Abstract: One of the fundamental characteristics of Information
and Communication Technology (ICT) has been the ever-changing
nature of continuous release and models of ICTs with its impact on
the academic, social, and psychological benefits of its introduction in
schools. However, there seems to be a growing concern about its
negative impact on students when introduced early in schools for
teaching and learning. This study aims to design a model of child
development factors affecting the early introduction of ICTs in
schools in an attempt to improve the understanding of child
development and introduction of ICTs in schools. The proposed
model is based on a sound theoretical framework. It was designed
following a literature review of child development theories and child
development factors. The child development theoretical framework
that fitted to the best of all child development factors was then chosen
as the basis for the proposed model. This study hence found that the
Jean Piaget cognitive developmental theory is the most adequate
theoretical frameworks for modeling child development factors for
ICT introduction in schools.
Abstract: In light of the technological development and its
introduction into the field of education, an online course was
designed in parallel to the 'conventional' course for teaching the
''Qualitative Research Methods''. This course aimed to characterize
learning-teaching processes in a 'Qualitative Research Methods'
course studied in two different frameworks. Moreover, its objective
was to explore the difference between the culture of a physical
learning environment and that of online learning. The research
monitored four learner groups, a total of 72 students, for two years,
two groups from the two course frameworks each year. The courses
were obligatory for M.Ed. students at an academic college of
education and were given by one female-lecturer. The research was
conducted in the qualitative method as a case study in order to attain
insights about occurrences in the actual contexts and sites in which
they transpire. The research tools were open-ended questionnaire and
reflections in the form of vignettes (meaningful short pictures) to all
students as well as an interview with the lecturer. The tools facilitated
not only triangulation but also collecting data consisting of voices
and pictures of teaching and learning. The most prominent findings
are: differences between the two courses in the change features of the
learning environment culture for the acquisition of contents and
qualitative research tools. They were manifested by teaching
methods, illustration aids, lecturer's profile and students' profile.
Abstract: The aim of this paper is to understand emerging
learning conditions, when a visual analytics is implemented and used
in K 12 (education). To date, little attention has been paid to the role
visual analytics (digital media and technology that highlight visual
data communication in order to support analytical tasks) can play in
education, and to the extent to which these tools can process
actionable data for young students. This study was conducted in three
public K 12 schools, in four social science classes with students aged
10 to 13 years, over a period of two to four weeks at each school.
Empirical data were generated using video observations and analyzed
with help of metaphors within Actor-network theory (ANT). The
learning conditions are found to be distinguished by broad
complexity, characterized by four dimensions. These emerge from
the actors’ deeply intertwined relations in the activities. The paper
argues in relation to the found dimensions that novel approaches to
teaching and learning could benefit students’ knowledge building as
they work with visual analytics, analyzing visualized data.
Abstract: The implementation of e-assessment as tool to support
the process of teaching and learning in university has become a
popular technological means in universities. E-Assessment provides
many advantages to the users especially the flexibility in teaching and
learning. The e-assessment system has the capability to improve its
quality of delivering education. However, there still exists a
drawback in terms of security which limits the user acceptance of the
online learning system. Even though there are studies providing
solutions for identified security threats in e-learning usage, there is no
particular model which addresses the factors that influences the
acceptance of e-assessment system by lecturers from security
perspective. The aim of this study is to explore security aspects of eassessment
in regard to the acceptance of the technology. As a result
a conceptual model of secure acceptance of e-assessment is proposed.
Both human and security factors are considered in formulation of this
conceptual model. In order to increase understanding of critical issues
related to the subject of this study, interpretive approach involving
convergent mixed method research method is proposed to be used to
execute the research. This study will be useful in providing more
insightful understanding regarding the factors that influence the user
acceptance of e-assessment system from security perspective.
Abstract: Given the dynamic nature of the higher education
landscape, induction programmes for new academics has become the
norm nowadays to support academics negotiate these rough terrain.
This study investigates an induction programme for new academics
in a higher education institution to establish what difference it has
made to participants. The findings revealed that the benefits ranged
from creating safe spaces for collaboration and networking to
fostering reflective practice and contributing to the scholarship of
teaching and learning. The study also revealed that some of the
intentions of the programme may not have been achieved, for
example transformative learning. This led to questioning whether this
intention is an appropriate one given the short duration of the
programme and the long, drawn out process of transformation. It may
be concluded that the academic induction programme in this study
serves to sow the seeds for transformative learning through fostering
critically reflective practice. Recommendations for further study
could include long term impact of the programme on student learning
and success, these being the core business of higher education. It is
also recommended that in addition to an induction programme, the
university invests in a mentoring programme for new staff and extend
the support for academics in order to sustain critical reflection and
which may contribute to transformative educational practice.
Abstract: The paper follows a discourse on computer-assisted
language learning. We examine problems of foreign language
teaching and learning and introduce a metamodel that can be used to
define learning models of language grammar structures in order to
support teacher/student interaction. Special attention is paid to the
concept of a virtual language lab. Our approach to language
education assumes to encourage learners to experiment with a
language and to learn by discovering patterns of grammatically
correct structures created and managed by a language expert.
Abstract: The use of information and communication
technologies such as computers, mobile phones and the Internet is
becoming prevalent in today’s world; and it is facilitating access to a
vast amount of data, services and applications for the improvement of
people’s lives. However, this prevalence of ICTs is hampered by the
problem of low income levels in developing countries to the point
where people cannot timeously replace or repair their ICT devices
when damaged or lost; and this problem serves as a motivation for
this study whose aim is to examine the perceptions of teachers on the
reliability of cellphones when used for teaching and learning
purposes. The research objectives unfolding this aim are of two
types: Objectives on the selection and design of theories and models,
and objectives on the empirical testing of these theories and models.
The first type of objectives is achieved using content analysis in an
extensive literature survey: and the second type of objectives is
achieved through a survey of high school teachers from the ILembe
and UMgungundlovu districts in the KwaZulu-Natal province of
South Africa. Data collected from this questionnaire based survey is
analysed in SPSS using descriptive statistics and Pearson correlations
after checking the reliability and validity of the questionnaires. The
main hypothesis driving this study is that there is a relationship
between the demographics and the attribution identity of teachers on
one hand, and their perceptions on the reliability of cellphones on the
other hand, as suggested by existing literature; except that attribution
identities are considered in this study under three angles: intention,
knowledge and ability, and action. The results of this study confirm
that the perceptions of teachers on the reliability of cellphones for
teaching and learning are affected by the school location of these
teachers, and by their perceptions on learners’ cellphones usage
intentions and actual use.
Abstract: Nations are still finding it quite difficult to win mega
sport competitions despite the major contribution of sport to society
in terms of social and economic development, personal health, and in
education. Even though the world of sports has been transformed into
a huge global economy, it is important to note that the first step of
sport is usually its introduction to children at school through physical
education or PE. In other words, nations who do not win mega sport
competitions also suffer from a weak and neglected PE system. This
problem of the neglect of PE systems is the main motivation of this
research aimed at examining the factors affecting the perceived
awareness of physical education teachers on the ICTs that are
adoptable for the teaching and learning of physical education. Two
types of research objectives will materialize this aim: relevant
theories will be identified in relation to the analysis of the perceived
ICT awareness of PE teachers and subsequent models will be
compiled and designed from existing literature; the empirical testing
of such theories and models will also be achieved through the survey
of PE teachers from the Camperdown magisterial district of the
KwaZulu-Natal province of South Africa. The main hypothesis at the
heart of this study is the relationship between the demographics of PE
teachers, their behavior both as individuals and as social entities, and
their perceived awareness of the ICTs that are adoptable for PE, as
postulated by existing literature; except that this study categorizes
human behavior under performance expectancy, computer attitude,
and social influence. This hypothesis was partially confirmed by the
survey conducted by this research in the sense that performance
expectancy and teachers’ age, gender, computer usage, and class size
were found to be the only factors affecting their awareness of ICTs
for physical education.
Abstract: Information and Communication Technologies (ICTs)
are pervasive nowadays, including in education where they are
expected to improve the performance of learners. However, the hope
placed in ICTs to find viable solutions to the problem of poor
academic performance in schools in the developing world has not yet
yielded the expected benefits. This problem serves as a motivation to
this study whose aim is to examine the perceptions of educators on
the advantages and disadvantages of e-learning. This aim will be
subdivided into two types of research objectives. Objectives on the
identification and design of theories and models will be achieved
using content analysis and literature review. However, the objective
on the empirical testing of such theories and models will be achieved
through the survey of educators from different schools in the
Pinetown District of the South African Kwazulu-Natal province.
SPSS is used to quantitatively analyse the data collected by the
questionnaire of this survey using descriptive statistics and Pearson
correlations after assessing the validity and the reliability of the data.
The main hypothesis driving this study is that there is a relationship
between the demographics of educators’ and their adherence to
learning theories on one side, and their perceptions on the advantages
and disadvantages of e-learning on the other side, as argued by
existing research; but this research views these learning theories
under three perspectives: educators’ adherence to self-regulated
learning, to constructivism, and to progressivism. This hypothesis
was fully confirmed by the empirical study except for the
demographic factor where teachers’ level of education was found to
be the only demographic factor affecting the perceptions of educators
on the advantages and disadvantages of e-learning.
Abstract: The rapid development and growth of technology has changed the method of obtaining information for educators and learners. Technology has created a new world of collaboration and communication among people. Incorporating new technology into the teaching process can enhance learning outcomes. Billions of individuals across the world are now connected together, and are cooperating and contributing their knowledge and intelligence. Time is no longer wasted in waiting until the teacher is ready to share information as learners can go online and get it immediatelt.
The objectives of this paper are to understand the reasons why changes in teaching and learning methods are necessary, to find ways of improving them, and to investigate the challenges that present themselves in the adoption of new ICT tools in higher education institutes.
To achieve these objectives two primary research methods were used: questionnaires, which were distributed among students at higher educational institutes and multiple interviews with faculty members (teachers) from different colleges and universities, which were conducted to find out why teaching and learning methodology should change.
The findings show that both learners and educators agree that educational technology plays a significant role in enhancing instructors’ teaching style and students’ overall learning experience; however, time constraints, privacy issues, and not being provided with enough up-to-date technology do create some challenges.
Abstract: Constructivism, the latest teaching and learning theory in western countries which is based on the premise that cognition (learning) is the result of "mental construction", lays emphasis on the learner's active learning. Guided by constructivism, this thesis discusses the teaching plan and its application in extensive reading course. In extensive reading classroom, emphasis should be laid on the activation of students' prior knowledge, grasping the skills of fast reading and the combination of reading and writing to check extracurricular reading. With three factors supplementing each other, students' English reading ability can be improved effectively.
Abstract: This paper proposes a new teaching and learning approach-project and module based teaching and learning (PMBTL). The PMBTL approach incorporates the merits of project/problem based and module based learning methods, and overcomes the limitations of these methods. The correlation between teaching, learning, practice and assessment is emphasized in this approach, and new methods have been proposed accordingly. The distinct features of these new methods differentiate the PMBTL approach from conventional teaching approaches. Evaluation of this approach on practical teaching and learning activities demonstrates the effectiveness and stability of the approach in improving the performance and quality of teaching and learning. The approach proposed in this paper is also intuitive to the design of other teaching units.
Abstract: Most of college students in Taiwan do not have sufficient English proficiency to express themselves in written English. Teachers spent a lot of time correcting the errors in students’ English writing, but the results are not satisfactory. This study aims to use blogs as a teaching and learning tool in written English. Before applying peer assessment, students should be trained to be good reviewers. The teacher starts the course by posting the error analysis of students’ first English composition on blogs as the comment models for students. Then the students will go through the process of drafting, composing, peer response and last revision on blogs. Evaluation questionnaires and interviews will be conducted at the end of the course to see the impact and also students’ perception for the course.
Abstract: This paper was prepared to see the perceptions of online lectures regarding collaborative learning, in terms of how lecturers view online collaborative learning in the higher learning institution. The purpose of this study was conducted to determine the perceptions of online lectures about collaborative learning, especially how lecturers see online collaborative learning in the university. Adult learning education enhance collaborative learning culture with the target of involving learners in the learning process to make teaching and learning more effective and open at the university. This will finally make students learning that will assist each other. It is also to cut down the pressure of loneliness and isolation might felt among adult learners. Their ways in collaborative online was also determined. In this paper, researchers collect data using questionnaires instruments. The collected data were analyzed and interpreted. By analyzing the data, researchers report the results according the proof taken from the respondents. Results from the study, it is not only dependent on the lecturer but also a student to shape a good collaborative learning practice. Rational concepts and pattern to achieve these targets be clear right from the beginning and may be good seen by a number of proposals submitted and include how the higher learning institution has trained with ongoing lectures online. Advantages of online collaborative learning show that lecturers should be trained effectively. Studies have seen that the lecturer aware of online collaborative learning. This positive attitude will encourage the higher learning institution to continue to give the knowledge and skills required.
Abstract: Language and culture are interwoven that they cannot be separated, for the knowledge of a language cannot be complete without having the culture of the language. Indigenous food is a cultural aspect of any language that is expected to be acquired by all the speakers of the language. Indigenous food is known to be vital right from early years, which is also attributed to the healthy living of the ancient people. However it is discovered that the indigenous food is almost being replaced by fast food products such as Indomie noodles, Spaghetti and Macaroni to the extent that majority of the young folks prefer the eating of the fast foods and cannot prepare the indigenous foods which are good for growth and healthy living of people. Therefore, there is need to revitalize and re-educate people on the indigenous food which is an aspect of inter-cultural education of any language to prevent it from being forgotten or neglected.
African foods are many, but this study focused on Nigerian food using some Yoruba dishes as a case study. Examples of Yoruba dishes are pounded yam and melon with vegetable and dried fish soup, beans pudding (moin moin) and pap (eko), water yam pudding with fish and meat (ikokore) and many more. The ingredients needed for the preparation of these indigenous foods contain some basic food nutrients which will be analyzed and their nutritional importance to human bodies will also be discussed.
The process of re- awakening the education of indigenous food to the present and up-coming generation should be via print and electronic media in form of advertisements on posters, billboards, calendars and in rhymes on television programs, radio presentations, video tapes and CD–ROM apart from classroom teaching and learning. Indigenous food is a panacea to healthy living and longevity, a prevention of diseases and a means of accelerated healing of the body through natural foods.
Abstract: New Product Development (NPD) has got its roots on an Engineering background. Thus, one might wonder about the interest, opportunity, contents and delivery process, if students from soft sciences were involved. This paper addressed «What to teach?» and «How to do it?», as the preliminary research questions that originated the introduced propositions. The curriculum-developer model that was purposefully chosen to adapt the coursebook by pursuing macro/micro strategies was found significant by an exploratory qualitative case study. Moreover, learning was developed and value created by implementing the institutional curriculum through a creative, hands-on, experiencing, problem-solving, problem-based but organized teamwork approach. Product design of an orange squeezer complying with ill-defined requirements, including drafts, sketches, prototypes, CAD simulations and a business plan, plus a website, written reports and presentations were the deliverables that confirmed an innovative contribution towards research and practice of teaching and learning of engineering subjects to non-specialist operations managers candidates.
Abstract: Tanzania Secondary Schools e-Learning (TanSSe-L) system is a customized learning management system (LMS) developed to enable ICT support in teaching and learning functions. Methodologies involved in the development of TanSSe-L system are Object oriented system analysis and design with UML to create and model TanSSe-L system database structure in the form of a design class diagram, Model Driven Architecture (MDA) to provide a well defined process in TanSSe-L system development, where MDA conceptual layers were integrated with system development life cycle and customization of open source learning management system which was used during implementation stage to create a timely functional TanSSe-L system. Before customization, a base for customization was prepared. This was the manual transformation from TanSSe-L system platform independent models (PIM) to TanSSe-L system specific PIM. This paper presents how Moodle open source LMS was analyzed and prepared to be the TanSSe-L system specific PIM as applied by MDA.
Abstract: The main objective of this paper is to identify and
disseminate good practice in quality assurance and enhancement as
well as in teaching and learning at master level. This paper focuses
on the experience of the Erasmus Mundus Master program CIMET
(Color in Informatics and Media Technology). Amongst topics
covered, we discuss the adjustments necessary to a curriculum
designed for excellent international students and their preparation for
a global labor market.
Abstract: Malay Folk Literature in early childhood education
served as an important agent in child development that involved
emotional, thinking and language aspects. Up to this moment not
much research has been carried out in Malaysia particularly in the
teaching and learning aspects nor has there been an effort to publish
“big books." Hence this article will discuss the stance taken by
university undergraduate students, teachers and parents in evaluating
Malay Folk Literature in early childhood education to be used as big
books. The data collated and analyzed were taken from 646
respondents comprising 347 undergraduates and 299 teachers. Results
of the study indicated that Malay Folk Literature can be absorbed into
teaching and learning for early childhood with a mean of 4.25 while it
can be in big books with a mean of 4.14. Meanwhile the highest mean
value required for placing Malay Folk Literature genre as big books in
early childhood education rests on exemplary stories for
undergraduates with mean of 4.47; animal fables for teachers with a
mean of 4.38. The lowest mean value of 3.57 is given to lipurlara
stories. The most popular Malay Folk Literature found suitable for
early children is Sang Kancil and the Crocodile, followed by Bawang
Putih Bawang Merah. Pak Padir, Legends of Mahsuri, Origin of
Malacca, and Origin of Rainbow are among the popular stories as
well. Overall the undergraduates show a positive attitude toward all
the items compared to teachers. The t-test analysis has revealed a non
significant relationship between the undergraduate students and
teachers with all the items for the teaching and learning of Malay Folk
Literature.
Abstract: Information and Communications Technologies (ICT) has been integrated in education in many developing and developed countries alike, but the use of ICT in Tanzanian schools is dismal. Many Tanzanian secondary schools have no computers. The few schools with computers use them primarily for secretarial services and computer literacy training. The Tanzanian education system at other levels like secondary school level has to undergo substantial transformation, underscored by the growing application of new information and communication technology. This paper presents the e-readiness survey result from secondary schools in Tanzania. The paper also suggests how Tanzania can make use of the few present ICT resources to support and improve teaching and learning functions to improve performance and acquisition of knowledge by using e-Learning Management System (e-LMS).