scholarly journals The Effective Use of Information Technology and Interactive Activities to Improve Learner Engagement

2020 ◽  
Vol 10 (12) ◽  
pp. 349
Author(s):  
Abrar Ullah ◽  
Sajid Anwar
Keyword(s):  
Computer Science ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Repeated Measure ◽  
Learner Engagement ◽  
Use Of Technology ◽  
Measure Design ◽  
Before And After ◽  
Collaborative Activities ◽  
Effective Use

Student engagement in the learning process is the key to successful delivery of teaching and learning. Teachers face several challenges to engage learners in different disciplines, including computer science. This research conducts a review of BSc (Computer Science) programmes and introduces interactive activities to enhance learner engagement. The study was conducted using a repeated measure design involving 24 participants. The findings revealed that the use of technology, and collaborative and interactive activities in groups may positively influence learner engagement. The participants’ feedback before and after introduction of group tasks and interactive activities showed a significant (p < 0.001) and increasing trend in response to questions-related learner engagement. The participants agreed that their learning experience and engagement enhanced with the use of technology and interactive and collaborative activities.

Adult Education With Technology for Transformative Learning

2021 ◽  
pp. 718-734
Author(s):  
Victor Wang ◽  
Uta M. Stelson
Keyword(s):  
Adult Education ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Technology ◽  
Learner Engagement ◽  
Web 3.0 ◽  
Use Of Technology ◽  
Technological Skills

Adult learners often fear that employment will be difficult if they lack technological skills. Newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. Without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. Web technologies can provide powerful teaching and learning strategies, enhance learner engagement, provide a chance to acquire critical technological skills, and promote critical reflection. This chapter addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled, Learners' Seeking Transformation via Web 2.0 and Web 3.0 Technologies, emerged.

scholarly journals Integrated Outreach: Increasing Engagement in Computer Science and Cybersecurity

2020 ◽  
Vol 10 (12) ◽  
pp. 353
Author(s):  
Shaya Wolf ◽  
Andrea Carneal Burrows ◽  
Mike Borowczak ◽  
Mason Johnson ◽  
Rafer Cooley ◽  
...  
Keyword(s):  
Computer Science ◽  
Real World ◽  
Learning Experience ◽  
Low Cost ◽  
Outreach Programs ◽  
Integrated Stem ◽  
Hands On ◽  
Real World Applications ◽  
Before And After ◽  
Interest Level

Research on innovative, integrated outreach programs guided three separate week-long outreach camps held across two summers (2018 and 2019). These camps introduced computer science through real-world applications and hands-on activities, each dealing with cybersecurity principles. The camps utilized low-cost hardware and free software to provide a total of 84 students (aged 10 to 18 years) a unique learning experience. Based on feedback from the 2018 camp, a new pre/post survey was developed to assess changes in participant knowledge and interest. Student participants in the 2019 iteration showed drastic changes in their cybersecurity content recall (33% pre vs. 96% post), cybersecurity concept identification within real-world scenarios, and exhibited an increased ability to recognize potential cybersecurity threats in their every-day lives (22% pre vs. 69% post). Finally, students’ self-reported interest-level before and after the camp show a positive increase across all student participants, with the number of students who where highly interested in cybersecurity more than doubling from 31% pre-camp to 65% post-camp. Implications for educators are large as these activities and experiences can be interwoven into traditional schooling as well as less formal camps as pure computer science or through integrated STEM.

scholarly journals The Significance of the Reflective Practitioner in Blended Learning

2010 ◽  
Vol 2 (2) ◽  
pp. 18-29 ◽  
Author(s):  
Aleksej Heinze ◽  
Chris Procter
Keyword(s):  
Action Research ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Education Programme ◽  
Use Of Technology ◽  
Student Focus ◽  
Student Cohorts ◽  
Action Research Cycles

This paper examines the introduction of blended learning on a part-time higher education programme for mature students. The interpretive work draws on four action research cycles conducted over two years with two student cohorts. Discussion is based on observations, staff and student focus groups and interviews examining the students’ expectations and experiences. The initial focus of the action research was on the introduction of technology into the teaching and learning experience. However, the advantage of an interpretive approach is allowing the findings to determine the course of the research. During the first action research cycles, the focus of the research changed from the use of technology in blended learning to the role of the practitioners involved. The authors advocate the key role of reflective practitioners in facilitating blended learning and suggest that action research is a useful framework.

scholarly journals The Application of Eportfolio in Higher Education: implications for Student Learning

2014 ◽  
Vol 1 (2) ◽  
pp. 99
Author(s):  
Andrea Ximena Castaño Sánchez
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Student Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Use Of Technology ◽  
Important Challenge ◽  
Effective Use ◽  
The University ◽  
Assessment Strategies

Nowadays universities are introducing educational changes in their teaching practices and their assessment strategies. These changes are involving many areas in the university. One of the places where most of the changes are initiated is from the classroom settings. To support them, eportfolios in general are being used as a form to align the principles stated from the Bolonia Process towards a teaching more centred on the student supporting other aspects like mobility and recognition. Therefore, developing effective use of technology applied to education for teaching and learning has become an important challenge. In this regard, the main goal of this thesis was to identify learning environment characteristics when applying eportfolios for teaching and learning and students’ characteristics that could influence a meaningful learning.

scholarly journals Using Blogs as a Strategy to Enhance Students’ Participation and Learning in a Research Methods Course

2018 ◽  
Vol 6 (12) ◽  
pp. 211-226
Author(s):  
Denise D. Nation
Keyword(s):  
Active Learning ◽  
Research Methods ◽  
Teaching And Learning ◽  
Methods Course ◽  
Technological Competence ◽  
Use Of Technology ◽  
Learning Techniques ◽  
Global Arena ◽  
Effective Use ◽  
Effective Teaching And Learning

Research has shown that active learning techniques increase students’ ability to find solutions to problems and help students to think critically about problems. In a technology-driven global arena, in which students will have to compete after they matriculate, effective instruction should advocate effective use of technology incorporating active learning techniques. These techniques should enhance students’ oral and written communication, technological competence, information literacy and critical analysis skills. The purpose of this study is to explore students’ perceptions of blogging as an effective teaching and learning tool for research methods. The study explores if blogging increases students’ performance, if it improves their appreciation of the subject matter and if it reduces their fear/anxiety of the material. The results indicate that blogging could be a viable and effective tool to engage and impact students’ performance.

Teachers’ Perception about Learning with Information and Communication Technologies: Usage & Challenges

2021 ◽  
Vol 1 (2) ◽  
pp. 7-14
Author(s):  
Zahid Hussain Sahito
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Professional Training ◽  
Technical Assistance ◽  
Government Schools ◽  
Use Of Technology ◽  
Information And Communication ◽  
Ict Tools ◽  
Effective Use

We are living in an era of technology where everything demands knowledge, understanding, and handling of digital technology. Technology has renewed all spheres of social and professional lives and in this regard teaching and communication are not exceptional. Effective use of technology for real Communication is widely followed in teaching and teachers need to know the use of ICTs in classrooms for delivering lessons to inculcate sound knowledge and understanding of concepts. It is found that despite the significant impacts of ICTs on teaching and learning teachers are reluctant to use technical aids in the classroom. They report various issues that hamper them to use technology in their day-to-day teaching practices; moreover, a majority of teaching professionals are not convinced that they can make their teaching more and more effective by using technology. The paper aims to find out the CHALLENGES THE teachers face to use ICTs in classrooms and perceptions of teachers about the same. A qualitative research method was used to carry out the study.  A well-designed questionnaire comprising of open-ended questions was served to randomly selected serving teachers from government schools of District Khairpur. The responses of the participants were analyzed to identify the challenges faced by the teachers while using ICT during the teaching and learning process. The collected data was analyzed and it was found out that teachers find it difficult to use technology in classrooms because they are not provided appropriate computers, technical support, and professional training to learn to use technology. It was also identified that because of time constraints teachers are unable to use ICTs in their teaching practices. Further, it was explored that teachers believe that teachers have limited perceptions about technology as they hold the view that technology just wastage their time. Based on findings, it was concluded that the integration of ICT tools is highly effective as it makes students more creative, productive, and hard-working as compared to traditionally managed classrooms. Schools administrations should provide not only the technology but also technical assistance to the teachers. Schools administrations need to help teachers to know the importance of ICTs and to use it for a meaningful purpose to improve the standard of education.

Technology Tools for Teaching and Learning in Real Time

2019 ◽  
pp. 255-278 ◽  
Author(s):  
Emtinan Alqurashi
Keyword(s):  
Online Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Experience ◽  
Theoretical Frameworks ◽  
Online Classroom ◽  
Virtual Classrooms ◽  
Technology Tools ◽  
Use Of Technology

Digital technologies provide learners with the opportunity to be actively involved and engaged in the online learning experience. However, with the rapid growth of technology, it can be challenging for instructors to keep up with the changes and assess the effectiveness of new technologies within online learning environments. In order to successfully integrate technology, two theoretical frameworks are commonly used to evaluate instructional technology effectiveness: the SAMR and TPACK models. Although there are many studies that discuss theoretical frameworks for technology integration, there is still a need to discuss the practical use of technology tools in the live online classroom in higher education. This chapter provides instructors with a practical guide for evaluating and implementing synchronous tools to enhance the student experience and learning. It focuses on four components: virtual classrooms, individual activities, real-time assessments, and group work.

Adult Education With Technology for Transformative Learning

2018 ◽  
pp. 32-48
Author(s):  
Victor Wang ◽  
Uta M. Stelson
Keyword(s):  
Adult Education ◽  
Transformative Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Vital Role ◽  
Learning Technology ◽  
Learner Engagement ◽  
Web 3.0 ◽  
Use Of Technology ◽  
Technological Skills

Adult learners often fear that employment will be difficult if they lack technological skills. Newspapers, magazines, and advertisements for positions often emphasize the importance of the use of technology in the workplace. Without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. Web technologies can provide powerful teaching and learning strategies, enhance learner engagement, provide a chance to acquire critical technological skills, and promote critical reflection. This chapter addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled, Learners' Seeking Transformation via Web 2.0 and Web 3.0 Technologies, emerged.

E-Learning Technologies for Effective Teaching

2014 ◽  
pp. 235-248
Author(s):  
Alaattin Parlakkılıç
Keyword(s):  
Teaching And Learning ◽  
Instant Messaging ◽  
Learning Technologies ◽  
Personal Learning ◽  
Use Of Technology ◽  
Virtual Class ◽  
Information And Communication ◽  
E Learning ◽  
Digital Pedagogy ◽  
Effective Use

Information and Communication Technology (ICT) is extensively used in delivering e-learning. The effective use of technology in e-learning fosters learning and communication. E-learning technologies provide dynamism and increase in learning possibilities all over the world. The application of e-learning in education has already changed the organization and delivery of education. E-learning technologies and tools are increasing every day thus it is necessary to learn and know their properties in order to use them effectively. It is also important to know the learners and their skills for e-learning technologies. Digital Pedagogy emerged in response to this challenge; it effectively enhances and transforms teaching and learning to provide rich, diverse and flexible learning opportunities for a digital generation. For effective e-learning an instructor must focus less on lecturing and content presentation, and more on assisting learners in creating personal learning or knowledge networks. Virtual class tools, chat or instant messaging, voice over IP, asynchronous tools, forums, email utilities, blogs, wikis and other asynchronous and synchronous tools are commonly used technological tools. This chapter explores the way in which e-learning technologies have caused a revolution in education, allowing learning to be individualized, enhancing interactions and changing the role of the classical teacher into facilitator.

scholarly journals Optimal Use of the Forum to Develop Problem-Based Learning: Effective Use of Cyber space in a Holistic Process

2017 ◽  
Vol 16 (4) ◽  
pp. 564-571 ◽  
Author(s):  
Leili Mosalanejad ◽  
Rahim Raofi ◽  
Mohammad Ali Montaseri ◽  
Saeed Abdollahifard
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Medical Science ◽  
Problem Based Learning ◽  
Virtual Space ◽  
Discussion Forums ◽  
Online Discussion Forums ◽  
Use Of Technology ◽  
Holistic Process ◽  
The Face

Introduction: Many medical schools have introduced PBL into their curricula because of the potential advantages for students’ learning over traditional lecture based curricula. Integration of online discussion forums could help students, PBL and the curriculum. The aim of this article is the use of the Forum to Develop Problem-Based Learning as a Cyberspace in a Holistic Process and the investigating the effect of this program on students’ satisfaction and students’ cognitive competence.Methodology: For each curriculum used a discussion forum (DF) was created with 90 student and 8 tutors. Using forum for problem based learning- virtual quiz and virtual round develop and design to develop problem based learning and the best use of virtual space to promote teaching and learning also best use of technology in teaching as a new method.Results: Included: reforming and finalizing learning objectives, posting the concept map constructed in the face-to-face session and questioning, encouraging and motivating each other. In addition, posts included tutors’ feedback and redirection.Conclusions: Blending e-learning with conventional PBL may help overcome student-perceived shortcomings of conventional PBL and improve the learning experience, making learning more interactive and interesting.Bangladesh Journal of Medical Science Vol.16(4) 2017 p.564-571

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