Communication Technology Courses Research Articles

Effects of the International Training Program for Enhancing Intelligent Capabilities through Blended Learning on Computational Thinking, Artificial Intelligence Competencies, and Core Competencies for the Future Society in Graduate Students

Background: The purpose of this study is to find the effects of the international training program for enhancing intelligent capabilities through blended learning on computational thinking, artificial intelligence (AI) competency, and core competencies for the future society in graduated students enrolled in the Smart Information Communication Technology (SMART ICT) course. The teaching model followed the ADDIE framework. Methods: This study is a quasi-experimental study based on nonequivalent control group design. Study subjects were assigned to an experimental (n = 20) or control group (n = 20). The experimental group participated in the international training program in the blended learning form, real-time online classes (60 min per session for a week, six sessions) and face-to-face classes (4–8 h per session for 9 days, six sessions). The variables were measured with a self-report questionnaire and were evaluated before, right after, and in the 12th week of the program. Results: The AI competency of the experimental group was observed to be significantly changed at the points of time (F = 6.76, p = 0.002), and in comparison with that of a different group (F = 9.77, p = 0.003). Conclusions: This study suggests applying an international training program based on blended learning to strengthen intelligence capabilities such as artificial intelligence capabilities.

Impact of web-based learning platforms on primary school students’ academic performance in the UAE: Exploring the digital frontier

The three-month quasi-experimental study examined the impact of Purple Mash, an educational website, on grade four students’ academic achievement and perception. The study involved 28 participants, divided into control and experimental groups. Initial assessment scores were similar between the groups, but after the intervention, the experimental group showed a significant increase in post-test scores compared to the control group. The experimental group achieved an average score of 89.9, while the control group scored 77.2. Additionally, the students reported high levels of satisfaction with the interactive learning experiences provided by Purple Mash. Based on these findings, the study recommends the development of dedicated websites for each lesson to enhance accessibility and improve academic achievement and student perception in information and communication technology (ICT) courses. The integration of various data sources, such as pre- and post-test scores, classroom observations, and interviews, supported the credibility and dependability of the research findings. This thorough approach allowed for a deeper understanding of ICT class dynamics and the establishment of robust conclusions. The findings of this study provide compelling evidence of the positive impact of Purple Mash, a web-based mathematics learning platform, on primary school students’ mathematics achievement.

Study of images in French as a foreign language class: Between fixed image and moving image

We were interested in the image. The latter, visual and figurative representation, has always been part of the means used in the teaching-learning of languages, we note that this support is always present in the language class, because in addition to its aspect of humor, the image is capable of explaining the linguistic code, by referring to another code. Thus, the image as a teaching aid could also have a considerable impact on the comprehension of writing among learners in the 7th and 8th years of basic education. This article is particularly interested in the teachers responsible for the information and communication technology course and the designers of programs and manuals. The main objective of the article is to give attention to this support likely to facilitate the teaching/learning of the French language. It first presents two types of images: a still image medium, namely a comic strip and an animated image medium, namely a video extract and scriptural and intercultural skills and Then, he focuses on to descriptive data taken from questionnaires intended for students concerning these aforementioned skills. The article also examines the relationships between the use of images in the teaching-learning process and the two skills.

Programming Self-Efficacy in Higher Education Research: A Systematic Literature Review

The goal of the systematic literature review (SLR) was to provide an overview of the concepts and factors associated with programming self efficacy (PSE) from 2017 to 2021 in Scopus (215) and the Web of Science (310) academic indexes. From the initial 525 articles identified, 405 were left after duplication identification. Using further criteria such as article years must be between 2017 and 2021 in English, and through a peer-review process, 60 remained. These 60 papers were then analyzed using a set of questionnaires, from which 36 articles were excluded. Finally, 24 articles were selected for further analysis and to answer the study’s research questions. Results revealed that student success in information communication technology (ICT) and computer programming courses was from making the learners aware of their programming abilities. Therefore, higher education (HE) institutions should be encouraged to review learners’ abilities in programming and their related perceptions. Finally, institutions should create a relevant learning strategy using tools appropriate for improving education quality.

Use of Instructional Videos to Augment the Teaching of ICT Practical Sessions in the midst of Higher Students Enrollment

The current study looked at how instructional videos were created and used to augment the practical teaching and learning of information and communication technology (ICT) course. With a sample size of 1620 students, the researcher created customized short instructional videos on the different topics on the course outline and shared videos on the platform of the students in the Fall of 2021/2022 school year. The researcher found evidence that the use of the instructional videos was helpful in the practical lessons. Second, participants indicated that using the instructional videos was their first time in this university. Finally, the participants expressed their desire to use the instructional videos in the near future as well as recommend to their peers in other programmes. Implications for practice are discussed.

Design methodology on educational web applications for the field of mathematics

This study proposes the creation and use of the Design methodology on Educational Web Applications for the Field of Mathematics (DAECM) to build the web application on depreciation. The objective of this mixed research is to analyze the perceptions of the students about the use of this technological tool. The participants are 25 students who took the Information and Communication Technologies course at the National Autonomous University of Mexico during the 2023-2 school year. The DAECM methodology facilitated the construction of the educational web application on depreciation through the stages Analysis of the mathematical educational context, Analysis of web programming languages, Content design, Aesthetics and Evaluation. The results of this mixed research indicate that the educational web application is useful, facilitates the personalization of learning through simulators, favors the creation of a pleasant virtual environment, allows the education during the COVID-19 post-pandemic and encourages the learning of the math. This study recommends the incorporation of technological tools such as web applications because teachers can create new virtual spaces that help the students during the learning process. In conclusion, educators can use the DAECM methodology to update educational practices and innovate the course activities through the planning and construction of web applications.

The Effects of Educational Robotics Activities on Students’ Attitudes towards STEM and ICT Courses

This study aims to investigate the effect of robotics design with Arduino on students' attitudes towards ICT courses and STEM. In this context, robotics design activities with Arduino were conducted with an experimental group, while the current IT curriculum was applied to a control group. The study lasted for a period of 12 weeks and was conducted with 53 middle school students. The Information Communication Technologies Course Attitude Scale (ICTCAS) and STEM Attitude Scale (SAS) were used as data collection tools. The study's findings revealed that robotics design activities with Arduino increased the students' attitudes towards engineering and technology in the context of STEM and ICT courses. Additionally, the participating students supported the use of robotics activities in their ICT course, and they reportedly found the activities to be fun, interesting, different, difficult, complex, and time-consuming. During the first weeks of the study, the students were excited, very curious, interested, enthusiastic, worried, and hesitant to participate in the activities and avoided them. However, in the subsequent weeks, they gained practical experience related to the activities and took on a more active role in the class.

A framework of teaching Information and Communication Technology using peer-assisted learning in Information Studies courses

Peer Assisted Learning (PAL) is a teaching method that could improve students’ skills. Research investigating the feasibility of applying PAL in the Information Studies/Science (IS) field concerning the Information and Communication Technology (ICT) courses settings is scarce, and there is a demand to explore this realm. In this research, systems thinking examines the ICT courses as a system with inputs, outputs, and feedback. A holistic manner of enquiry demanded the exploitation of a case study. Seventy-four PAL attendees from four sections of female students completed a short survey at the end of their ICT-related courses. The survey aimed to gather data on the attendees’ opinions regarding the PAL as a peer-learning system. The research framework admitted the data through phases; It integrated a new take on the “old-fashioned” SWOT (Strength, Weakness, Opportunities and Threats) analysis. Then it developed a PAL integration framework to structure its practical implementation in the ICT courses. Finally, the study showed the potential of using SWOT analysis in managing educational methods and evaluating ICT skills by using PAL in the IS field.

A cross-case analysis of ICT courses in teacher training programmes for special needs: Technology affordances and Universal Design for Learning

The special needs teacher is a highly qualified professional whose role is to work in collaboration with all class teachers to activate an inclusive approach for the benefit of all students and to enable individual potentialities. Technology can be of paramount importance in designing learning activities according to the principles of Universal Design for Learning in an interdisciplinary approach and with a holistic perspective of all involved actors in the teaching/learning process. In Italy, the prospective special needs teacher has the opportunity to be fully trained thanks to a comprehensive specialization course where the areas of competence of digital literacy are addressed in a specific course. The study reports a cross analysis of three editions of an Information and Communication Technology course, with a focus on the results of the last edition, whose online format was discussed starting from strengths identified in the first two face-to-face editions of the same course.

Development of Learning Media for Introductory Information and Communication Technology Courses

This research aims at: (1) finding out the learning conditions in Introduction to Technology of Information and Communication course of Electrical Engineering Education Department at Makassar State University; (2) finding out the developmental phases of learning media based on web learning in Introduction to Technology of Information and Communication course of Electrical Engineering Education at Makassar State University; and (3) finding out the validity level of learning media based on material and media experts' assessment. This research employed a developmental research using ADDIE which is modified in three phases that is Analyze, Design, and Develop. The research is conducted at Electrical Engineering Education Department at Makassar State University. The informants were chosen from material and media experts. In line with that, the data was obtained through observation and questionnaires, while technique of data analysis through descriptive analysis. The results of this study show three developmental phases of learning media based on web learning in Introduction to Technology of Information and Communication course of Electrical Engineering Education Department at Universitas Negeri Makassar as follows: (1) analyze phase; (2) design phase; and (3) develop phase. The results of the validator (1) validation by material experts achieving the feasibility of 82.81%, (2) by the design experts who reached 89.58% from the results of the study of learning media in Introduction to Technology of Information and Communication that are developing Electronics so as to produce excellent results for this company. The conclusion is that this research uses Research and Development (R&D).

Interrelated analysis of interaction, sequential patterns and academic achievement in online learning

This study aimed to examine the behaviour of learners across a whole system and in various courses to reveal the interrelation between learners' system interaction, age, programme features and course design. We obtained data from the system logs of 1,634 learners enrolled in distance learning programmes. We performed hierarchical clustering analysis to describe system interactions; then, we carried out a sequential pattern analysis to examine navigational behaviours by clusters. The results showed that the system interactions (e.g., content, live lesson, assignment, exam, discussion) across the whole system differ by age and programme. The behaviour profiles of the learners changed when different course designs were presented. Learners who interacted more with any component (e.g., live lesson or content) according to their needs were more successful than those with limited interaction and assessment-oriented (those with limited interactions outside of the assignment). In an information and communication technology course, learners whose system interactions were sufficient to receive rewards were more likely to succeed. The sequential pattern analysis showed that the assessment-oriented cluster interacted with the assignment in the midterm weeks; the award-oriented cluster interacted with the content or completed their assignment and received an award. Consequently, it is difficult to determine or generalise the intervention unless the system, programme and course design features are standard. Implications for practice or policy: Course designers can use the assessment activities or motivation factors such as awards to increase students' system interactions. Course designers should not determine or generalise interventions unless the system, programme and course design are standard. Researchers should not only focus on data but also consider the contextual characteristics of data.

Impact of Information Communication Technology Strategies on Learning Effectiveness

Transnational higher education is a multinational growth strategy requiring a foreign direct investment to establish a university or a campus in a new country and, if possible, to use articulation agreements with credible partners to increase domestic enrolment. Due to the potential international student learning style differences, we hypothesized there may be difficulties teaching Information Communication Technology (ICT) courses in transnational strategies due to the student origin or domestic campus location. The purpose of this study was to examine if student learning was effective within ICT graduate courses at an accredited sub-Saharan Africa-based university implementing the transnational education strategy. We found student learning was effective, but paradoxically, some factors indicated unusual results. Learning impact was higher when students disregarded the learning objectives, which we were able to explain theoretically. Conversely, learning impact was higher for many students who avoided tutoring, which we also rationalized.

Development of Project-Based ICT and Media E-Modules for Learning During the Covid-19 Pandemic

Media courses and learning are courses that describe the basic concepts of knowledge, theoretical understanding, and practice of effective and efficient learning media in the teaching and learning process. The e-module was developed using the Dick and Carey (2005) model which has 10 steps, namely: 1) the stage of the need and determining general goals, 2) conducting a learning analysis, 3) identifying behaviors and early learners, 4) writing specific learning objectives, 5) compiling learning outcome tools, 6) developing learning strategies, 7) selecting and developing learning materials, 8) implementing and implementing formative evaluations, 10 carrying out evaluations, and carrying out evaluations. Modules that have passed the development stage that needs to be evaluated. The purpose of this development research is to produce e-modules for media and information and communication technology courses for learning in the Department of Mechanical Engineering Education, Faculty of Engineering, State University of Medan. The results of the development, based on the results, that the validity of the e-module material obtained a score of 92 which was in the very good category, the validity of the learning design was 93.91, the media aspect was 90.00. Student assessment 85.77. In conclusion, the E-module for media and typewriting courses for learning is suitable for use in classroom or online learning during the COVID-19 pandemic. The implication of this research result is used as input for lecturers. Fixing yourself is related to the problems that have been carried out and student achievement that has been achieved by paying attention to appropriate learning methods to improve student learning achievement.

Application of SQQ-Based Flipped Classroom Model on Students’ Achievement and Engagement in ICT Course

There is an agitation from teacher educators and experts that the traditional lecture-based method is no longer appropriate in teaching Information and Communication Technology (ICT) courses. Though, the government through its policies and reforms introduced ICT courses to schools and colleges to boost students’ ICT knowledge and skills for economic and national development. Studies from across all parts of the world show that using the traditional lecture-based method in teaching the ICT courses had affected students’ academic achievement and engagement. Scholars suggested using technologies and student-centered learning approaches to improve students’ achievement and engagement, particularly in the ICT courses. Flipped classroom model is one of the teaching and learning pedagogies that can overcome the limitations of the traditional lecture-based method. Few studies have investigated the effect of flipping classroom model for the students taking ICT courses. Hence, this paper presents a modified flipped classroom model to improve students’ achievement and learning engagement. The modified flipped classroom model comprises of social constructivist learning theory, bloom taxonomy, cooperative learning model, and study-quiz-question (SQQ) learning strategy.

PENERAPAN BLENDED LEARNING DENGAN METODE PRAKTIKUM MATA KULIAH TEKNOLOGI INFORMASI DAN KOMUNIKASI DI IAIN METRO

This research was conducted to determine the effectiveness of the application of blended learning with practicum methods in Information and Communication Technology Courses. The blended learning method combines an online learning system through the Learning Management System application and face-to-face with lecture and practical techniques in a computer laboratory. This study uses a qualitative method with a descriptive qualitative approach. The subjects in this study were the first semester students of the 2020/2021 academic year as many as 46 students of the Faculty of Ushuluddin, Adab and Da’wah who took Information and Communication Technology courses. The results of the measurements that have been carried out are to determine the effectiveness of the method on the mastery and competence of students in the tasks of the Information and Communication Technology course. From the results of the research conducted, this study concluded that the application of the method was in accordance with the needs of learning, but there was a need for curriculum adjustments that emphasized the balance between the lecture method and the practicum method as well as increasing the availability of adequate computer laboratory facilities as a means of supporting learning. Keywords: ICT Courses, Learning Evaluation, Integration.

An Evaluation of Library and Information Science Curricula and Professional Perspectives in India

The purpose of this research study is to identify the core, advanced, specialized, and soft skills courses offered as part of the various library and information science programs. The course content of the Master of Library and Information Science (MLIS), offered in 2019–2020, was collected and analyzed from 10 LIS schools in India. Course contents were analyzed to understand whether the LIS schools are preparing graduates for the digital environment. A survey was conducted among 42 experts in library and information science on required courses in the MLIS program. Research finds that the LIS schools do not a have separate course module on digital library and that it is, instead, integrated and taught with the information and communication technology (ICT) course. There are also variations among the LIS schools in the allocation of topics and credits in each course. The experts opined that schools should allocate more credits to the advanced course, introduce new courses, and update the curricula for the future job market. New courses like ‘research data management’ and ‘data and visual literacy’ and courses on soft skills should be introduced in the MLIS program with 2–3 credits. There is a mismatch between the skills required in the job market and the skills imparted by the Indian LIS schools. The LIS schools should fill in the gap by introducing advanced, specialized, and soft courses in the MLIS program. The research findings have practical implications for the library and information science programs and educators. The LIS schools in India offer courses to meet the local job market demands, but they should design and develop courses for meeting the global standards and needs.

Evaluating Computer, Information Technology and Communication for The Preparatory Stage in Light of Values of Digital Citizenship According to Egypt's Vision 2030 and A Suggested Framework for Enriching It.

Abstract T he present research aimed at evaluating computer and information and communication technology courses of the preparatory stage in the light of the values ​​of digital citizenship according to Egypt's Vision 2030 and at developing a proposed vision for their enrichment. To achieve the objectives of the study, the descriptive analytical method was followed. Then the researcher transformed it into a content analysis card that included (52) sub-indicators distributed over nine main criteria. The results indicated that the values of digital citizenship came in the first and second preparatory grades with a medium degree (51%), while they came in low rates in the third intermediate grade curricula (24%). The results showed that all Computer, information technology and communication subject of the preparatory stage achieved the two elements of digital access and digital literacy. The educational axis is also available in all subjects at the highest percentage compared to the other two axes. There are also some elements of digital citizenship that are not addressed, such as digital commerce, based on previous recommended findings. The study conducted a comprehensive review of achievement in order to include more educational standards of digital natives.

Teachers’ perceptions of the role of technologies for inclusion. Results from a special needs teacher training course

The study focuses on the Information and Communication Technology course run within the “Special Needs Teacher Training Specialization Course” developed by the University of Macerata (Italy) in the academic year 2018-2019. Specifically, the case, framed in a qualitative approach, aims at analysing how special needs trainee teachers (henceforth referred to as trainee teachers) approach the use of technology with inclusive perspectives and what factors can influence their decision making process in using technology. The case highlights what connections can be drawn between the design and development of the Information and Communication Technology course and the trainee teachers' perceptions in direction of the UDL principles.

Investigating the Relevance of Library Information Science Curriculum to Systems Librarians at Kenya’s Schools of Information Sciences

This study sought to establish the effectiveness of the current curriculum and methodologies used in Schools of information Sciences as a tool to train Systems Librarians in Kenya. It examined the current curricula used by selected Library and Information Schools (LIS) in Kenya, established the content of Information Communication Technology (ICT) courses that are offered in LIS curricula in Kenya, and its relevance to needs. It used a case study of four universities in Kenya that offer LIS education. The study used descriptive case study design to collect data on issues related to LIS curricula as they are at present in the selected universities in Kenya through analysis and comparison curriculum used. In the study, the dependent variable is Systems Librarians while the independent variables include schools of information Sciences in Kenya and LIS curriculum. The study was carried out in selected Universities that teach Library and Information Sciences in Kenya. The study used purposive sampling technique to show accurate, reliable, and valid information from a more representative of all the population who are involved in the developing and implementing the curriculum as well as those who employ the Systems Librarians. The findings show that curricula used by LIS schools in Kenya do not have adequate Information Communication Technology courses to equip those aspiring to be Systems Librarians with adequate skills to carry out their mandate effectively. It shows that there are more general courses that are covered that are not helpful to the students. The study recommends that LIS curricula be reviewed to address the shortcomings noted by increasing the number of ICT courses, benchmarking with universities in developed countries, establish a model LIS for Systems Librarians and standardize curricula for LIS.

The Relationship between Emotional Intelligence (EI) and the Malaysian University English Test (MUET) Performance among Technical Students

Past research has proven that emotional intelligence, the ability to justify one’s emotion is integral in higher education, especially in teaching and learning of English Language. The main objectives of this study are to examine i) the relationship between emotional intelligence (EI) and MUET performance among undergraduate students in the technical university, ii) the correlation between emotional intelligence and MUET performance among 250 respondents from engineering and information and communication technology (ICT) courses and iii) can the level of emotional intelligence (EI) among undergraduate students in a technical university predict the students’ performance in MUET? The cross-sectional survey design was used to collect the data from 250 respondents. The respondents were given the EQI questionnaire which had been constructed to collect the respondents’ EI, which covers these aspects; self-awareness, self-regulation, empathy, self-motivation and social skills subskills. The results have highlighted that EI has a significant correlation with the students’ MUET performance and can predict the students’ MUET performance. Also, besides that, the findings show that there is a significant difference between the students’ course and their EI level, thus implicating its dominant on education. Thus, from this study, as emotional intelligence plays important roles in determining the students’ English language performance, emotional intelligence skills should be embedded in designing the English course. For future research, it is also recommended to discover the relationship of emotional intelligence traits and other language skills such as listening, speaking, reading and writing.  https://doi.org/10.26803/ijlter.19.7.16