Innovative Instructional Technologies Research Articles

Effects of virtual reality enriched science laboratory activities on pre-service science teachers’ science process skills

Innovative instructional technologies, especially virtual reality devices, are becoming more prominent and feasible in science education. Concerning science laboratories, activities enriched with virtual reality technology have the potential to make unobservable phenomena accessible in any school. This virtual reality technology has the potential to lead in a new milestone in terms of acquisition of the science process skills, not only in secondary school students but also in the training of pre-service science teachers. This mixed-method study aimed to investigate the effect of virtual reality enriched laboratory activities’ effects on the science process skills of pre-service science teachers in Turkey. The pretest-posttest control group quasi-experimental intervention was conducted with 54 3rd-grade pre-service science teachers enrolled in a state university in the Eastern Anatolia region of Turkey. There were 24 participants in the experimental and 30 participants in the control group. The science process skills test was administered to both groups before and after the six-week-long intervention. Also, semi-structured interviews were conducted with six participants from the experimental group after the intervention process. Even though the groups did not differ at the end of the intervention, the increase of the scores in the experimental group was found to be statistically significant, concerning the overall test scores and the sub-dimension of Experimenting. Furthermore, qualitative findings signify a prominent emphasis on Observing. The potential causations and derived implications are discussed.

Gap Analysis for Future Agricultural Education Research in Eswatini, Swaziland

From the late 1970s to the early 1980s, agriculture educators began to use research as a way of verifying, creating, disseminating and applying new knowledge. However, existing literature is inconclusive on research themes covered and yet to be covered in Agricultural Education in Eswatini. Thus, this study sought to identify themes and gaps for future research in Agricultural Education in Eswatini. This was a qualitative study employing desk review in data collection. Trustworthiness of the content analysis guide was ensured through the use of experts from the Department of Agricultural Education and Extension (AEE) at the University of Eswatini (UNESWA). Data analysis was performed using frequencies and percentages. Findings of the study revealed that in Agricultural Education, gaps existed in the following thematic areas: primary themes - programme delivery methodologies and curriculum programme planning; and secondary themes- creative thinking and problem-solving; innovative instructional technologies; teaching basic and academic skills; professional staff development; educational methodologies for teaching and learning; professional preparation and competence; and needs of future agricultural workforce. The study concluded that research conducted in Agricultural Education in Eswatini is imbalanced in both primary and secondary research themes. Therefore, the Department of AEE at UNESWA must establish a research agenda to ensure that the research conducted is thematically balanced. Keywords: Agricultural Education, primary themes, research project, research thematic areas, secondary themes, University of Eswatini

Experience from the implementation of multimedia approach to teaching for developing professional competence

Multimedia approach has been increasingly used in the education of university students in recent years. It is not only modern but also particularly necessary in the process of teaching and acquiring knowledge and skills – this is a methodology that is not sufficiently developed. Unfortunately, there are few sources presenting experience from its practical implementation. Often, preference is given to traditional instructional methods, strategies and approaches as in time they have proven effective in acquiring the knowledge and skills necessary in practice. In this aspect, multimedia approach offers great flexibility and high potential as a teaching tool in education. On the whole, the content of this report presents the author’s extensive experience and her ambiguous conclusion that the modern psychopedagogical profile of the digital generation of students, compulsory requires introduction of innovative instructional technologies. The implementation of this relatively new approach to teaching students results in more profound gain of theoretical knowledge and more effective development of practical skills and experience, which in turn forms a higher level of professional competence. The findings of this research supplement the existing evidence of the importance of applying innovative instructional practices and support the implementation of multimedia mixed approach to educational process. Students highly appreciate the implementation of various audio-visual training methods, find them useful in their preparation for practical exams and in building skills before, during and following the academic lectures. The article targets lecturers and supervisors of future specialists in various professional fields, students at higher schools, teachers interested in these issues.

An Australian Case Study of Delivering a Higher Education Program through Innovative Instructional Technologies

An Australian Case Study of Delivering a Higher Education Program through Innovative Instructional Technologies

Innovative Instructional Technologies

Innovative Instructional Technologies

A Distance Education Course in Statistics

To evaluate the learning outcomes of an online, distance education course in statistics for doctor of pharmacy (PharmD) students. Lectures for the course were produced by the course faculty, converted into digital format (mp4), placed within the college's course management system, and video streamed to students. The course required students to interact with the course content using workbooks and simulations and with the instructor via VoIP examination reviews. A quasi-experimental study involving 4 groups of students was conducted. Second-year (P2) students were assigned randomly to 1 of 3 groups and asked to complete a precourse survey that contained: demographic information only (group 1); demographic items plus 10 items assessing statistics knowledge (group 2); or demographic items plus 20 items assessing statistics knowledge (group 3). At the end of the course, all students were given the same 20 items on the final examination (postcourse survey instrument). A control group consisting of randomly selected first-year (P1) students completed the 20-item precourse survey instrument. P1 and P2 students' scores on the 20-item precourse survey were not significantly different. Students who had taken a statistics course before entering the PharmD program scored higher on the precourse survey. P2 students in all 3 study groups had similar scores on the final examination (postcourse survey) (p = 0.43). Students can be taught the basic principles of statistics and how to use statistics to read the pharmacy and medical literature entirely online. This study has significant implications for how classes traditionally taught in the classroom might be taught at a distance using innovative instructional technologies.