New Technologies In Education Research Articles

Comparison of the Effects of E-learning Blended with Collaborative Learning and Lecture-Based Teaching Approaches on Academic Self-Efficacy among Undergraduate Nursing Students: A Quasi-Experimental Study.

Applying new technologies in teaching has led to the phenomenon of blended learning (BL), which is currently flourishing as a specific requirement for higher self-efficacy and success in increasingly complex healthcare environments. Although various forms of novel education are on the rise worldwide, the effects of electronic learning (EL), combined with collaborative learning (CL) and lecture-based teaching (LBT) approaches, have not yet been validated on academic self-efficacy among undergraduate nursing students. Utilizing a pre-/post-test comparison-group design, this quasi-experimental study was conducted on 70 undergraduate nursing students of Urmia University of Medical Sciences, Urmia, Iran, selected by the census sampling technique in 2020. The eligible participants were allocated to intervention groups, viz., the EL+LBT group (n=34) and the EL+CL group (n=36). A learning management system (LMS) was used for both intervention groups along with the LBT approach, and then 10 steps were integrated into the CL approach during 14 sessions, lasting 150 minutes. Afterward, a demographic information form and the College Academic Self-Efficacy Scale (CASES) were administered to collect the data. The data were analyzed using descriptive statistics, Chi-square test, independent-samples t-test, and analysis of covariance (ANCOVA). No significant difference was observed in the CASE scores between the students were taught using the EL+LBT (113.76±16.98) and the EL+CL approaches (107.66±16.70) before the interventions (P=0.136). However, the CL+EL approaches resulted in the highest changes in the CASE scores at the pre- (107.66±16.70) and post-test (119.08±25.49) stages (P=0.019). Moreover, the female students attending the CL+EL classrooms experienced significantly positive differences in their CASE scores (127.12±30.34), compared to the males (112.65±19.30) (P=0.011). Blending the EL and CL approaches significantly promoted CASE among the undergraduate nursing students in this study by providing sufficient collaboration, essential educational equipment, and better technical support.

The Quality of Experience of Integrated Management Tahfiz Model (IM-Tahfiz) in Malaysian Education

Nowadays, the Islamic educational system in Malaysia demands a new technology for teaching and learning in Tahfiz education management. This Tahfiz learning management relatively has issues due to insufficient resources, infrastructure, and facilities. This paper proposes the usefulness of the Integrated Management Tahfiz Model (IM-Tahfiz) towards the effectiveness of education satisfaction at the heuristic level. The focus will be on Quality of Experience (QoE) based on user satisfaction due to implementing the IM-Tahfiz Model in the random Tahfiz institution in Malaysia.

Measuring primary school teachers’ attitudes towards new technology use: development and validation of the TANT questionnaire

This study concerns the development and validation of a questionnaire to measure primary school Teachers’ Attitudes towards New Technology use in teaching (TANT). Many researchers, policy makers and educators have emphasized the importance of using new technology in teaching. However, no instrument is available to measure teachers’ attitudes towards using new technology in teaching. In a previous literature study (authors), we used the well-known Theory of Planned Behaviour to identify and structure eight underlying factors that make up primary school teachers’ attitudes towards using technology in teaching. In the current study we aim to measure these factors. To that end, we developed eight corresponding scales, as well as a scale to measure primary school teachers’ use of new technology. Results of the validation study among 659 pre- and in-service teachers showed adequate convergent and discriminant validity for six attitudinal factors and teachers’ use of new technology. In addition, we explored the predictive validity of the attitudinal factors for explaining variability in teachers’ use of new technology and established configural, metric and scalar measurement invariance.

New Technology for Teaching and Learning Science for Educators and Students as Support for the Independent Curriculum: Systematic Literature Review

This research aims to determine new technology used in science teaching and learning to support the implementation of the independent curriculum. The research method used is systematic literature review (SLR), namely researchers reviewing various journal articles that have been published from 2020-2023 via Google Scholar. From the research results, by following established research procedures, 7 journal articles were reviewed. From the results of the review, it was found that the technology that can be utilized in science teaching and learning is multimedia/video assisted learning; Learning with the help of digital games; Learning assisted by computer simulation; Comic-assisted learning; Learning using the Google Classroom platform; and Learning using Web 2.0. Meanwhile, the appropriate devices used in science teaching and learning to achieve predetermined learning objectives are Cell Phones/Android, PDAs, Tablets, Laptops, e-books, and iPods. To optimize the use of technology in science classes, teachers should use collaborative learning approaches, inquiry learning, project-based learning, problem-based learning, game-based learning, and flipped classroom learning. For game-assisted learning, teachers must create good learning scenarios and choose the right games according to learning objectives.

New Technology in Education on Performance Analysis. Wearable Sensors Utility on Alpine Skiing

The study explains how employing sensors while alpine skiing may raise an athlete's technical proficiency. The sensors offer a reliable set of data that enables the creation of a picture of the athlete's technical dexterity. Through statistical analysis of this data, it is possible to derive the equation for multiple linear regression, which illustrates the relationship between the athlete's time recording (which is regarded as the dependent variable) and the sensor-monitored parameters (considered independent variables). In the study, two linear regression equations were developed, with the number of independent variables considered determining which one was used. The quantity of athletes being watched and their technical proficiency have an impact on how accurate multiple linear regression is. The educational utility of the study derives from the mathematical model provided. This model will enable the athlete to concentrate primarily on the technical aspects of performance improvement while also understanding how improvement in specific technical elements affects the potential time to be achieved.

Ethical Use of Artificial Intelligence and New Technologies in Education 5.0

Ethical Use of Artificial Intelligence and New Technologies in Education 5.0

Integration E-Learning Tools in Teaching and Learning English Language: Literature Review

This paper as a literature reviews, its primary goal is to examine the effect of the employment of E-Learning tools technology in teaching and learning English language. The English language play an important and crucial role in education environment. As a result, it is an essential for students to acquire a good understanding in education environment. Using traditional style in delivering information to learners might not assist and expand their English skills. Integration new technology in teaching and learning English language is a good technique that can help learners to acquire information quickly. Hence, this research the impact of the adoption of e-learning tools in teaching and learning English language. Also, this paper will provide some recommendations and suggestions for the future work.

Особенности электронного обучения иностранному языку студентов с нарушением слуха в формате онлайн-марафона

Nowadays, the need to improve Internet accessibility brings the assessment of e-learning formats effectiveness to immediate attention of researches in inclusive higher education. This project aim was to understand the specifics of implementation of an online marathon for deaf and hard of hearing (DHH) students who learn a foreign language. The authors noticed some differences in the dynamics and activity of DHH students doing online courses in different formats. There was no statistically significant difference in the amount of homework submitted on time between the two formats. However, when students participated in the online marathon, the number of students who completed most of the assignments on time, and the frequency of the submitted assignments increased. The number of completed assignments increased steadily during the online marathon, while the number of submitted assignments decreased in the middle part of the electronic learning course. The microcourse which was designed and implemented in the online marathon format for DHH students at the M.T. Kalashnikov IzhSTU was included in the list of the “Marathon of Best Practices for Applying New Technologies for Education, Training, and Socialization of Students with Limited Health Abilities and with Disabilities in the Universities of the Russian Federation.”

Distance Learning, Communication and Affectivity

The irruption of new technologies in teaching in general, and in the second language classroom in particular, has had a great impact on didactic and pedagogical methods in recent years. This has led teachers to have to update and adapt the tools and dynamics with which they work in the classroom. The COVID-19 pandemic has meant a forced transformation without the possibility of choice, which may have been traumatic for some sectors of the world of education. The aim of this article is to contextualise the history of virtual and distance didactics, expose its virtues and shortcomings and analyse two of the areas that, in the Author’s opinion, experienced a greater impact in this new scenario: non-verbal communication and the affective dimension.

EDUCATION IN UNIVERSITIES - TEACHER TRAINING AS A QUALITY FACTOR

In recent decades, the quality of education has been a matter of priority for educational systems in the European as well as in the wider international environment. It is a common feeling that the vast majority of teachers consider that they were not adequately and properly prepared during their studies in Hellenic Universities to fully perform the work of a teacher. In Hellenic universities, there are no organized training programs at any stage of the teachers' careers, except for the Pedagogical Schools where education is their primary subject. In this work, the identification and investigation of the educational needs of the teachers (scientific and laboratory assistants) of the Department of Mechanical Engineering of Technological Educational Institution of Patras, on a cognitive-academic level, a pedagogical level and a level of use - integration of new technologies in teaching, aiming to provide quality education. Also, the intention and motivations of the teachers of the department for training at all levels with the aim of their professional development are investigated. From the findings of the research, it emerged that there is a high desire for the training of young age mainly teachers with little professional and teaching experience, in a subject mainly cognitive and pedagogical and with training hours up to 50 hours, to acquire new knowledge and skills.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0997/a.php" alt="Hit counter" /></p>

Knowledge, Truth, and Education in Post-Normal Times

ABSTRACT The advent of Covid-19, a new and highly contagious form of Corona virus, in late 2019 cast a harsh light on human vulnerabilities and on the provocations (and opportunities) facing humanity. Although many of the more drastic measures applied within educational settings have since ceased to apply, at least for the time being, we are not yet ‘past Covid’: many of the challenges that are discussed here still exist. As we faced unprecedented disruption to economies, societies and education systems, the global health pandemic drew attention to existing inequalities and presented a clear picture of steps required for addressing the education of close to one billion students whose learning was hampered due to school closures. The magnitude of this challenge was and still is starkly manifest with the digital divide on the African continen. Democratization of education has been perceived to include facilitation of both formal and epistemic access (including allocation of new technologies for teaching and learning), reconceptualization of knowledge, truth and learning, recognition of ‘other standpoints for knowledge’ and ‘very different knowledge registers,’ recovery of ‘lost knowledge resources’ and connection of ‘multiple ways of knowing,’ and respectful engagement ‘with indigenous and local knowledges,’ idea that merit critical interrogation.

Academic Staff’s Motivation for Online Teaching in Nigerian Universities: Empirical Evidence from the University of Ibadan

This study investigated the academic staff’s motivation for online teaching in Nigerian universities using a mixed-methods case study research design. The main instrument used for this study was a questionnaire named ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)', which was complemented by in-depth interviews. A total of 195 academic staff across various academic faculties and units in the University of Ibadan participated in the study. Data analysis was done using frequency count, simple percentages, mean and standard deviation, while the in-depth interviews were thematically analysed. The result of the study revealed that the majority of the academic staff have not taught using online platforms before and their frequency of online teaching consideration is occasional. Additionally, they have a high perception of online teaching in terms of helping to learn new technology and encouraging intellectual challenges. The academic staff indicated that individual training opportunities, personal decisions and group training opportunities are among the major resources that can motivate them for online teaching. Likewise, the introduction to new technology for teaching, institutional expectation, and students’ enrolment are the major external motivating factors for online teaching. It was further revealed that most of the academic staff feel motivated to teach online. However, erratic power supply, work overload, and limited knowledge of e-learning stand as major hindrances to online teaching adoption among academic staff. This study has discovered the need for Nigerian university managements to vigorously embark on capacity building of academic staff for online teaching. This will help them to cultivate or enhance basic information and communication technology skills and other essential competencies needed to manage online learning environments.

Equity for Multilingual Learners

During the COVID-19 pandemic, amid the collective necessity to pivot towards new technologies for teaching and learning, many educators expressed concerns about unequal access for multilingual learners. When online learning relies exclusively on English, students and families who navigate school in multiple languages can be excluded. Over the past two years, a focus on the intersection of multilingualism and equity catalyzed connections across the worldwide community of teachers. Global networks such as the WIDA International School Consortium provided an opportunity for educators to connect with, share, and learn from each other as a community of practice. This essay explains how, in an increasingly interdependent world, a global network of schools and scholars co-created a powerful community to both learn from and contribute to dialogue about equity for multilingual learners during the pandemic.

DEVELOPMENT OF PROFESSIONAL KACHESTV STUDENTS OF PRESCHOOL EDUCATION ON THE BASIS OF INNOVATIVE EDUCATION TECHNOLOGY - AS AN ACTUAL EDUCATIONAL PROBLEM

The article discusses the ways of developing the professional qualities of students of pedagogical universities. Today, the actual problem of education is the choice of profession. In the era of informatization of society, an important aspect of teaching is the widespread use of innovative technologies. The introduction of new technologies in teaching in order to instill in students an interest in knowledge, independently seek information to choose modern professions.

The Potential of AR Solutions for Behavioral Learning: A Scoping Review

In recent years, educational researchers and practitioners have become increasingly interested in new technologies for teaching and learning, including augmented reality (AR). The literature has already highlighted the benefit of AR in enhancing learners’ outcomes in natural sciences, with a limited number of studies exploring the support of AR in social sciences. Specifically, there have been a number of systematic and scoping reviews in the AR field, but no peer-reviewed review studies on the contribution of AR within interventions aimed at teaching or training behavioral skills have been published to date. In addition, most AR research focuses on technological or development issues. However, limited studies have explored how technology affects social experiences and, in particular, the impact of using AR on social behavior. To address these research gaps, a scoping review was conducted to identify and analyze studies on the use of AR within interventions to teach behavioral skills. These studies were conducted across several intervention settings. In addition to this research question, the review reports an investigation of the literature regarding the impact of AR technology on social behavior. The state of the art of AR solutions designed for interventions in behavioral teaching and learning is presented, with an emphasis on educational and clinical settings. Moreover, some relevant dimensions of the impact of AR on social behavior are discussed in more detail. Limitations of the reviewed AR solutions and implications for future research and development efforts are finally discussed.

Building Electronic Ecosystem of Religious Islamic Education

The article describes the most important stages of creating an ecosystem of electronic religious education. It also presents one of the possible models for the formation of an electronic informational and educational environment. At the present stage with all the technical prerequisites having been created there is already a widespread basis for the formation of electronic educational ecosystem at almost all levels of religious education. Moreover, there is a lag in the use of new technologies in teaching. Forming electronic educational environment will create additional tools and conditions for analyzing the indicators referred to the educational process, it also will provide a holistic view on the state of the educational system, will reveal qualitative and quantitative changes in it.

IMPACT OF THE COVID-19 PANDEMIC ON HIGHER EDUCATION: THE CASE OF REPUBLIC OF SRPSKA

Pandemic was a serious test for higher education institutions, as key institutions of higher education, that showed the extent to which professors and students have adopted and used all the advantages of new technology in teaching. This is exactly what this research aims for; assessment and comparison of the performance of students who attended traditional classes before the pandemic, and online and combined during the pandemic. In addition to success, this research will show whether the way of teaching affects the presence and activity of students. Data were collected from traditional classes (March - July 2019), online classes (March - July 2020) and combined classes (March - July 2021). The main research question in this study is whether there was a difference in the success of students who attended classes in the traditional way, online or by combining these two models. To obtain the results, a t-test of independent samples was performed with the calculation of the mean and standard deviation. This relevant research shows which approaches and methods of teaching English for students gives the best results, given the specifics of its implementation and the need for interactivity during teaching.

Superspecializations in anatomy: A step forward in order to improve medical education and clinical practice

The anatomy has been the cornerstone of medical education, since time immemorial.[1] For it lays the foundation of all medical curricula and provides the anatomical basis of clinical practice.[2] Traditionally, anatomy is mainly taught to 1st-year medical students, although the knowledge attained is required by them throughout their clinical careers. Anatomical knowledge is vital for a clinician, helping them identify the embryological and anatomical basis of various diseases. It is also required for proper clinical examination, interpretation of signs and symptoms, and radiological images.[3] The curriculum is designed in such a way that even though it is taught, during the clinical posting of medical students but, the teacher here is the clinician and not an anatomist. This editorial talks about the need for specialized anatomists. For the past 30 years or so, clinicians, particularly surgeons, have felt that there is a definite decline in knowledge of the anatomy of newly passed medical graduates. The students with decreasing knowledge of anatomy show their disability to apply knowledge in diagnosis and problem-solving.[3] Although it is difficult to assess the reason objectively, the possible reasons could be (a) drastic reduction in allocated time for anatomy teaching, (b) poor teacher–student ratio,[4] (c) lack of proper cadaveric dissection, (d) use of new technologies in teaching, (e) too much research work by teachers without proper facilities and guidance,[5](f) nonexposure of teaching faculty to patients care, etc. The proper knowledge of anatomy is the utmost for doctors in order to do the proper and safe clinical practice. The decline in knowledge of anatomy is hazardous not only to medical profession but also to society. Recently, National Medical Commission (NMC) has been constituted in India by an act of parliament known as NMC Act, 2019, which came into force on September 25, 2020, by a gazette notification dated: September 24, 2020, with mission and vision to improve access to quality and affordable, medical education, and ensure availability of adequate and high-quality medical professional in all parts of country.[6] The competencies provided by NMC are well thought and well planned to teach anatomy but difficult to implement properly, due to limited time allocation, late admission, decreased teacher–student ratio, and nonexposure of faculty to clinical procedures and practice. As discussed earlier, the knowledge of anatomy is of paramount importance to successful medical practice. The inadequate anatomical knowledge of clinicians is hazardous for successful clinical practice.[7] Further, nowadays, there is a huge public and media pressure on clinicians to have proper knowledge of anatomy. This is because public interest and knowledge of anatomy has been increased in the recent past due to adequate public exposure through various educational programs run on YouTube and television talking about the structure and functions of the human body. In one of the recent polls, it has been found that about 90% general public think that clinicians should have practical experience of real human anatomy. The inadequate anatomical knowledge for clinicians is hazardous for successful clinical practice.[7] The discrepancy in public expectation and actual knowledge of the clinical anatomy of a clinician may lead to future legal claims. Therefore, it has been thought that the following reforms should be done by the competent authorities. The anatomy should not only be taught to students during 1st year but also during their clinical years subject-wise by specialist anatomists in that field. This is possible only if the anatomists are superspecialized in the area related to a particular clinical subject, namely anatomy in radiology, forensic medicine, general surgery, orthopedic surgery, pediatric surgery, ENT surgery, skull base surgery, cardiac surgery, reproductive biology, and so on. Therefore, it is felt that the time has come when during postgraduation in anatomy, the topic of their thesis should be related to one of the specialties of clinical medicine. There must be a collaboration between the anatomy and the clinical departments. The thesis work should be done in collaboration of the faculty of that particular clinical specialty. After passing their postgraduation these, the concerned students should be awarded, their postgraduate degrees as under: MD Anatomy (Radiology and imaging) MD Anatomy (Forensic science) MD Anatomy (Reproductive biology) MD Anatomy (Orthopedic surgery) MD Anatomy (ENT surgery) MD Anatomy (Skull base surgery), and so on. After getting MD degree in specialized anatomy, these anatomists can, provide clinical anatomy education to students during their clinical years with ease and efficiency. This will not only improve rather greatly enhance the knowledge of the anatomy of clinicians to do the safe and efficient clinical practice.

Innovative methods of teaching economic disciplines for students of the Faculty of Physical Education

The purpose of our article is to reveal the role and significance of innovations, in particular, innovative methods of teaching economic disciplines for students of the Faculty of Physical Education, to determine the most effective methods and forms of educational work. The features of the forms and methods of innovative teaching are determined, the specifics of their use when conducting classes with students of the Faculty of Physical Education are revealed. The issues of application of innovative methods, techniques, forms of work are highlighted, in particular, brainstorming ("brainstorming"); public speaking; work in small groups; PRES formula. The essence of the case-method, its principles, structure, features, influence on the formation of qualitative characteristics of a future specialist in physical culture are revealed. The use of new technologies in teaching is noted, such as multimedia, computers, etc. and a combination of innovative techniques with classic, traditional ones.

The Use of Computed Tomography as a Teaching Resource for the Teaching of Structural Concrete in the Degree of Civil Engineering

This paper shows a teaching experience related to the use of computed tomography in the teaching of concrete for undergraduate students of the civil engineering degree. This experience reveals that computed tomography is a powerful tool to facilitate the understanding of all those aspects related to the microstructure of concrete, thus facilitating comprehension of the correlation between the microstructure and its macroscopic response. In addition, students showed a greater motivation and interest in the subject, which promotes better academic learning. A pilot test was carried out to evaluate the viability of these practices and to analyze the teaching impact of this activity. The results show that students were very interested in the use of new technologies in teaching and, more particularly, in the use of computed tomography. The students satisfactorily received the project. A greater motivation of the students in the subject was also observed, which resulted in better grades when compared with those of previous courses. The results reveal that the average grade of the students rose by around 8%, and a higher percentage of students achieved higher scores when compared to the previous five years.