Perceptions of Business Students toward Online Education before and in Transition Period of COVID-19

Covid-19 affects our lifestyles dramatically. It also affects the education styles. Spurred by the Covid19 pandemic, most of the learning in a traditional classroom setting were transferred to online format. This study was designed to assess the students’ perception on the traditional and online learning before Covid-19 pandemic and in transition to the Covid pandemic when all classroom learning is closed and transferred to online based learning. Students were sampled to obtain their general perceptions regarding traditional and online learning. The data were collected via an online survey during October/November 2019 and March/April 2020. Findings indicate that the perceptions of students changed negatively in transition period. A large majority of students agreed before Covid-19, but they disagreed in transition period on the following: online education increases learning levels; students learn more with online courses; zoom is much better than learning in the classroom environment; online courses are easier than traditional courses; I would recommend taking online courses instead of in class courses to a friend or colleague; and I would like to take my other courses in online form. The results show that a sudden change to the system will negatively impact the students and it did not allow time for students to adjust to the change. They are simply not ready to take all the courses online. However, students all agreed the use of technology in classroom increases their engagement and interest in the subject matter

Use of Tablets in Moroccan Primary School Inventory and Impact of Teacher Training

Since the 2000s, the leaders of Moroccan educational system called for the introduction of information and communication technology means in education. Thus, the majority of primary schools have been equipped with computers and internet connection. But when it comes to tablets, Moroccan schools are only in the early stages of experimentation. This article aims, on the one hand to probe the inventory of places of use of this artefact in classroom practice and to elucidate the obstacles that could constrain its effective and efficient use; on the other hand, to study the impact of teacher training on the perceived value of this artefact in educational practice. So, we carried out research via a questionnaire and semi-structured interviews in 13 schools that received endowments of 11 to 16 tablets each. The results showed that the use of tablets is very limited; and suffers from several obstacles that hinder its integration. And that the technical and pedagogical training of teachers is a major factor in the perceived usefulness of this technology in classroom practice.

Research on the Application Strategy of Mixed Teaching Mode of Visual Communication Design Specialty in Colleges and Universities Based on Multidimensional Interaction

With the change of teaching methods and the continuous advancement of educational reform, blended teaching has become a new trend in higher education. The application of network information technology in classroom has changed the traditional learning environment, teaching structure and learning methods, and improved teaching efficiency. In the information age, the talent training of visual communication design major must keep pace with the times, aiming at training innovative talents and practical talents. According to this goal, this paper puts forward a mixed teaching mode based on multi-dimensional interaction and massive open online course platform to make up for the shortcomings in current teaching. It has a certain guiding effect on the practical teaching of visual communication design specialty.

Evolution of STEM, STEAM and STREAM Education in Africa: The Implication of the Knowledge Gap

Developing countries have limitations in almost every area of modernization. These limitations are not limited to only education and the classroom in which teachers and learners exercise their duties but also other aspects of human endeavours. Scholarly approaches embraced by educators in the quest to evolve knowledge, especially, those whose basis arise from Science and Mathematics have generated considerable improvement over the years. These approaches beget a pattern aimed at preparing emerging learners with up to date knowledge on how best to solve challenges required of complex, yet human everyday life. The goal of education and by extension science is to equip citizen with requisite skills to embrace challenges and solve human everyday problems. This article exposes the trend in STEM, STEAM and STREAM approaches, as well as, the rationale for each of the appendage component of the evolution. The global application of robots in areas with shortage of manpower is a trend in global economy and governance. Africa’s classroom integration and limitation of technology in classroom learning can potentially be resolved with solutions from robotics. A measure of the grounds covered in the developing countries and the gap expected to be covered were extensively explored. The limitation in knowledge, expertise and resources to cope with these emerging trends for purposeful and meaningful classroom integration in Africa were investigated.

Understanding technology use through multimodal layers: a research review

PurposeThe purpose of this study is to examine the use of digital technologies by teachers and students in teaching and learning from a multimodal layer perspective.Design/methodology/approachThe article reviews 64 studies on technology use. A content analysis based on the theoretical concepts of “multimodal layers” was used to synthesise previous research.FindingsThe findings indicate that the use of technology in classroom practices by teachers and students is multifaceted and that transitions exist between technologies and sign-systems and are differently related to sign-making activities and thus constitute different uses. Between layers, traces can be made that connect the use of technology to differences in sign-making activities.Practical implicationsA multimodal layer perspective on technology use is fruitful to understand what happens at the intersection of technology and human activities in school practices. Moreover, more attention to multimodal layers can inform future effective technology usage and design.Originality/valueThe review offers comprehensive insights on how previous research has studied technology using multimodal layers as an analytical lens.

The Emerging Issues and Impacts of Technology in Classroom Learning

This study investigates the technological trends used in the classes of post graduate students of education faculy, UiTM. It also explores the perceptions of the students on impacts and emerging issues of technology on their classroom learning. The study has employed a quantitative research design and has used a questionnaire as a research method to collect data. The data was collected from a sample of 30 post graduate students of Education Faculty, University Teknology Mara (UiTM). The findings show that social media, gamification, blended learning, E-books, remote learning and self directed professional development are the technological trends used in post graduate classes of Education faculty, UiTM. The findings also indicate that technology has positively influenced the classroom learning of these students. Lastly, the results show that technology is not perceived as an emerging issue that would interfere or hinder the students learning in the classroom.

A Topic-Based Bibliometric Analysis of Two Decades of Research on the Application of Technology in Classroom Dialogue

With growing interest in technology and its application within education, an increasing volume of research literature concerning the utilisation of technology in classroom dialogue has become available. To provide a comprehensive overview of the research area, this paper reports the results of topic-based bibliometric analysis of relevant articles published from 1999 to 2018. Trends in articles and citations, productive institutions, countries/regions and journals are identified. Vital research interests in the research area and how have they evolved over time have been specified and visualised. Interest in the application of technology in classroom dialogue has grown significantly during the past 20 years and will continue to expand. The USA is the top productive country in the field, and countries/regions and institutions that display a large number of international collaborations are likely to be influential. Topic analysis highlights the existing prominence of research in the areas of Dialogue, Settings, Collaboration and Information communications technology, as well as increasing interest in Learning achievement and Teacher professional development. Findings obtained in this study could potentially help promote the use of technology in classroom dialogue, and provide suggestions for scholars and project investigators in (re)allocating research resources.

Teacher Self-Perceptions of Skills and Beliefs Using Technology in Classroom Practice

New technology and innovations over the last decade have created a global economy that incorporates people communicating and making connections all over the world, twenty-four hours a day. With this continuous drive in society, there is added pressure to integrate more technology in the classroom and into the hands of students. Although there is a great push to add technology in education, studies demonstrate that teachers are reluctant to modify and change their current practice. Educational leaders, politicians, and district administration are spending valuable resources on devices to drive daily instruction in schools where teachers tend to have more of a traditional attitude and seem more reluctant when it comes to integrating technology in the classroom. Billions of dollars are being spent on technology that appears underutilized and/or used ineffectively because of a lack of teacher confidence in skills or knowledge, or personal view of importance in education. Using a quantitative approach, this study used a self-reported questionnaire to examine current teachers' perceptions of knowledge and skills, as well as rating of value using technology for communication and collaboration, compared to their reported practice.

CAN TABLETS IN EFL CLASSES IMPACT STUDENTS’ MOTIVATION TO LEARN ENGLISH?

The goal of this study is to understand if there is an impact on students’ motivation to learn English as a Foreign Language when mobile technologies are used to support active learning activities that develop students’ oral production competences. The participants were two teachers and their 106 students, who were using their own tablets at school as a result of school action plan for promoting the integration of technology in classroom activities. At the beginning and end of the schoolyear, students answered a questionnaire that contained three dimensions of a motivation index, collected from Gardner’s Attitude/Motivation Test Battery. Following a preliminary analysis to these quantitative data, the instrument for qualitative data collection was created, an interview protocol which was applied to two teachers. After analysing the qualitative data, all the data were triangulated and the outcomes scrutinized. Thus, this mixed methods research design followed a sequential explanatory strategy. The results revealed a favourable tendency in terms of student motivation, although statistically significant differences were only found in the case of students with initial lower and moderate levels of motivation. Both teachers referred improvements in student participation and engagement in classroom activities.