students’ meaningful learning activities. The observation of students’ learning activities on the LMS was also recorded to support the interview data. The LMS was adopted to distribute and receive information, thus, the students were able to monitor learning activities, learn the contents before coming to class, evaluate learning process, and interact with others outside of class hours. The finding of this study suggests that the LMS TES Teach is recommended to be performed in teaching CALL for higher education in Indonesia. It offers students’ occasion to practice and enhances their listening, writing, reading and vocabulary skills in and out-of-class times. It also prepares students to get ready for classroom activities in term of conversations and speaking skills. The further use of the LMSs should become often-visited sites by students for learning activities and replaced other non-educational favorite websites. Finally, this study recommends that the Ministry of Research, Technology and Higher education or policymakers in Indonesia, including instructors, students, and community members, must be actively involved in developing, supporting, and maintaining a transformed learning culture, from being traditional to a technology-based learning environment.

Various initiatives led by Ministries of Education and related entities in many countries around the world have encouraged teachers not only to integrate technology in their teaching practices but also to employ various sound teaching methods that allow learners to be actively involved in the teaching and learning process. As a response to these issues, this qualitative study delves closely into students’ perspectives on the implementation of Project Based Learning (PBL) activities in an Introduction to Computer Assisted Language Learning (ICALL) course. Thirty students participated in the study by submitting reflective notes that answer four questions concerning the implementation of PBL in the course. Approached through the lens of content analysis paradigms, the data analysis results showed the students’ positive responses to the employment of PBL in exploring potential technology for language teaching and learning purposes. Implications for ICALL course designs particularly in English as a Foreign Language (EFL) higher education context and directions for further research were also discussed.

The expansion of instructional technologies in education has made it possible to learn and teach a second or foreign language online, without recourse to face-to-face teaching. A great deal of information is available on the varying formats and relative efficacy of online language-learning programmes. Teaching and learning is one of the core activities within higher education, such as universities and colleges. Almost every university in the USA now offers some type of computer online courses and most offer online programs in which all or most of the courses are taken via electronic means with a minimum of face to face real personal contact between instructor and student. There are many instructors and professors who claim that this electronic instruction is the future of teaching and the future of learning. Technology brings a lot of benefits to online classes such as flexibility, reduced costs, networking, documentation, increased student time, accessibility and self-discipline. Instructional technologies have been used extensively after the spread of COVID19. Council of Higher Education in Turkey closed down all the universities and embarked on online education by issuing a statement that all universities were free to choose the platform they wished to use. This study aims at discovering how online language teacher education programmes yielded emerging patterns and how teacher trainees’ perspectives were in relation with these online language teacher education programmes. To reach this aim, 275 teacher trainees at the Department of English Language Teaching participated in the study and semi-structured interviews were held with them. This discussion illuminates critical issues and attitudes of teacher trainees along with the challenges unique to programmes as a future research agenda.

Teaching evaluation is an important issue in the learning process in higher education. In addition to the teaching evaluation on campus, feedback from alumni is also very important to instruction improvement. Undergraduates and graduates in universities are the main labor force in Taiwan; therefore, many higher education institutions pay attention to the feedback of competency. However, the written questionnaire has limitations and lacks sufficient evidence to improve curriculum planning and instruction activities. In the present study, a systematic survey in the ‘University Career and Competency Assessment Network' was applied to analyze the results. Data were collected from 1,080 participants. The results can be summarized as follows: (1) ‘Learn-Practice Fit' was positive to the ‘Satisfaction' at workplaces. (2) ‘Responsibility and discipline' were significantly positive concerning ‘Communication and Expression,' ‘Interpersonal Interaction', and ‘Teamwork.' (3) ‘Service' and ‘Information technology writing' need to be improved in the training of Information Management students.

An integrated teaching system was developed and tested on students enrolled in a woody landscape plants identification course. A Microsoft Windows-based system incorporates high-quality digital images and text in an interactive computer environment. The goal of the software program was to enhance retention of course material through the use of many images along with accompanying text and a variety of special features. In alternating 4-week periods, one-half of the students in class were randomly selected and given password access to the software. The other half served as a control group. All students continued to receive traditional lecture and laboratory presentations of the material, including weekly slide coverage of each plant. The exams incorporated material from lectures and labs and included slide images from which students were to identify the plant taxa. The study took into account time on the computer and test scores. Results showed that increased time on the computer was positively correlated with increased test scores. Student performance on the slide portions of the exams were consistently higher for computer users than control groups.

Abstract Background: The new computer assisted and interactive video instructions have been merged into teaching system as an efficient method. This method is an effective medium for student learning, regardless of discipline and its potentials have encouraged instructors and learners to opt this method. Purpose: The current study has aimed to compare the traditional lecture method with video based teaching, in improving the knowledge and skill of Undergraduate Nursing students on Neurological assessment. Methods: This quasi experimental study was conducted on 30 undergraduate nursing students who were randomly assigned to two groups. Group A attended a lecture cum demonstration method and group B underwent video based teaching on neurological assessment. Learning level of both the groups was compared by using independent't' test. Results: In both the groups the post test scores were significantly higher than the pretest scores, but there was no statistically significant difference between group A and B. Hence both the teaching methods were found to be equally effective in improving the knowledge and skill of undergraduate nursing students on neurological assessment.

Using a qualitative content analysis approach, this study reviewed 47 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention.

Technology has transformed education, perhaps most evidently in course delivery options. However, compelling questions remain about how technology impacts learning. Adaptive learning tools are technology-based artifacts that interact with learners and vary presentation based upon that interaction. This paper compares adaptive learning with a conventional teaching approach implemented in a digital literacy course. Current research explores the hypothesis that adapting instruction to an individual’s learning style results in better learning outcomes. Computer technology has long been seen as an answer to the scalability and cost of individualized instruction. Adaptive learning is touted as a potential game-changer in higher education, a panacea with which institutions may solve the riddle of the iron triangle: quality, cost and access. Though the research is scant, this study and a few others like it indicate that today’s adaptive learning systems have negligible impact on learning outcomes, one aspect of quality. Clearly, more research like this study, some of it from the perspective of adaptive learning systems as informing systems, is needed before the far-reaching promise of advanced learning systems can be realized.

Strong communication skills, in varied professional settings, have become an absolute necessity for young professionals. Therefore, university educators are challenged to provide novice specialists with the effective foreign language training that could bring the real professional world into the classroom. This study suggests an innovative method for teaching communication skills to students, through the use of real-life scenarios, drawn from the professional context. The core objective of the research was to define whether the scenario-based instruction could effectively enhance the development of professional communication skills of students in the context of university foreign language training. The data were collected through active observation and critical incidents technique, analyzed and summarized by means of descriptive statistics. The results of the study indicate the efficacy of scenario-based communication training in higher education. However, scenario-based instruction requires careful assessment of learners’ needs and expectations, thoughtful selection and design of teaching materials, and the development of an active learning environment.

There is a need for several applications and technologies in higher education institutions in Oman to enhance the educational process. This systematical study investigates the simultaneous influence of technology implementation with e-learning and traditional coursework program instruction on the enhancement and development of an assessment method for undergraduates in different programs. This paper aims to analyze the current articles that handle with the learning process and compare between the understanding and acceptance of E-Learning mechanism and traditional coursework method of teaching for improving assessment method and evaluation of academic performance. The method works on the benefits of increasing E-Learning process for educational skills as an assistance tool with faculty material and class discussion. In this study, surveys were distributed to two different universities and college in Oman to assess their satisfaction in the learning model. The findings of this paper assisted the model that may help to improve both the teaching method and academic performance of student learning outcomes.

There is a need for several applications and technologies in the higher education institutions in Oman to improve faculty-student performance. This exploratory study investigates whether integrating student assessment feedback with e-learning through coursework program of full semester instruction may simultaneously enhance and develop academic performance. In the first phase, a systematic review of the existing literature was carried out to determine the suitable related e-learning articles; then, generate a model of e-learning designed with evaluation forms that can measure the suitability of the technology, for assessment issues. In this study, surveys were distributed to BUC College in Oman to assess their satisfaction. The findings of this article aid in the improvement of the teaching method environment, assessment mechanisms, and student learning outcomes.

The relevance of the use of educational technology by educators in the classroom, to improve academic achievement, has been a debatable query in the literature for decades. The purpose of this research is to scientifically quantify and determine the impact of technology use in the classroom (specifically, Computer-Assisted-Instruction and Integrated-Learning-System) on the academic scores attained by level 2 MCAST students. By employing a two-stage quasi-experimental methodology: First, controlling for respondents’ characteristics and consequently by delivering the sessions using alternating teaching tools – the study ensured homogeneity between the control and treatment groups. Findings from the Bi-Point serial correlation test prove statistically significant negative returns of the use of educational technology by educators in the classroom on level 2 students’ test scores, since on average, the group that was not exposed to educational technology, achieved higher test scores than the treatment group. These results can help teachers of such a student cohort to improve the plan for their lesson; and help institutions such as MCAST, the Ministry for Education and the European Union to design appropriate policies that ensure more effective learning.

Chemisrty self-efficacy is to do with desire or confidence to perform well in Chemistry and has been predominantly low among secondary school students in Kenya, and many other developing countries. The study investigated the effect of computer aided instruction (CAI) on Chemisrty self-efficacy of students as compared toconventional methods(CM). The study adopted solomon Four-Group, Non-equivalent Control Group Design which emphasises Quasi-Experimental design. A sample of 174 Form Two secondary school Chemistry students in Tharaka Nithi County in Kenya was used. Four schools were purposively samlped and randomly assigned as either Experimental Groups or Control Groups. The students of experimental groups were taught chemisrty through CAI while the control groups were taught using Conventional Methods on the topics "the structure of the Atom, the periodic table and chemical families" for six weeks. Data was colected using students self-efficacy questionnaire(SSEQ) and was administered before and after exposure of intervention (CAI). Both descriptive and inferential statistics, in particular, t-test and Analysis of Variance (ANOVA) were used to analyse the data. The study revealed that the students taught through Computer aided instruction obtained significantly higher chemisrty self-efficacy scores than the students taught using conventional methods. Further, the study revealed that girls obtained higher self-efficacy scores than thier counterpart boys when taught using CAI. Thus, Chemistry teachers should adopt CAI in thier teaching to help in enhancing Chemisrty self-efficacy of students, and by extention enhance performance in Chemistry.

Aim/Purpose: Business analytics is a cross-functional field that is important to implement for a college and has emerged as a critically important core component of the business curriculum. It is a difficult task due to scheduling concerns and limits to faculty and student resources. This paper describes the process of creating a central video repository to serve as a platform for just in time teaching and the impact on student learning outcomes. Background: Industry demand for employees with analytical knowledge, skills, and abilities requires additional analytical content throughout the college of business curriculum. This demand needs other content to be added to ensure that students have the prerequisite skills to complete assignments. Two pedagogical approaches to address this issue are Just-in-Time Teaching (JiTT) and scaffolding, grounded in the Vygoskian concept of “Zone of Proximal Development. Methodology: This paper presents a case study that applies scaffolding and JiTT teaching to create a video repository to add business analytics instruction to a curriculum. The California Critical Thinking Skills Test (CCTST) and Major Field Test (MFT) scores were analyzed to assess learning outcomes. Student and faculty comments were considered to inform the results of the review. Contribution: This paper demonstrates a practical application of scaffolding and JiTT theory by outlining the process of using a video library to provide valuable instructional resources that support meaningful learning, promote student academic achievement, and improve program flexibility. Findings: A centrally created library is a simple and inexpensive way to provide business analytics course content, augmenting standard content delivery. Assessment of learning scores showed an improvement, and a summary of lessons learned is provided to guide implications. Recommendations for Practitioners: Pedagogical implications of this research include the observation that producing a central library of instructor created videos and assignments can help address knowledge and skills gaps, augment the learning of business analytics content, and provide a valuable educational resource throughout the college of business curriculum. Recommendation for Researchers: This paper examines the use of scaffolding and JiTT theories. Additional examination of these theories may improve the understanding and limits of these concepts as higher education evolves due to the combination of market forces changing the execution of course delivery. Impact on Society: Universities are tasked with providing new and increasing skills to students while controlling the costs. A centrally created library of instructional videos provides a means of delivering meaningful content while controlling costs. Future Research: Future research may examine student success, including the immediate impact of videos and longitudinally using video repositories throughout the curriculum. Studies examining the approach across multiple institutions may help to evaluate the success of video repositories. Faculty acceptance of centrally created video libraries and assignments should be considered for the value of faculty recruiting and use in the classroom. The economic impact on both the university and students should be evaluated.

<p class="Els-Abstract-text">The development of students’ professional skills is an important issue in higher education in China. This research reports a 3-month study investigating engineering students’ communication strategies (CS) while they were interacting to do a 12-week mobile-assisted learning project, i.e., “Organizing and Attending a Model International Conference”. This learning project was a major teaching module of the English course of Professional Applications, which used a blended mode of face-to-face instruction and mobile learning. The two theoretical constructs guiding the current study are Communication Strategies and Linguistic Interdependence. Fifty-seven students volunteered to participate in the study. The instruments included eight oral communication sessions, a questionnaire, stimulated recall interviews, the participants’ WeChat exchanges, etc. Results showed that the participants used a variety of CSs when completing the academic tasks. Moreover, these CSs were closely related to the students’ involvement in meaning negotiation and social interaction. Furthermore, the use of strategies to solve communication problems revealed that the participants employed different strategies at different times when doing different tasks. It is suggested that instructors have CS training tailored to their students’ professional needs. Future research should focus on a longitudinal investigation of the amount of scaffolding that helps students transfer their communication strategies across tasks.</p><p> </p>

<p>The purposes of this study were 1) to evaluate the efficiency of the computer-based pronunciation package for enhancing English pronunciation of Thai university students in the field of sciences based on the criteria of 80/80 Standard 2) to compare English pronunciation ability before and after receiving English pronunciation treatment by the computer-based pronunciation package, and 3) to examine the students’ opinion towards the computer-based pronunciation package for enhancing English pronunciation. The sample of the student population for this study was 72 first-year students in the field of sciences in the second semester of the academic year 2013 at Thaksin University, Thailand. They were selected by simple random sampling. The study was conducted over 34 teaching periods. Regarding the data analysis, mean, percentage and t-test scores were employed. The result indicated that 1) the efficiency value of the computer-based pronunciation lessons was 81.88/82.66. 2) The learning achievement on English pronunciation among students using the computer-based pronunciation package was higher than those taught through the conventional face-to-face instruction at a significance level of 0.05. 3) Students had very good attitudes towards learning English pronunciation via the computer-based pronunciation package with an average score of 4.00.</p>

The COVID-19 pandemic led to a global transition from in-person to online instruction leaving many higher education faculty with little time or training for this responsibility. Physical therapist education programs were especially impacted since a large part of the development of skills rely on face-to-face onsite practice. This phenomenological study explored the perceptions of physical therapist educators in three countries—Brazil, Cyprus, and the United States, who transitioned to an entirely virtual medium of teaching during the pandemic. Sixteen faculty participated in 1:1 semi-structured interviews. Trustworthiness of qualitative inquiry was ascertained using triangulation, thick descriptions, and peer reviews. Four major themes emerged from analysis of participants’ interview data: adapting pedagogy in real-time, expected excellence, limitations of the medium, and informing future teaching practice. All participants described teaching during the pandemic as one of the most challenging experiences of their professional careers. Despite available resources, faculty noted challenges in making authentic connections with students, adapting to technological interruptions, assessment of student understanding of content, and managing work-life balance. Despite the challenges, faculty worked collaboratively with peers to innovate new approaches of creating social, cognitive, and teaching presence. Unique opportunities arose from the pandemic to enhance future teaching practice.

As data-driven learning has been advancing across new frontiers in recent years, there is still a paucity of studies on data-driven vocabulary learning model that brings about effectiveness in teaching and learning practices. Idiomaticity, which serves as an important indicator for language proficiency, needs abundant contextualized language input for the acquisition of target words. In this regard, the present study explores whether computer-assisted language learning is effective in vocabulary acquisition, and in the differentiation of synonymous words on the part of learners. Pre-/posttests and questionnaires were administered among an experimental group (N=26) and a control group (N=26). Results showed that the experimental group, who was instructed under the data-driven learning model, got a higher mean score than the control group, who received traditional dictionary-consulting instruction. The former also finished the posttest within a much shorter period of time. A significant relationship was found between the pretest scores and posttest scores among the experimental group whereas the scores in the control group did not reach statistical significance. Therefore, there was a significant improvement in learners’ performance on collocation production under the data-driven learning model, whilst dictionaries did not prove to have such a contributing effect. This study provides some suggestions for how to enhance learners’ idiomaticity by improving collocation performance under the data-driven model.

Purpose – The use of web-enhanced teaching of the English as a foreign language in higher education in Greece is addressed in this case study which examines the student's perceptions of online instruction using Moodle as a learning management system (LMS), with and without the use of Facebook (FB) as an adjunctive learning platform. The merging of this collaborative and interactive social platform with a LMS is explored, examining the attitudes of higher education foreign language learners toward Moodle as a LMS, and FB as an adjunctive informal learning environment. The paper aims to discuss these issues. Design/methodology/approach – Results are drawn from a pre-FB questionnaire after a term using Moodle only, and a post-FB questionnaire following a term using Moodle and FB. Findings – Results suggest that the use of web-based tools and social media changed the way students viewed the role of internet technology in the development of their English language learning. Most students (76 percent) agreed that the addition of FB to the course helped build a sense of community within a learning environment, while 69 percent suggested it enhanced the learning process. Originality/value – Results suggest FB may reinforce communication skills and engagement in the learning process and may support participation and collaborative learning in the formal learning environment provided by Moodle.

Background: E-learning is a method of teaching and learning using electronic media. It is also called web-based learning, online learning, distributed learning, computer-assisted instruction and internet-based learning. With the development of information technology, the use of e-learning has rapidly increases. E-learning is becoming omnipresent in higher education and increases the student’s motivation and satisfaction in learning.Methods: The descriptive cross sectional study was conducted at three different health science colleges among bachelor level students of Public Health, Pharmacy and Nursing at Kathmandu, Nepal. Total 135 respondents were randomly selected. The self administered questionnaire was used for the data collection and the obtained data were analyzed by using SPSS version 16.Results: Study shows that majority of respondents were from 19-22 years and 71.9% were female. All the respondents use electronic devices for learning and majority (97.8%) believes that electronic device influence the academic performance of students. Laptop is the commonly used electronic device followed by smart phone. Among the respondents only 63.7% follow the correct posture. Similarly, majority (80.7%) of the respondents spent 1-4 hours on electronic device for learning purpose that is mainly used for searching clinical guidelines, reference drug guidelines and journal articles.Conclusions: The use of electronic device is common among the health science students for learning. The uses of such devices have positive effect on their education since they get updated information quickly as needed. However necessary guidance is necessary to get appropriate sites and for limiting excessive use such devices.

A Review of: Gremmels, G. S., and K. S. Lehmann. “Assessment of Student Learning from Reference Service." College & Research Libraries 68.6 (2007): 488-501. Objective – The study explores the instructional nature of reference encounters from the perspective of students and librarians. Specifically, the study asks: 1) whether students perceive reference interactions to be instructional, 2) whether what they learn is the same as what the librarians intended to teach, and 3) whether they connect reference-based instruction with any formal information literacy classes in which they may have participated. Design – Survey questionnaire with two parts: one for students and the second for reference librarians, administered twice (revisions to the study and to the questionnaire were made in between). Setting – Wartburg College in Iowa, United States. Wartburg is a 1,800-student private, residential, coeducational college with a strong course-integrated information literacy program. Subjects – An unknown number of undergraduate students who were perceived by reference librarians to have asked instructional questions at the reference desk (264 surveys were collected from students, but some students may have completed more than one survey as the first implementation of the study allowed repeated participation for students with more than one instructional reference encounter) and four librarians. Methods – The study was conducted two times during the years 2003 and 2004 (referred to here as study A and study B) and findings are reported for each study separately. The data collection instrument in both implementations was a paper survey that was divided into two sections and perforated to collect information from two perspectives: the student and the librarian. The surveys were numbered to facilitate matching between the two sections after the survey was completed and returned by the student/librarian pair. Potential student participants in the study were identified at the reference desk: each time a librarian deemed a reference question to be instructional, he or she invited the student to complete a short survey. If the student agreed, the librarian tore off and kept the librarian portion of the survey and gave the second section to the student to complete. Students and librarians deposited their sections into a box and sections were re-matched and moved to a secure location every few days. On their section of the survey, students were asked whether the librarian who assisted them taught them anything while answering their question, and if so, to describe what the librarian taught them in their own words. Additionally they were asked if what the librarian taught them built upon skills learned in a library session held for the present assignment or from a previous class, if applicable. On the librarians’ section of the survey, there were two questions: what the librarian intended to teach the student (to be chosen from a checklist) and whether the librarian thought the student understood that intention during the reference encounter. Comments were allowed. Some revisions were made to the survey instrument between study A and study B, including two of note: a check list matching that on the librarians’ survey was added to the student survey question about what the librarian taught the student, and the student participant selection criteria were changed to limit only one response per student. At the end of both studies, data analysis was done, including entering data into a spreadsheet and transcribing both student and librarian descriptions of learning into a narrative document (for study A) or Qualrus, a software program for qualitative research (for study B). The study authors independently compared the librarians’ and students’ descriptions of what was taught and labelled the match as either “related”, “inconclusive” or “not related” (for study A) or “strong match,” “acceptable match,” or “no match” (for study B). Disagreements were discussed and authors came to an agreement for each. Main Results – Response rates for study A (85%) and study B (78%) were high. Most students indicated that they believed the librarian taught them something (94% for study A and 98% for study B). Findings on whether the students learned what the librarian intended to teach are mixed. For study A, 60% of the student responses were deemed matches, 20% were not related and an additional 20% were inconclusive. For study B, the authors report their findings in a different manner since the student survey included a checklist that matched the librarian survey in addition to a narrative description of what the librarian taught them. The findings therefore include whether the librarian and student surveys matched in the open-ended descriptions, in the category checklist, in both, or in neither. In this second study, 21% matched in the description only, 36% matched in the category only, 21% matched in both the description and the category, and 22% showed no match at all. This puts the overall match rate for study B at 78%. Surveys were analyzed to determine which categories were most likely to be matched. For study A, 62% of the matches were in the “tool” category, 4% in “terms,” 16% in ”strategy,” 10% in ”database,” and 8% in ”other.” For study B, 42% of the matches were in the ”tool” category, 22% in “terms,” 16% in “strategy,” 16% in “database” and 4% in “other.” Additional findings relate to the connections between the reference encounters and previous information literacy sessions. Approximately one third of students had participated in an information literacy session (33% for study A and 34% for study B) for their class. Of these students, most connected what the reference librarian taught them and what they had learned in their in-class instruction (89% for study A and 95% for study B). The rate for how many students connected reference-based instruction with a prior information literacy class was lower, but still quite high (77% for study A and 74% for study B). Conclusion – The vast majority of student participants perceived that the reference encounters were instructional and most also connected what they learned from the librarian in the reference encounter to librarian-led information literacy sessions in their current or previous classes. This suggests that post-session reference assistance could help reinforce information literacy principles in a one-on-one situation, perhaps closer to the time of need. For this follow-up instruction to be effective, reference librarians may want to refer directly to what was taught in the information literacy sessions, which could help place new skills in the context of those with which the students are already familiar. The authors also suggest that short reference encounters at the desk may not be appropriate for this kind of instruction and propose that scheduled consultations of up to 30 minutes may better meet students’ needs. Rates for matching what the student thought the librarian taught them and what the librarian intended to teach them were lower, if still relatively high at 60% (study A) and 78% (study B). The authors attribute this lower rate in study A to conservative coding, the inability of researchers to follow up on what the students meant by their answers, and the difficulty students might have in describing what they refer to as “tacit knowledge.” Undoubtedly, the open-ended nature of the students’ responses led to difficulties in matching how they might describe a skill or tool to how a librarian would describe it. Adding a checklist of categories for students to select from for study B certainly made it easier to overcome the problem of students not using (or perhaps even knowing) the same terminology to describe skills as librarians and helped to achieve a higher match rate. “Tools” was the category that was most likely to be matched in both study A and study B. The authors did not speculate on the reasons for this finding.

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ837483.pdf Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/765/1436 Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from https://www.utc.edu/learn/pdfs/online/sloanc-report-2014.pdf Alreck, P. L., & Settle, R. B. (2004). The Survey Research Handbook (3rd ed.) New York, NY: McGraw-Hill Irwin. 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<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data. The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher. References Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3–17. https://doi.org/10.12973/eurasia.2017.00601a Altun, M., & Akkaya, R. (2014). Mathematics teachers’ comments on PISA math questions and our country’s students’ low achievement levels. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 19–34. Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. 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In Spring 2020, the College of Engineering at San José State University (SJSU) conducted a comprehensive analysis of the impact of COVID-19 on faculty who were forced to transition to an online learning environment. The purpose of this study is to assess the impact of COVID-19 on faculty teaching methods, assessment methods, and personal well-being. The study was a combination of a quantitative survey and a qualitative study using interviews of engineering faculty teaching in Spring 2020. In the first part, we surveyed all faculty teaching during Spring 2020 in the SJSU College of Engineering about their experiences after the move to 100% online instruction in March 2020. In the second part of the research, we interviewed 23 faculty members to obtain a more in-depth understanding of their experiences during the move online in Spring 2020. Overall, 98 faculty participated in the survey: lecturers (58), tenure-track (18), tenured (13), adjunct (1), and Teaching Associates (1). The faculty reported being worried about their family and their students’ well-being. In addition, 65% of faculty members reported either a moderate or a great deal of stress related to the shelter in place, and this percentage was higher for female faculty (74%) and for tenure-track faculty (83%). Overall, faculty members felt that they had their classes under control most of the time and that the transition to online teaching was positive, even if they felt they had too much work to do and felt always in a hurry and under pressure. From a teaching perspective, the interviews highlight that faculty members’ main concerns focus on testing and assessment and students’ engagement. Overall, SJSU College of Engineering faculty members felt under stress in the transition to online teaching, especially the tenure-track faculty members, but were able to transition their classes with ease.

Aim/Purpose: This study aims to examine the challenges faculty members face with online teaching practices in public universities in Karachi, Pakistan during the COVID-19 pandemic. Faculty members’ pedagogical experiences were examined by following the approach of the technology acceptance model (TAM) framework presented by Davis in 1986 and 1989. Background: The COVID-19 pandemic has significantly affected educational activities and disrupted the traditional norms of education at colleges and universities in the world, and, as a result, teaching and learning have shifted to online. Accordingly, the outcome of the COVID-19 pandemic has unexpectedly forced educators and educational leaders to analyze pedagogical measures to offer quality education to students and make changes to their curriculum and instruction. Methodology: This study used a mixed-method research design with closed-ended surveys and interviews. The researchers distributed online questionnaires and conducted phone call interviews, followed by simple random sampling approach to strengthen data collection and analysis. The research data were analyzed through descriptive statistical tests, including mean, standard deviation, and Pearson correlation, and thematic analysis. Contribution: By examining the challenges faculty members face with online teaching practices, this study contributes to the literature knowledge to advance the Practical-Knowledge gap (the lack of empirical studies in the context of practice and theoretical perspective) by knowing faculty members’ experiences and attitudes regarding online teaching in public universities in Karachi, Pakistan. The adopted framework of the technology acceptance model provides confirmation of reliability in the context of higher education institutions, which can help explore pedagogical challenges and practices of teachers who teach online in other provinces in Pakistan, cultures, and countries. This study provides suggestions to online teachers in Pakistan to sort out their challenges. Findings: The findings highlight a favorable attitude of faculty members’ usage of virtual platforms for teaching. Likewise, faculty members encountered several challenges that caused restrictions in accomplishing competent teaching and learning. Furthermore, faculty members lacked sound experience in conducting online classes and were not given adequate technical assistance or ICT infrastructure to cope with the technical challenges. Recommendations for Practitioners: It is recommended by this study that teachers should be given adequate professional development opportunities to develop technical and ICT infrastructure competencies to facilitate them to successfully teach online. Recommendation for Researchers: Another study should be conducted at the national level to reinforce the understanding and generalization of this study’s results. Furthermore, this study assessed public universities faculty members’ experiences through self-reported surveys and interviews. However, future researchers should employ other means and methods of examination such as private universities, public universities, primary schools, middle schools, secondary schools, and observations or focus group discussions to broaden the understanding of online teaching practices and challenges in Pakistan. Impact on Society: By examining faculty members’ experiences and challenges of teaching online, this study will help educators and educational leaders to raise the quality of online teaching in Pakistan by knowing the appropriate solutions and recommendations. Future Research: This study examined the adoption of three ICT indicators through pedagogical practices such as perceived usefulness, perceived ease of use, and attitude to use. For future studies, researchers and practitioners should evaluate other indicators such as students’ learning outcomes.

The objectives of the study are to find out the ability of the students in writing descriptive text both before and after the treatment either at control group or experiment group; to find out the effectiveness of Interactive Media for teaching writing descriptive text; to find out what writing elements that received significant improvement after being taught by Interactive Media. This research was conducted using experimental study to overcome students’ problem in learning English especially writing skill. The researcher used two classes as the subject: XI MIPA-1 as the experiment group and XI MIPA-4 as control group. Those MIPA classes belong to Argo Mulyo High School /SMA N 1 Sedayu, Argomulyo, Bantul.The experimental class was taught the descriptive text by using Interactive Media in the form of Macromedia Flash while control groupwas taught by using non-computer based lessons. Total sample of both classes were 60 students. The research was conducted within quasi-experiment study which used pre-post tests design of experiment and control groups. The researcher used this method in order to find out whether computer-based instruction/Interactive Media could make significant improvement on the students’ descriptive writing skill. Such effectiveness was seen from difference of means between pre-post of both control and experiment groups and its t-test score at the degree of significancy. The t-test was higher than the t-table, Interactive Media then was proved significancy in improving the students’ writing descriptive text skill. The students’ writing was analyzed and scored based on rubrics postulated by Brown and Bailey including paragraph organization, its content, language structure, vocabulary and mechanics. The experiment shows that the t-test was (3.16) which is higher than t-table (2.000). The aspects of wtiting that has significant improvement were content, organization, structure, vocabulary - means pre-test of experimental group = 76.5 and control group = 70.8 increased into, experimental group = 87.22 and control group = 78.8 during post test with standard deviation of experimental group = 7.7 and control group = 9.97. Since there was a significant improvement of students’ writing skill by using Interactive Media, this research then confirms that Interactive Media is effective for teaching writing at SMA level.

The main aim of the present study is to analyze the differences that may exist when students address the resolution of verbal problems in their mother tongue and in the language of instruction when these are different. We understand that knowing the type of verbal problems and their semantic structure can be helpful for students’ contextual and mathematical understanding and will allow teachers to improve instruction during the first years of elementary education in bilingual schools specialized in the area of second language acquisition as well as in CLIL (Content and Language Integrated Learning). This study shows how children, as they are acquiring a greater command of the second language, show similar effectiveness to those students who work on mathematics in their mother tongue. This transversal study was conducted on 169 bilinguals studying in international schools. The sample was made up of 80 1st grade students (39 girls, mean age of 7.1 years and 41 boys, mean age of 7.3 years); and 89 2nd grade students (38 girls, mean age 8.2 years, and 51 boys, mean age 8.2 years). The exploratory analyses let us show how 1st grade students demonstrate lower effectiveness in solving problems when they do it in a second language, compared to 2nd grade students whose effectiveness is higher in carrying them out. It is also relevant that in first graders, the largest number of errors are found in the simplest tasks as students’ effectiveness is less when they are taught in a second language, since it takes them longer to create effective resolution models. This fact will allow us to reconsider appropriate strategies and interventions when teaching mathematics in bilingual contexts.

Purpose: The aim of this study is to examine the effects of technologically assisted learning for anatomy courses in sport science collegiate. Methods: One hundred forty-four first-year students from sport sciences faculty attended a required anatomy course in the syllabus. The participants of this class were composed of two learning groups as Classical Learning Group (n=48), and New Approach Group (n=96) based on the lecture style. Classical anatomy course carried out with instruction-based method via PowerPoint lecture on the anatomy course materials such as textbooks, models, and printed visualizations of anatomical sites whereas &ldquo;Quizizz&rdquo;&trade; app-based one performed interactively within a technology-assisted way. The end of the semester, participants answered a reliable and valid survey named Anatomy Lectures Attitude Questionnaire (ALAQ). Results: There was a significant difference in the mid-term and course success when compared Classical Learning (CL) and New Approach (NA). However, no significant differences observed final examination, ALAQ results, and sub-factors&rsquo;. There was a very low correlation between mid-term, final, course success and ALAQ results in NA group. However, no significantly correlation found between mid-term, final, course success and ALAQ results in CL group. Conclusion: The findings reported here suggest that &ldquo;Quizizz&rdquo;&trade; app can enable improving learning outcomes and contribute to test scores for human anatomy in sport sciences collegiate. We do not conceive the substitute traditional learning method within the educational applications for anatomy courses, but it could be regarded as a supplement method of teaching in higher education.

The computer technology has been widely applied in the English teaching and has become a strong support for the modern English teaching. As for the English writing, multi-media based on the computer technology make the class atmosphere active, arouse the students’ interest and in the meanwhile improve the efficiency of English writing. However, there exist some potential drawbacks in the computer-assisted English writing instruction.

Aim/Purpose: This study aims to explore the relationship between motivation and students’ perspectives, learning performance, and use of online course materials in flipped classrooms. Background: The flipped classroom model is an innovative instruction method that has limited research to date exploring its impact on motivation. It remains unknown if the same motivation patterns exist in flipped classrooms as in purely face-to-face or online learning environments. Methodology: Fifty-nine undergraduate students’ expectancy beliefs (control beliefs about learning, self-efficacy) and value beliefs (task value, intrinsic motivation, extrinsic motivation) were measured by subscales adapted from Motivated Strategies for Learning Questionnaire. Students’ final grade percentage represented their learning performance. Regression analysis was used to explore the ability of motivational characteristics to evaluate how well the five motivational subscales predicted participants’ perspectives of a flipped class. Contribution: The results of this study suggest that students have similar motivation patterns regarding their learning performance in flipped classrooms as in traditional or online classrooms. Overall, students reported positive motivational beliefs towards a flipped classroom. Findings: Results indicated that students in a flipped classroom also show a positive correlation with motivation regarding their learning performance as in traditional or online classrooms. Self-efficacy is a significant predictor of both students’ academic achievement and perceptions of the flipped classroom. Overall, students had positive attitudes towards the flipped model but indicated neutral attitudes when asked if they wished to take another class taught in a flipped format. Recommendations for Practitioners: The findings suggested that instructors should set up pre-class activities related to credits that account for the course grade to reinforce students’ effort spent on course preparation. The results of this study suggest that students’ previous experiences of flipped classrooms and online learning may not always affect their motivational beliefs, learning performance, and perceptions of the course format in a flipped classroom. However, a large number of online materials may cause fatigue and make students unwilling to use all the online materials. Recommendation for Researchers: The flipped classroom model is a valuable teaching strategy that can be applied at any educational level to maximize learning time, but continuing research is needed in the field to improve the effectiveness of this approach and facilitate learning among all students, including those with low self-efficacy beliefs or overall motivation. Impact on Society: While the flipped learning model challenges instructors to shift emphasis from providing content to designing active learning experiences, this role remains vitally important for facilitating in-class activities, scaffolding out-of-class preparation, and effectively implementing the flipped design. Future Research: This research did not use control experiments to eliminate other confounding variables. This study explored relationships between motivation and flipped learning but did not prove cause and effect. Whether students in a non-flipped learning classroom have a higher or lower motivation is still unknown and more empirical studies are still needed in the field for assisting instructors who want to adopt this teaching style with better practices.

AbstractRecent studies have explored English vocabulary learning in environments where students used mobile technologies for prescribed vocabulary learning tasks, or tested designed personalized learning systems to enhance student vocabulary learning for short periods of time in language related courses. Dictionary use via mobile devices has mostly been used for referential purposes. Referential use refers to applications that provide student access to content such as dictionaries, e-books, etc. at places where learning activities occur, taking advantage of the portability and mobility of mobile devices. Research on free student use of mobile devices to foster incidental vocabulary learning in non-English courses remains scant, and no in-depth studies have been carried out to investigate the value of dictionary use on mobile devices for incidental vocabulary learning in higher education. This one-year multiple-case study investigated undergraduate students' dictionary and other uses of Personal Digital Assistants (PDAs) to enhance their incidental vocabulary learning in an English as a Medium of Instruction (EMI) university. The research findings show: (a) the students made various uses of the PDA to improve their vocabulary learning, namely, referential, situated, constructive, reflective, explorative and conversing uses, (b) the students adopted integrated uses of the tools on the PDA and the computer for their incidental vocabulary learning, and (c) the integrated use of the PDA and the computer shaped the vocabulary learning activities and vice versa. These research results indicate that PDAs can be used in more flexible, novel and extended ways for English as a Foreign Language (EFL) vocabulary teaching and learning in higher education, taking student needs and contexts into consideration.

Identity formation is one of the main concerns of today’s education and can have a vital role in ESP learners’ future professional success. This study investigated whether the employment of interactive practices in ESP courses had any impact on the identity formation of introvert students. Initially, 200 undergraduate students majoring in Computer Sciences, Accounting, and Physical Education answered the introversion/extraversion section of the Myers-Briggs Type Indicator (MBTI) and Cheek and Briggs’ Aspects of Identity Questionnaire (AIQ-IV). Based on their performance on MBTI, 90 learners with the extravert, introvert, and non-discriminating personality traits were selected from six classes and formed the three Extravert, Introvert, and Control (n1=n2=n3=30) groups. The students had taken a Specialized English course in the second semester of their BA program. The classes lasted 14 sessions. During the treatment, the researchers employed different activities for teaching ESP. After the instruction, the participants took the AIQ-IV. The results of ANCOVA indicated that the Introvert group gained significantly higher scores on the identity questionnaire than the Extravert and Control groups. The results of paired samples t-tests showed that while introverts had improved considerably in all components of the identity questionnaire, the Extravert and Control groups did not show any changes. The findings indicated that in interactive classroom environments, introvert learners had more inclination than the extravert and mixed introvert and extravert learners toward a shift in identity. The study has implications for ESP teachers, practitioners, and educators.