Journal of Learning for Development - JL4D
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Study on the Assessment of STEM Instructional Design Plan Based on Information Flows
No full textIn recent years, the growing incidence of blended and online learning has highlighted instructional design concerns, especially STEM instructional design. Existing studies have often adopted observations, questionnaires, or interviews to evaluate STEM instructional design plans. However, there is still a lack of quantitative, measurable, and objective assessment methods. To close this research gap, this study proposes an innovative method for assessing STEM instructional design plans based on information flows. In this study, 20 STEM instructional design plans were designed, analysed, and assessed using the proposed information flow-based assessment method. The results indicated that the proposed method is feasible and effective for assessing STEM instructional design plans. STEM instructional design plans could be significantly improved based on the proposed method. The results and implications for instructors and practitioners are discussed in depth
Teacher Participation in Online Collaborative Learning: Does It Improve Their Teaching Competency?
No full textThe Covid-19 pandemic has caused a rapid transformation of Teacher Professional Education (TPE) in Indonesia from face-to-face to online. Although the programme is run online, learning activities, namely collaborative learning among programme participants, practitioners, and experts, are increasingly being encouraged. This study attempts to explore online collaborative learning (OCL) from the perspective of teachers participating in TPE. This study uses a qualitative approach with a qualitative e-research framework design, and the respondents were twenty in-service teachers. Data was collected through structured interviews, observation, and related documentation studies. The results suggest that by using various technological devices, programme participants collaborate in designing, implementing, evaluating, and reflecting on innovative learning while participating in the TPE. The contributions are an increase in their problem-solving competence, teaching competence, and information and communication technology competence. Based on the results, several recommendations have been provided for TPE providers, programme designers, and future researchers
Low-connectivity Educational Technology: A Case Study of Supporting Learning during Covid-19 via SMS with ‘Keep Kenya Learning’
No full textThe use of Short Messaging Service (SMS) for education has grown in recent years, drawing particular attention to supporting school-level learners, due to the Covid-19 pandemic. This renewed interest has prompted questions about how this form of educational technology could be used in the longer term. However, despite being used in many Covid-19 responses, there are few documented examples of innovative applications in this field during the pandemic, which represents a gap in the literature. As a medium for education, SMS offers potential benefits such as being cost-effective and having positive impacts on learning. In this paper, we present a case study of an educational programme rapidly implemented during the pandemic as part of the ‘Keep Kenya Learning’ program, to support learners remotely in terms of literacy, numeracy, and social and emotional learning topics. Through the case study, we describe the innovative process used to rapidly develop content for SMS, and draw upon usage statistics, quiz scores and user feedback to gain insights into its implementation with learners and caregivers in Kenya. The case study demonstrated that educational television content can be effectively adapted to mobile delivery. Furthermore, we present practical reflections on the development and implementation of SMS educational technology which will help inform future initiatives. These include considering timing in relation to school terms when planning a supporting intervention, and designing content in a modular way to allow flexibility for learners in navigating through courses
Students’ Technological Readiness and Online Learning Self-Efficacy in Physical Education
No full textThe study of ‘technological readiness and online learning self-efficacy’ has been thoroughly examined across multiple fields in recent years. Most investigations on this topic have consistently shown a contradictory relationship between the two factors. Moreover, there is a dearth of studies undertaken in the field of Physical Education within higher education, particularly in the setting of the Philippines. This study aimed to investigate the correlation between Technological Readiness (TR) and Online Learning Self Efficacy (OLSE) among a sample of 305 Physical Education Teacher Education (PETE) students in a higher education institution in the Philippines. Correlational and predictive analyses, specifically Pearson-r and Multiple Regression, were employed to ascertain the association between the four aspects of TR (Optimism, Insecurity, Innovativeness, and Discomfort) and OLSE. The findings indicate a positive and direct correlation between TR and OLSE. Moreover, the four dimensions of TR, exhibit a positive correlation with OLSE. According to the results, PETE students’ inclination to utilise advanced tools through online learning platforms could greatly enhance their online learning self-efficacy. The following recommendations and prospective research initiatives are hereby provided
Study on School Students’ Blended Learning Experiences and Mathematical Self-Concept during Covid-19
No full textThe self-perception of one's mathematical abilities is a critical component that academics study to improve mathematics education. Amidst the Covid-19 pandemic, the majority of educational institutions used a blended learning method, specifically including both online and modular distance learning. This research investigated the contribution of blended learning experiences in mathematics to learners' self-perception of their mathematical abilities in the new learning environment. This research used deliberate sampling to select and conduct focus group conversations with ten (10) students studying Science, Technology, Engineering, and Mathematics (STEM). The data obtained underwent thematic analysis. The findings revealed that students' experiences of the teacher’s mastery of the topic, observations about learner-learner relations, the importance of rereading transcripts, and utilisation of internet-based resources fostered their mathematics self-perception, while their experiences such as inadequate teacher-student connections, distracting educational settings, clashes with domestic obligations, and sensations of solitude hindered it. The findings show that comprehending these encounters in this demanding educational setting presents a constant prospect for students to enhance their mathematical learning and their perception of their own ability to excel in the topic
Perception about and Effect of Adaptive Educational Application on Electronics Topics on Students’ Virtual Spaces, Motivation, Satisfaction and Active Role
No full textCurrently, educators seek to offer personalised contents to facilitate autonomy during the educational process. The aim of this mixed study (quantitative and qualitative approach) was to build and analyse the effectiveness of the Adaptive Educational application on electronics topics (AEET) considering Data Science (machine learning algorithm on linear regression). In particular, AEET presents the content about logic gates, considering student learning style, through a web simulator, digital files, and YouTube videos. The participants were 41 students from the National School of Earth Sciences, National Autonomous University of Mexico. The results of the machine learning algorithm on linear regression indicated that the content of AEET positively affected the creation of virtual educational environments, motivation, satisfaction, and active role. At the National School of Earth Sciences, the use of AEET facilitated personalised learning at any time, autonomy, and flexibility of space during the educational process. In conclusion, it was found that AEET is a technological development that improved learning about logic gates through a web simulator, digital files, and YouTube videos
Effectiveness of AI-Based Personalised Reading Platforms in Enhancing Reading Comprehension
No full textThis study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy
Instructional Design Models for Digital Learning in Higher Education — A Scoping Review
No full textInstructional design (ID) is a systematic process that is used to develop education and training programmes in a consistent and reliable way. A key challenge faced by educators is selecting an ID model by deciding which ID model will be more suitable in order to achieve an effective digital teaching and learning process. The objective of this scoping review was to present recommendations to select ID models for digital learning in higher education. Nine databases were searched for eligible publications. The search retrieved 643 records. Forty articles were included in this review. Results show that employing a systematic process in instructional design (an ID model) has produced an effective, consistent and reliable digital teaching and learning process in higher education. Selection of an ID model depends on the requirements of the course, timeline, resources available for the design and development of the course and the expertise in the ID process
Students’ Critical Thinking Skills Using an E-Module Based on Problem-Based Learning Combined with Socratic Dialogue
No full textThis study aimed at testing the effectiveness of an e-module based on Problem-Based Learning combined with Socratic Dialogue on the topic of environmental change in improving school students' critical thinking skills. This research was a quasi-experimental study and used a non-randomised control group, pre-test/post-test design. The sampling technique was cluster random sampling. The sample in this study was two experimental classes (n = 72) and two control classes (n = 72). The data collection instruments included multiple-choice tests and a questionnaire. The test results were analysed using the t-test and the N-gain score test. The results showed significant difference in students' critical thinking skills between the experimental and control classes. Students who used the e-module showed better critical thinking skills. Students who used the e-module showed a greater increase in critical thinking skills after the learning process, compared to students who did not use the e-module. Thus, it can be concluded that the e-module based on PBL combined with Socratic Dialogue effectively improved students' critical thinking skills
Adoption of Augmented Reality in Distance Education: A Scoping Review
No full textAugmented Reality (AR) has garnered significant attention in the field of education over the last two decades, with data indicating that it improves the effectiveness of teaching and learning in a variety of academic environments. There is, however, the absence of a framework that can guide the institution-wide adoption of AR in distance education. Distance Education (DE) has always been linked to advances in (educational) technology in terms of facilitating the transactional distance between providing institutions and learners, supporting them both synchronously and asynchronously, and providing educators with tools to improve pedagogy and resource utilisation. However, it is unclear why AR has yet to be institutionalised in distance and distributed learning environments. A scoping review was done to identify the enabling conditions for implementing AR in DE, and the results were deductively analysed. While the scoping review results did not reveal any frameworks or models that could guide the implementation of AR, it pointed out several factors to consider when adopting AR in a distance learning environment