Teaching In Engineering Education Research Articles

Use of Educational Technology to Improve the Quality of Learning and Teaching: A Systematic Research Review and New Perspectives

This paper aims to identify the main topics on which scientific research has been oriented, from 2019 through 2022, about the use of educational technology in teaching and learning. The methodological approach used was qualitative. The sample size was n = 92 (scientific articles from Web of Science, Scopus, Eric, and Google Scholar databases). Thematic analysis was used for data analysis. From the analysis of the data, it has been established that the main topics on which scientific research is oriented are the use of educational technology (1) for the learning environment, (2) as a pedagogical approach, (3) for student assessment, and (4) in support of students with special needs. Some perspectives are also given regarding the orientation of scientific research in this field.

Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China: structural equation modeling

The integration of Information and Communication Technology (ICT) can significantly improve teaching and learning outcomes, but various factors determine the degree to which ICT is integrated into educational practices. This study used quantitative methodology to examine four key factors that impact in-service teachers’ ICT integration and how they interact with each other. Data was collected through snowball sampling from 685 in-service teachers in Henan Province, China. Using partial least squares structural equation modeling (PLS-SEM), the study analyzed four factors from the Technology Acceptance Model 3 (TAM 3) and the Will-Skill-Tool model (WST model): attitudes (AT), self-efficacy (SE), digital competence (DC), and digital tools utilization (DTU). The findings revealed that all four elements exerted a noteworthy influence on the integration of ICT by in-service instructors. Meanwhile, attitudes, digital competence, and digital tools utilization have a mediating effect in this research. Additionally, the study examined how gender, age, and teaching experience influence these factors and ICT integration. The findings revealed that females exhibit higher levels of positive attitudes and digital competence than males, while teachers aged 31–35 years have stronger digital abilities, digital tool use, and ICT integration compared to younger or older teachers. Furthermore, teachers with less than three years of teaching experience exhibit significantly stronger attitudes, self-efficacy, digital competence, and ICT integration than those with more than ten years of experience. The implication of the study provides valuable insights for designing effective ICT-based instruction and developing teacher education and educational technology programs aimed at promoting ICT integration in the classroom.

Uncovering the Moral Nexus, Morality, Akhlaq, and Character in Islamic Religious Education: A Comprehensive Conceptual Analysis

Purpose – This study aims to provide a comprehensive and novel conceptual analysis, revealing the relationship between “moral,” “morality,” “akhlaq,” and “character,” examining their similarities and differences to provide a more comprehensive understanding of their role in Islamic Religious Education (IRE). Design/methods/approach – This study uses an in-depth conceptual analysis approach, dissecting these terms through a multi-stage process: 1) an extensive literature review to understand historical and contemporary definitions, 2) a comparison of these definitions to identify similarities and discrepancies, 3) contextual exploration that considers cultural and linguistic uses in different societies, and 4) theoretical applications based on insights from functionalist theory, Sufi psychology, and Tazkiyah theory. Findings – The study used an in-depth conceptual analysis approach, dissecting these terms through a multi-stage process: 1) an extensive literature review to understand historical and contemporary definitions, 2) a comparison of these definitions to identify similarities and discrepancies, 3) a contextual exploration that considers cultural and linguistic uses in different societies, and 4) theoretical applications based on insights from functionalist theory, Sufi psychology, and the theory of Tazkiyah. Research implications/limitations – The study used an in-depth conceptual analysis approach, dissecting these terms through a multi-stage process: 1) an extensive literature review to understand historical and contemporary definitions, 2) a comparison of these definitions to identify similarities and discrepancies, 3) a contextual exploration that considers cultural and linguistic uses in different societies, and 4) theoretical applications based on insights from functionalist theory, Sufi psychology, and the theory of Tazkiyah. Originality/value – The research uniquely explains key moral and ethical terms, providing valuable insights to strengthen IRE science, teaching, learning, curriculum development, and learning environments. The findings may also provide information for IRE teacher education, educational technology, learning assessment, and development education.

Lived Experiences of Technology and Livelihood Education Teachers on the Challenges and Benefits of Facilitating Online Learning

This study aimed to describe the essence of the lived experiences of Technology and Livelihood Education Teachers on the challenges and benefits of facilitating online learning. This study utilized a qualitative method with a phenomenological perspective and a transcendental design. The result revealed three (3) superordinate themes with various subordinate themes for the ‘challenges’ of TLE teachers in facilitating online learning, which include: (1) Challenging Teaching Tasks; (2) Technological Infrastructure Availability and Management; and (3) Assessment and Monitoring of Student Learning. On the other hand, five (5) superordinate themes emerged under ‘benefits’ of facilitating online learning, including (1) Improvement of technical skills; (2) Improvement of communication skills; (3) Access to learning resources; (4) Fulfilling job; and (5) Learning convenience. This study suggested that teachers and students must have access to Information and Communications Technology (ICT) resources and facilities, both groups must receive adequate training, and curriculum materials must be digitized. Likewise, the school administrators may allocate more funds for the schools to have internal resources. This is encouraged for the academic program to function.

BASING THE TASKS OF TECHNOLOGY EDUCATION IN THE CONDITIONS OF NEW DEVELOPMENT OF UZBEKISTAN, THE CONTENT OF ITS EDUCATIONAL MATERIALS

Effective organization of the educational process, in particular, finding the right content of the basics of teaching in technology education, improving them in terms of content, taking into account the aspects related to education in the context of government decisions, the development of science, technology and technology serves to improve the educational process and its organizers.

Education students’ readiness as professional geographic teachers in the 21st century

Introduction. In the 21st century, geography learning must be understood in a broader context as a part of the whole education with contemporary features and is able to fulfill recent and future challenges. Geography teacher candidates are required to be professional and possess the complexity of the competencies that must be mastered. Consequently, teachers must be more competent in providing quality learning to students following the demands of 21st-century learning. This study aimed to find the factors determining the readiness of educational students as 21st-century professional geography teacher candidates. Study participants and methods. The research was carried out using a survey method involving 349 students of geography education from campuses in and outside Java Indonesia. The analysis used was the second-order Confirmatory Factor Analysis (2nd CFA) and Structural Equation Modeling (SEM) analysis technique and continued with descriptive-narrative analysis to describe the achievements of each variable. Results. The results showed that the Student Readiness as Professional Teacher Candidates of the 21st Century (KMSGP) both in Java and outside Java showed a significant value, which means that all factors influence the formation of the KMSGP. The strongest indicator in the formation of KMSGP in Java and outside Java is Educators Creating an Environment That Respects Learner Diversity (X2) with a significant relationship of more than 84%. Meanwhile, other indicators that are also high are that Educators Understand the Materials They Teach Well (X3) with a significant relationship of 90% for campuses in Java and Educators Show Leadership (X1) with a significant relationship of 88% for campuses outside Java. Practical significance. Based on the results, the competence of teacher candidates needs to be improved. The efforts can be carried out through tutoring programs, lesson study, designing an authentic learning environment by utilizing learning technology, improve teaching practices in universities, experimental learning, integrating technology in teacher education, teaching multicultural pedagogic skills, self-development, and self-improvement.

The use of educational technology in teaching and assessing clinical psychomotor skills in nursing and midwifery education: A state-of-the-art literature review.

An integral part of both undergraduate and postgraduate nursing and midwifery programmes, is the teaching and assessment of clinical psychomotor skills. In order to provide safe care, there is an expectation that technical nursing procedures are performed competently and effectively. Due to limited opportunities to practice clinical skills there is a challenge to advance and implement innovative teaching approaches. Technological advances provide us with alternative options, outside of the traditional teaching approaches, to teach these skills. The aim of this state-of-the-art review was to examine and provide an overview of the current use of educational technologies in nursing and midwifery education in teaching clinical psychomotor skills. A-state-of -the-art literature review was carried out, as this type of evidence synthesis design reveals the current knowledge on a topic and identifies gaps for future research. We used a focused search strategy with the expertise of a research librarian. Data extraction included research designs and educational theories guiding the included studies along with the type of technologies studied. A descriptive summary of each study's findings in relation to the educational outcomes was performed. Sixty studies were sourced which met this reviews' eligibility criteria. Technologies in which most research was carried out included; simulation, video and virtual reality. The most common research design noted included randomized or quasi-experimental studies. The vast majority of studies (n = 47) did not elaborate whether educational theories guided them, while of the remaining thirteen studies, eleven theoretical frameworks were reported. Technology use in nursing and midwifery educational research surrounding psychomotor skills education is present. The educational outcomes reported by the majority of studies on the use of educational technology in teaching and/or assessing clinical psychomotor skills are encouraging. Additionally, the majority of studies noted that students evaluated the technology positively and were satisfied with its use in their education. Future research may include evaluating the technologies in both undergraduate and postgraduate populations. Finally, opportunities exist to expand the evaluation of student learning or assessment of these skills using technologies from the educational environment to the clinical environment. Not registered.

University Teachers’ Experiences of Teaching Hands-On Components in Science and Technology in Primary Teacher Education during COVID-19

ABSTRACT Teacher education programs have the dual task of teaching specific subject content while also providing examples of how this content can be taught in schools. This task is especially important, and also problematic, when it comes to technology and science education, where hands-on components such as design/construction exercises, laboratory exercises, and excursions are central epistemic practices. When COVID-19 hit, Swedish universities were forced to change from campus-based teaching to online distance education, termed “emergency remote teaching (ERT).” The present study aims to investigate university teachers’ experiences of how hands-on components in science and technology education worked in the ERT mode that arose during the COVID-19 pandemic. The analysis was performed with a social semiotics and community of inquiry framework, and shows that both the type of instruction and the subject content were impacted. In particular, the reduced opportunities for students to apply scientific and technical methods and the reduced ability of teachers to determine whether the students had understood their instruction generated new ways of communicating and supporting the students’ learning. Therefore, analysis of meaning making in science and technology online-learning contexts needs to address the topics of the nature of science (NOS) and the nature of technology (NOT). An extended, three-dimensional model of meaning making is suggested.

The Role of Time Management to the Academic Performance of the College Students During Pandemic

This study was undertaken to determine a statistical correlation between the role of time management and the academic performance of the college students during a pandemic. The population of the research consisted of distance learning students from the Department of Technology Teacher Education of Mindanao State University-Iligan Institute of Technology. One hundred eighty-two participants belonging to different courses who were selected randomly, ranging from first year to fourth year, participated conveniently in this study. Survey questionnaires regarding time management on a five-point likert scale were used to collect data from respondents and were disseminated through Google forms. Before utilizing scales, professionals in the field review them for validity. The variables' previous GPA correlated with .139 and a significance of .061 indicated that they have no significant relationship with how students manage their time. It is concluded that both variables have no significant relationship with each other and time management skills do not affect students' school performance significantly. However, students should be aware of time wastage and take responsibility for enhancing their time management skills and maintaining their grade point average.

How do students use their ethical compasses during internship? An empirical study among students of universities of applied sciences

The aim of this empirical study is to understand how bachelor students at universities of applied sciences (UAS) use their ethical compasses during internships. Semi-structured interviews were held with 36 fourth-year bachelor students across four UAS and three different programs in the Netherlands: Initial Teacher Education, Business Services, and Information and Communication Technology. To our knowledge, no studies appear to have investigated and compared students from multiple professional fields, nor identified the dynamics and the sequence of the strategies in the decision-making process that students use when faced with ethical dilemmas during internships. We found that students’ ethical dilemmas stemmed from: mentors’ or managers’ behaviours/requests, colleagues’ behaviours, organisations’ morally questionable incentives, pupils’ home situations, and pupils’ behaviours/personal stories. The majority of students used multiple strategies and first investigated the ethical dilemmas they encountered and then avoided, intervened, delegated responsibilities, or adjusted to their environments. Students’ values played an important role in experiencing an ethical dilemma, however, these values were not always acted upon. We identified that rather students’ beliefs about having influence and/or ownership (or not), personal interest(s) and power relations influenced the way how they used their ethical compasses. Thus, instead of navigating on moral standards (of their profession), students reacted on beliefs which reflected the ways in which they constructed their internship contexts, social relationships and their own (and others) needs. As a result, half of the mentioned dilemmas were resolved in a prudent-strategic manner (e.g., by prioritising personal interests), instead of morally. This indicates that students did not always convert (moral) values into moral action and did not use their ethical compasses in the way UAS aspires. Finally, this study found that the ways in which students used their ethical compasses were strongly influenced by their environments.

QUALITY OF WORK LIFE AS A FUNCTION OF ORGANIZATIONAL LEARNING CAPABILITY AND SCHOOL CLIMATE OF TECHNOLOGY AND LIVELIHOOD EDUCATION TEACHERS

This study was conducted to determine the relationship between quality of work life as a function of organizational learning capability and the school climate of technology and livelihood education teachers. Specifically, it determined if organizational learning capability and school climate significantly influence the quality of work life of the TLE teachers. The study a used quantitative non-experimental, descriptive-correlation research design. This was participated by 128 TLE teachers-respondents from different public secondary schools in municipalities of Magsaysay, Bansalan, Matanao cluster of Davao del Sur. It utilized standardized questionnaires on the quality of work life to measure the dependent variable and organizational learning capability and school climate to measure the independent variables and was validated by the experts. Results showed in the analyses that organizational learning capability has a very high descriptive level; school climate has a high descriptive level; and quality of work life has a very high descriptive level. Organizational learning capability and school climate have a significant correlation to the quality of work life. Stepwise linear regression showed the results in the series of models, increasingly by indicators such as knowledge sharing, academic emphasis, dialogue, and participative decision-making signifies that organizational learning capability best influenced the quality of work life of TLE teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0095/a.php" alt="Hit counter" /></p>

Application of Sustainable Development of Teaching in Engineering Education: A Case Study of Undergraduate Course Design of Raman Spectroscopy Based on Virtual Reality (VR) Technology

One of the core objectives of the Washington Agreement, the most influential international agreement on the mutual recognition of degrees in engineering education, is to ensure the continuous improvement of professional teaching. Education for sustainable development is a vital direction of teaching reform and development of higher engineering education. Taking a Raman spectroscopy course as an example, this paper discusses VR-based course design and the strengths and limitations of a VR-based course. The idea of computational thinking and immersive learning is realized by introducing VR technology. Based on the research status in the field of Raman spectroscopy, the contents of 10 Raman spectroscopy courses are redesigned. Through a questionnaire survey, peer review, and interview, the rationality of the course design is evaluated, and based on this, a feedback mechanism is established to ensure the continuous improvement of the course. Eventually, the advantages and disadvantages of the new curriculum are evaluated, and the development direction and limitations of the corresponding teaching model are put forward. According to the research, although 85% of the students said that it is difficult to accept the VR-based course at short notice, 90% and more of the students recognize this new teaching model. They believe that the VR-based course changes their traditional learning habits and helps cultivate self-learning ability. The research results can be utilized as a crucial reference for engineering education reform and provide a reliable model for the sustainable development of education.

Challenges Impeding Technology Education Teachers in Delivering Lessons to Raise Students’ Awareness About Littering

Challenges Impeding Technology Education Teachers in Delivering Lessons to Raise Students’ Awareness About Littering

Teaching and learning using 21st century educational technology in accounting education: Evidence and conceptualisation of usage behaviour

Technologies are ubiquitous in the 21st century, and educators need to integrate relevant technologies into their teaching practices to meet stakeholders’ expectations and keep abreast with the accounting profession’s advancement. A mixed-method approach of quantitative and qualitative techniques was used in this study, with the latest version of the SPSS software (version 26) and NVivo software to analyse the data. The results depict the accounting educators’ usage efforts of 21st century educational technology tools and platforms; it is neither highly prevalent nor optimised. Future researchers could expand the investigation of 21st century educational technology by utilising the proposed constructs, model and hypotheses from this study’s qualitative findings. The study revives the stagnant educational technology literature in accounting education and explicates technology usage issues in accounting education, specifically in developing countries and the Asian region. Implications for practice or policy: Education ministries, higher education institutions, faculties, policymakers and academics should encourage educators to adopt and integrate 21st century educational technology into their practices. The integration of 21st century educational technology in teaching and learning practice should align with individual attributes, technology characteristics and organisational factors. Accounting educators must acquire technological competence through appropriate professional development and training programmes.

Retracted: Harr-NMF Feature Extraction for Multilevel Educational Technology Teaching Big Data System

Retracted: Harr-NMF Feature Extraction for Multilevel Educational Technology Teaching Big Data System

Rural secondary STEM teachers’ understanding of the engineering design process

Though STEM teacher professional development is known to be beneficial, it is not available equally to educators in all geographic regions. Rural educators face unique challenges not often experienced by their urban and suburban counterparts. This study investigates the impacts of a Research Experiences for Teachers (RET) program on rural math, science, and technology education teachers’ perspectives on how these experiences changed their understanding of the engineering design process (EDP). From 2016 to 2019, eleven rural secondary STEM teachers engaged in a six-week professional development experience focused on research and implementing the EDP. These teachers were rural “solitary” STEM teachers, which meant they were the only teacher of their subject in their school building. This qualitative study used a thematic analysis approach to code and analyze individual and focus group interview transcripts. The results were analyzed to determine how the RET experiences impacted the teachers’ perception of how the EDP is used in problem-solving activities and how it could be integrated into their classroom practices. Results from this study show that the teachers developed a more authentic conceptual understanding of the EDP, which led to increased insightfulness on how to engage students in authentic engineering design activities that strengthen future workforce skills. This study demonstrated that an authentic engineering-based RET program can increase rural teachers’ commitment and readiness to incorporate the EDP into regular classroom practices. Further, this program resulted in teachers gaining a much more nuanced understanding of how the EDP’s non-linear steps and iterative nature contribute to creating authentic problem-solving challenges for students. In particular, the teachers realized the necessity of creating less prescribed challenges that require students to draw upon the constellation of skills necessary to design optimal solutions, resulting in higher-caliber opportunities to develop future workforce skills. These findings emphasize the critical need to design professional development experiences that target the unique needs of rural STEM teachers. Additional research is needed to tease out the extent to which teachers’ increased commitment to using the EPD and a more nuanced understanding of the EDP translate into sustained changes to classroom practice.

Adjustment and Challenges of Technology and Livelihood Education Teachers in K to 12 Curriculum

Adjustment and Challenges of Technology and Livelihood Education Teachers in K to 12 Curriculum

Blending E-Learning with Hands-on Laboratory Instruction in Engineering Education

Among the various information sources exploited for the improvement of the learning process and outcomes, access and usage data from the interaction of students with e-learning platforms along with (past) student performance data are established as the two most meaningful and informative groups of variables. In the present study, these two groups of variables are jointly investigated as to their efficiency in providing both accurate and early prediction of student performance and behavior. The relevant educational intervention is designed and implemented as a quasi-experiment with undergraduate Electrical and Electronics Engineering students, under a novel approach that blends e-learning (asynchronous e-study and synchronous e-assessment) with a hands-on laboratory component. Can educational data mining algorithms provide both early and accurate prediction of student performance and student behavior under this scenario? If yes, how much prediction accuracy can be traded for prediction timeliness in order to allow a proactive class instructor take supportive measures for weak/marginal students, implementing a ‘self-contained’ strategy? To answer these questions, real data from the interaction of 3 academic year student cohorts with moodle are collected and analyzed. Results reveal that the proposed scenario can afford both accurate and early prediction of student performance and behavior, on the basis of data collected within the running academic term. The middle of the term is indicated as the earliest time point for getting meaningful predictions. Moreover, clustering of the data in the selected feature space reveals a consistent and therefore exploitable behavior of students along the term.

Perspectives of Educational Technology Teacher Educators: Mavericks, Champions, or Change Agents?

Teacher education programs struggle to infuse educational technology (edtec) throughout the curriculum. Edtec faculty can play several roles within the programmatic design of teacher education programs. The purpose of this study was to explore edtec faculty perspectives of technology infusion efforts within their preparation programs. Q methodology research design and factor analysis were used to examine data from Q sorts completed exclusively by edtec faculty members (N = 16). A Q set of 44 statements was used to explore their perspectives on value of technology for teaching and learning, confidence levels, educator preparation program design, and leadership support. Results revealed participants’ strong beliefs in the value of technology for teaching and learning, and their confidence in modeling technology integration. Participants loaded on two factors demonstrating that some held a broader view of educator preparation at their institutions and were more critical of programmatic structures and leadership support for candidate development. A question remains about the role of edtec faculty as they negotiate various opportunities and expectations within teacher education.

Topics, author profiles, and collaboration networks in the Journal of Research on Technology in Education: A bibliometric analysis of 20 years of research

Published articles within the Journal of Research on Technology in Education (JRTE) report on original research and include project descriptions, evaluations, literature syntheses, assessments, and theoretical or conceptual positions. These works inform the field of educational technology related to teaching and learning. As the flagship journal for International Society for Technology in Education (ISTE), JRTE (previously JRCE) is a major research outlet for academic research centered around practical application of technology across educational contexts. Using the Scopus database, I retrieved 440 JRTE research articles from 2001 through 2020. In this article, bibliometric methods are used to explore trends in JRTE. Findings of this study provide a comprehensive overview on articles on practitioner-focused educational technology in teaching and learning over the past 20 years.