An Analysis of Alternative Digital Credential

Volume 16 Issue 2 July - September 2019

Research Paper

An Analysis of Alternative Digital Credential

Ajit Kumar N Shukla*

*PSIT College of Engineering, Kanpur, India.

Shukla, A.K.N. (2019). An Analysis of Alternative Digital Credential. i-manager’s Journal of Educational Technology, 16(2), 77-86. https://doi.org/10.26634/jet.16.2.15757

Abstract

Higher Education Institutions (HEI) are facing a potential challenge at questioning the means and method as to how education is delivered and learning is credited. The leading agent for this change is online learning and transfer of credit for potential employment. The aim of this paper is to look into these questions by raising the questions locally and getting the response at RK University, Rajkot, India. The responses present an answer on how fast the University is growing, how an educational institution able to adapt to this change by incorporating necessary credit to the transcript, are students ready to pay extra for this, is it noticed by the potential employer as essential skill acquired, and is HEI working in the right direction? This study compares questions with the global trend and proposes a line of action. It seems that as the students are increasingly being hooked to social media, the presence is getting reflected in their public profile enhancing the perception of stated skill. The true reflection of this will be seen after few years, especially if it solves more problems than those created in society. There is no doubt that it is building a new social association, which could never be thought to be formed earlier and now it is getting commented. This accumulation of data helps us to develop new knowledge colonies for all of us. The most detrimental factor in all these is the cult of evaluation of a fake credential. It is considered that the wisdom will prevail even above truth.

Causes and Solution to Poor Involvement of Post Graduates in Research Publication Enterprise: Case of a Rural-Based University in South Africa

Volume 16 Issue 2 July - September 2019

Research Paper

Causes and Solution to Poor Involvement of Post Graduates in Research Publication Enterprise: Case of a Rural-Based University in South Africa

Ishmael Obaeko Iwara*

*University of Venda, South Africa.

Iwara, I. O.(2019). Causes and Solution to Poor Involvement of Post Graduates in Research Publication Enterprise: Case of a Rural-Based University in South Africa. i-manager’s Journal of Educational Technology, 16(2), 62-76. https://doi.org/10.26634/jet.16.2.16102

Abstract

This article was introduced due to a sharp decline in research publication output by 120.69 units at the University of Venda (UNIVEN). Because research publication output is necessary for income generation, ranking of an institution of higher learning and international networks for possible collaborations, UNIVEN may experience long run instabilities if the situation persist. Even though there might be several other issues responsible for the low output, suspicions have been on poor involvement of researchers in research publication enterprise of the University. Whereas this may be true, the reasons are yet unknown, which motivates the current study. The essence is to unpack issues around the phenomena with hopes of suggesting intervention measures. An exploratory sequential mixed research design was followed. A sample of 32 (Masters & PhD students) was drawn from the Institute for Rural Development (IRD) at the University. Data was collected using semi-structured and structured questionnaires of which thematic and descriptive analyses were performed through Atlas-ti v8 and Microsoft Excel 2013 statistical tool, respectively. The qualitative result yielded several issues clustered into three themes namely: student, supervisor and the management. The scores of the casual issues suggest 12 factors that should be taken into account. This include student rewards (17%), student conference attendance (13%), regulations on theft of student researches (11%), strengthening supervision ties (9%), research skills training (8%), and adequate service delivery (8%). Other factors fall between 7% and below.

An Investigation of Faculty members’ Beliefs and Barriers to Successful ICT Integration into Teaching at Sultan Qaboos University

Volume 16 Issue 2 July - September 2019

Research Paper

An Investigation of Faculty members’ Beliefs and Barriers to Successful ICT Integration into Teaching at Sultan Qaboos University

Abdelrahman Mohammed Ahmed*, Ahmed Yousif Abdelraheem **, Zainab Asaid Al-Shedani ***, Mohammed Sulaiman Al Aghbari****

*-**** Department of Instructional and learning Technologies, Sultan Qaboos University (SQU), Muscat, Oman.

Ahmed, A. M., Abdelraheem, A. Y., Al-Shedani, Z. A., & Al-Aghbari, M. S. (2019). An Investigation of Faculty Members’ Beliefs and Barriers to Successful ICT Integration into Teaching at Sultan Qaboos University. i-manager’s Journal of Educational Technology, 16(2), 50-61. https://doi.org/10.26634/jet.16.2.16240

Abstract

There are many essential factors affecting the integration of information and communication technology (ICT) into teaching and faculty learning, including faculty members' beliefs regarding ICT integration. The present study examines the beliefs of (N= 220) faculty members from eight different colleges at Sultan Qaboos University (SQU) in Oman. A quantitative-qualitative design was used in this study, including an open-ended questionnaire asking teachers about their beliefs about integrating ICT into teaching and the barriers impeding ICT use in education. The findings show that the faculty members at SQU held positive beliefs regarding using ICT elements as tools for teaching and learning. However, this does not necessarily mean that they currently integrate ICT into their teaching processes. The results also showed that the faculty members perceived a moderate degree of barriers that were preventing them from integrating ICT in the classroom. No significant differences were found among the variables of gender and the year of experience. The ANOVA test indicated that there were no significant differences among the four academic ranks: lecturer, assistant professor, associate professor and professor on their beliefs on barriers to ICT integration. This result could be hypothetically attributed to the fact that SQU provides learning resources for all faculty members, including software, hardware, internet connectivity, training and administrative, and technical support.

Video Annotated Technology: Exploring Teacher Candidates’ Adaptation to a New Tool in Student Teaching

Volume 16 Issue 2 July - September 2019

Research Paper

Video Annotated Technology: Exploring Teacher Candidates’ Adaptation to a New Tool in Student Teaching

Jillian Ardley *, Lisa Repaskey**

*-** Department of Early Childhood, Elementary, and Special Education (EESE), Norfolk State University (NSU), Virginia, USA.

Ardley, J., & Repaskey, L. (2019). Video Annotated Technology: Exploring Teacher Candidates’ Adaptation to a New Tool in Student Teaching. i-manager’s Journal of Educational Technology, 16(2), 35-49. https://doi.org/10.26634/jet.16.2.16195

Abstract

Web 2.0 technologies are very familiar to students who represent the group called the “millennials” in this society due to their birthdates. They are noted for their technological savvy and their ability to use new information and communication technologies without reservation. With this in mind, teacher educators who utilize culturally relevant practices modified a traditional practice of one-dimensional videotaping to support the proficiencies of the participating teacher candidates. The tool used to support traditional video recording was a video annotation software tool that allows the reviewer to type comments in synchronization with the viewed portion of a recording. This video annotation tool allowed the teacher candidates to: a) record their lessons via a smartphone application, b) invite their university supervisor to watch in real-time, c) send a link of the university's media storage location via a built-in compression tool, as well as d) receive text feedback/annotations from their university supervisor within the recording that was in synchronization with the reviewed behavior. Overall, teacher candidates saw the video annotation tool as an effective tool to support collaborations with their university supervisor. Challenges such as storage limitations on smart phones and sound quality are discussed as well as other possible implications in this pilot study.

Student Interactions with Prerequisite Knowledge Tools: How Students’ Daily-Usage Patterns Can Inform Pedagogy in Calculus I

Volume 16 Issue 2 July - September 2019

Research Paper

Student Interactions with Prerequisite Knowledge Tools: How Students’ Daily-Usage Patterns Can Inform Pedagogy in Calculus I

James E. Folkestad *, Mary E. Pilgrim **, Ben Sencindiver ***, Priya Harindranathan ****

* School of Education, Colorado State University, USA.

** Department of Mathematics and Statistics, San Diego State University, USA.

*** Department of Mathematics at Colorado State University, USA.

**** Center for the Analytics of Learning and Teaching (C-ALT), Colorado State University, USA.

Folkestad, J. E., Pilgrim, M. E., Sencindiver, B., & Harindranathan, P. (2019). Student Interactions with Prerequisite Knowledge Tools: How Students’ Daily-Usage Patterns Can Inform Pedagogy in Calculus I. i-manager’s Journal of Educational Technology, 16(2), 14-34. https://doi.org/10.26634/jet.16.2.15799

Abstract

Many factors play a role in a students' learning experience, but students' course interaction behaviors are particularly important toward fostering success. Instructors build learning tools (such as videos, online quizzes, etc.) that provide students with the opportunity to extend their learning outside the classroom. These tools require students to self-regulate their learning behaviors, taking initative to incorporate them into their study routine. However, measuring how students actually use the tools is a challenge. In this paper, online tools were designed around Precalculus content and tested in the first two weeks of a introductory calculus course. Our intent was to identify students who may or may not be engaged in behaviors associated with self-regulation by collecting data on student interaction with online tools. If at-risk students could be identified early in a semester, then it might be possible to intervene in order to change engagement and behaviors. Data was partitioned into behavior-based clusters and interpreted based on course outcomes. This paper discuss about the cluster-based findings in relation to student performance measures and student self-assessments of self-efficacy for learning and performance in the course. This paper concludes with a discussion of how findings may inform pedagogical choices and future study.

Characteristics of Leading Groups on a Professional Social Network

Volume 16 Issue 2 July - September 2019

Research Paper

Characteristics of Leading Groups on a Professional Social Network

Smadar Bar-Tal*, Tami Seifert**

* Center for Innovation and Excellence in Teaching, Levinsky College, Israel.

** Kibbutzim College of Education, Tel-Aviv, Israel.

Bar-Tal, S., & Seifert, T. (2019). Characteristics of Leading Groups on a Professional Social Network. i-manager’s Journal of Educational Technology, 16(2), 1-13. https://doi.org/10.26634/jet.16.2.15043

Abstract

"Shluvim" is a professional social network (hereinafter: PSN) in Israel. It serves as a space for educational professionals to collaborate and share knowledge, empower their professional development and receive emotional support. The authors aimed to characterize the groups operating in this network and the role played by the groups' leaders over the first four years of its operation, investigating motives for the groups' creation and the extent of group activity and created a model for policymakers and members of PSNs. Qualitative-phenomenological and quantitative data gathered from 16 semi-structured interviews, and a focus group indicated different rates of participation in the groups, distinguishing open and closed groups and identifying motives for their creation. The findings indicate the importance of social networking groups for members' personal and professional development, the importance of the group managers' activity, and reasons for a group's success or failure. Group members' were informed on the recommendations for successful group management.

Awareness on Computerized Test among Undergraduate Students

Volume 16 Issue 1 April - June 2019

Research Paper

Awareness on Computerized Test among Undergraduate Students

S. Gandhi*, G. Hema**

*_** Department of Education, Periyar University, Salem, Tamil Nadu, India.

Gandhi , S., & Hema, G. (2019). Awareness on Computerized Test among Undergraduate Students. i-manager’s Journal of Educational Technology, 16(1), 51-58. https://doi.org/10.26634/jet.16.1.15666

Abstract

The computer based tests are capable of putting together a lot of interactions and fascinating question types, such as simulations, online tests, and measurement of skills, rather than simply assessing by paper-pencil tests. The computerized test result has greater standardization of test administration. The aim of this study is to seek out the awareness on computerized test among undergraduate students. Survey method has been adopted. A sample of 450 undergraduate students (226 male, 224 female) were selected from Salem district in Tamil Nadu, India. Awareness scale was used for data collection. Both descriptive analysis and differential analysis were adopted for data analysis. The results found that the undergraduate students had average level of awareness on computerized test.

Factors Influencing the Adoption and Integration of ICT in Teaching among Foreign Teachers in Thailand

Volume 16 Issue 1 April - June 2019

Research Paper

Factors Influencing the Adoption and Integration of ICT in Teaching among Foreign Teachers in Thailand

Teresita Rubang-Doctor*, Mark Anthony Cenas Pa-alisbo**, Omega Rose Palma Allanic***

*_**Faculty of Education, St. Theresa International College, Thailand.

***Faculty of Humanities and Social Sciences, St. Theresa International College, Thailand.

Rubang-Doctor, T., Pa-alisbo, M. A. C., & Allanic, O. R. P. (2019). Factors Influencing the Adoption and Integration of ICT in Teaching among Foreign Teachers in Thailand. i-manager’s Journal of Educational Technology, 16(1), 33-50. https://doi.org/10.26634/jet.16.1.16021

Abstract

The objectives of this study were to identify the factors that influence adoption and integration of ICT in teaching; determine significant relationship between the personal level and technological level factors and the adoption and integration of ICT in teaching, and test the significant difference in the influence of the factors on the adoption and integration of ICT in teaching. Respondents of this study are 123 foreign teachers from different primary and secondary Schools and international schools in Thailand through the use of snowball sampling technique. They are non-education graduates, were teaching in various schools in Thailand, were enrolled in the Academic Year 2017, and those that are currently taking the Graduate Diploma in Teaching Profession in one of the private international universities in Rangsit and Nakhon Nayok, Thailand. This study utilized the descriptive method. The instrument utilized for gathering the data was a researcher-made survey questionnaire which was tested for its validity and reliability. The data were statistically analyzed and interpreted through basic statistics, such as frequency, percentage, and mean; and inferential statistics, such as Spearman rho, Pearson product moment correlation coefficient (Pearson r), t-test for significant difference, and Analysis of Variance (ANOVA). Findings revealed that foreign teachers agreed that factors such as personal characteristics and technological characteristics influenced the adoption and integration of ICT in teaching. It was also found out that in general there was no significant relationship and difference in the personal and technological characteristics to the integration and adoption of ICT in the teaching-learning process.

Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students

Volume 16 Issue 1 April - June 2019

Research Paper

Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students

Tony Robinson*

*Department of Business and Technology, Mountain Empire Community College, USA.

Robinson, T. (2019). Using the Technology Acceptance Model to Examine Technology Acceptance of Online Learning Technologies by Non-Traditional Students. i-manager’s Journal of Educational Technology, 16(1), 21-32. https://doi.org/10.26634/jet.16.1.15826

Abstract

Online learning has changed higher education, emerging as a primary source for delivering courses and programs to students. As online learning has grown, more non-traditional students have entered college, many for the first time. Consequently, many of these non-traditional are experiencing online learning, and the technologies that deliver them, for the first time. This quantitative research study developed and tested technology acceptance of online learning technologies using the Technology Acceptance Model (TAM) with variables perceived ease of use, perceived usefulness, attitude, and intention to use. Findings from 40 valid responses in an online survey at Mountain Empire Community College (2016) USA, showed that perceived ease of use had a significant effect on perceived usefulness, which is consistent with TAM. Findings showed that perceived ease of use did have a significant effect on attitude. Further, perceived usefulness had a significant effect on attitude and attitude had a significant effect on intention to use, which is consistent with TAM.

The Validity of Online Learning in Occupational Therapy Curriculum

Volume 16 Issue 1 April - June 2019

Research Paper

The Validity of Online Learning in Occupational Therapy Curriculum

M. Blanche Leeman*, Lori Kupczynski**, Sunddip Aguilar***, Shannon L. Groff ****

* Department of Occupational Therapy, Stony Brook University, USA.

**-*** Doctor of Education Program, University of St. Augustine for Health Sciences, USA.

**** Department of Education and Human Services, Florida State College, Jacksonville, USA.

Leeman, M. B., Kupczynski, L., Aguilar, S., & Groff, S. L. (2019). The Validity of Online Learning in Occupational Therapy Curriculum. i-manager’s Journal of Educational Technology, 16(1), 10-20. https://doi.org/10.26634/jet.16.1.14960

Abstract

The profession of Occupational Therapy has over a 100-year history embracing technology. The relationship of technology and occupational therapy remains prevalent as a foundational skill taught in the occupational therapy curriculum. To stay current with emerging technology, a course written for master level occupational therapy students included the technologies of 3D printing and online learning. The purpose of this study was to measure the two-credit online course from the students' perspective for the value the student perceived in the profession of occupational therapy. Also measured was the educational format of the course where novel skills are taught through an online format. A qualitative case study research approach was used to garner the students' perception of the value of online learning. Two focus groups and four individual interviews were completed to collect data. The software NVivo 12 was used to organize and code the data. Results suggested that 88.2% of the students recommended to keep the course online as opposed to hybrid or traditional face-to-face format.

Information and Communication Technology (ICT) : Its Origin in India and Pedagogical Integration in the Study of Geography

Volume 16 Issue 1 April - June 2019

Article

Information and Communication Technology (ICT) : Its Origin in India and Pedagogical Integration in the Study of Geography

Nidhi Singh*

*Planning and Research Division, Central Institute of Educational Technology (CIET), NCERT, New Delhi, India.

Singh, N. (2019). Information and Communication Technology (ICT) : Its Origin in India and Pedagogical Integration in the Study of Geography. i-manager’s Journal of Educational Technology, 16(1), 1-9. https://doi.org/10.26634/jet.16.1.15975

Abstract

Geography as a discipline is a multi-disciplinary science which has an ability to reach out to masses through its very nature. It has an in-built affinity towards technology which has been integrated in the subject even before many other Social Science subjects adopted it. The visible collaboration of Geography with technology started during the post Quantitative Revolution period when computer was adopted for research and study of various aspects of the subject. Since then, integration of technology into the subject has come through various ways and has resulted in achieving farreaching goals. The focus of the paper primarily rests at discussing various ways in which ICT can be integrated in teaching and learning of Geography at the school level. This has been reached through tracing the origin and implementation of Information and Communication Technology (ICT) in India, its components and tools.

The Case Study on the Effectiveness of Online Learning Management System to Impart the Knowledge of Advance Course

Volume 15 Issue 4 January - March 2019

Research Paper

The Case Study on the Effectiveness of Online Learning Management System to Impart the Knowledge of Advance Course

Dipti Pawade*

*Assistant Professor, Department of Information Technology, K J Somaiya College of Engineering, Mumbai, Maharashtra, India.

Pawade, D. Y. (2019). The Case Study on the Effectiveness of Online Learning Management System to Impart the Knowledge of Advance Course. i-manager’s Journal of Educational Technology, 15(4), 40-47. https://doi.org/10.26634/jet.15.4.15269

Abstract

Nowadays, learning is not confined within the walls of the classroom. Online learning management systems like Moodle empowers the instructor to establish their online presence and create as well as manage courses with ease. At the same time, such learning avenues help the students to access the course any time. To utilize the online learning management systems, a Moodle course for "Advanced Search Engine Optimization" was developed. The course consists of various activities to be performed by the learner. Throughout the course, the engagement level and performance of learner was monitored and its analysis was done.

Using SPSS to Find the Factors Affecting the Quality of Education in Private Universities in Haryana

Volume 15 Issue 4 January - March 2019

Research Paper

Using SPSS to Find the Factors Affecting the Quality of Education in Private Universities in Haryana

Neeraj Kumari*

*Associate Professor, Department of Humanities & Management, Faculty of Engineering and Technology, Manav Rachna International Institute of Research and Studies, Faridabad, Haryana, India.

Kumari, N. (2019). Using SPSS to Find the Factors Affecting the Quality of Education in Private Universities in Haryana. i-manager’s Journal of Educational Technology, 15(4), 31-39. https://doi.org/10.26634/jet.15.4.15105

Abstract

The objective of the study is to examine the current education system present in private technical education universities in Haryana from the faculty members' perspective. It is a descriptive research. The data has been collected with the help of Questionnaire based Survey. The sample size for the study is 180 comprising of the faculty respondents. The sample has been taken on the random (Probability) basis and the questionnaire was filled by the faculty (teaching B.Tech students) chosen on the random basis from a private technical educational institution in NCR, Haryana, India. For data analysis and conclusion of the results of the survey, statistical tool like factor analysis was performed. The most preferred parameters by the faculty members are: selection process of faculty is fair and standardized, salary structure of the faculty is satisfactory and motivating, faculty/staff rooms are spacious, well furnished, and adequate in number, etc. The least preferred parameters by the faculty members are: a secured Wi-Fi facility is well channelized to provide easy access, toilets for the faculty are hygienic and in adequate number, adequate Industry Institute Interaction for the faculty development, etc.

Using Modern Media to Support Conventional Education

Volume 15 Issue 4 January - March 2019

Research Paper

Using Modern Media to Support Conventional Education

Tom Page*, Gisli Thorsteinsson**

*Associate Professor, Department of Product Design, Nottingham Trent University, England.

**Professor, Department of Design and Craft Education, University of Iceland, Iceland.

Page, T., and Thorsteinsson, G. (2019). Using Modern Media to Support Conventional Education. i-manager’s Journal of Educational Technology, 15(4), 23-30. https://doi.org/10.26634/jet.15.4.15385

Abstract

This paper presents general aspects of the development process for a technology education curriculum in Iceland University of Education during 2007-2008. The background to a research project in the field of using simulation learning tools and other new learning media as a supporting tool for learning and as an essential part of the new learning environments. The main content of this paper is to present the ways and methods the types of learning processes, contents, and equipment, in which technology education could be organised as university teacher studies from the viewpoint of the challenges posed by the information age. In particular, it deals with the ways some of the most modern computerised and network-based equipment and methods of planning, creation, and the use of technology should be taken account in the curriculum and in teaching learning processes. This paper considers the use of information technology and computerised production processes as an essential part of the current learning processes in modern technology education. Furthermore, it concentrates at the level of university teacher education as this is considered one of the most critical parts of the school reform process.

Immersive Learning Experiences: Technology Enhanced Instruction, Adaptive Learning, Augmented Reality, and M-Learning in Informal Learning Environments

Volume 15 Issue 4 January - March 2019

Research Paper

Immersive Learning Experiences: Technology Enhanced Instruction, Adaptive Learning, Augmented Reality, and M-Learning in Informal Learning Environments

David R. Squires *

*Assistant Professor, Department of Curriculum, Instruction, and Learning Sciences, Texas A&M University-Corpus Christi, USA.

Squires, D. R. (2019). Immersive Learning Experiences: Technology Enhanced Instruction, Adaptive Learning, Augmented Reality, and M-Learning in Informal Learning Environments. i-manager’s Journal of Educational Technology, 15(4), 17-22. https://doi.org/10.26634/jet.15.4.15410

Abstract

This study details the second iterative data collection cycle of an Augmented Reality mobile application platform for three months at an Art Museum in the Southern United States. Data was collected utilizing a mobile Augmented Reality application implementation within the informal learning environment. The immersive experience campaign tracked participants’ use of the mobile AR application, time on task, and how long each learning artifact was engaged with within the museum site. The AR app was downloaded and activated by a total of (N =149) unique users between February and April. Users reported increased engagement with the informal learning environment and returned to use the app 76.4% of the time.

Knowledge Management Resources and Techniques used to Enhance Knowledge Management Initiatives in Nigerian Agricultural Research Institutes

Volume 15 Issue 4 January - March 2019

Research Paper

Knowledge Management Resources and Techniques used to Enhance Knowledge Management Initiatives in Nigerian Agricultural Research Institutes

Kabiru Dahiru Abbas*

*Lecturer, Department of Library and Information Sciences, Bayero University, Kano, Nigeria.

Abbas, K. D. (2019). Knowledge Management Resources and Techniques used to Enhance Knowledge Management Initiatives in Nigerian Agricultural Research Institutes. i-manager’s Journal of Educational Technology, 15(4), 9-16. https://doi.org/10.26634/jet.15.4.15729

Abstract

The study investigates the knowledge management resources and techniques used to enhance knowledge management initiatives in Nigerian agricultural research institutes. The study adopted quantitative approach through questionnaire to collect data randomly from the sample of two hundred and seventy six (N=276) research scientists. The study revealed that cross-functional project teams and mentoring were the main knowledge management resources and techniques used to derive research and innovations in the institutes. Findings also show that the knowledge management initiatives adopted in the institutes include, identification of existing knowledge, improving documentation of existing knowledge, changing of the organisational culture, improving cooperation and communication, externalisation, i.e. tacit to explicit, improving knowledge retention, and improving innovations management. The study concludes that the knowledge management resources and techniques used are capable of enhancing the various knowledge management initiatives adopted in the institutes.

Development and Validation of e-Content in Teaching and Learning of Automobile Lighting System in Technical Colleges in Niger State, Nigeria

Volume 15 Issue 4 January - March 2019

Research Paper

Development and Validation of e-Content in Teaching and Learning of Automobile Lighting System in Technical Colleges in Niger State, Nigeria

Abubakar Abdullahi Kutiriko *, Mustapha Aliyu **, Raji Abdullahi Egigogo ***

*PhD Scholar, King's College London, England.

**Assistant Lecturer, Department of Industrial and Technology Education, School of Science and Technology Education, Federal University of Technology, Minna, Nigeria.

***Lecturer and the Secretary, Al-asas Health Foundation School of Health Technology, Minna, Nigeria.

Abubakar, A. K., Mustapha, A., and Raji, A. E. (2019). Development and Validation of e-Content in Teaching and Learning of Automobile Lighting System in Technical Colleges in Niger State, Nigeria. i-manager’s Journal of Educational Technology, 15(4), 1-8. https://doi.org/10.26634/jet.15.4.15728

Abstract

The purpose of this study was to develop and validate study e-content in teaching and learning of automobile lighting system in technical colleges in Niger State, Nigeria. The study adopted Research and Development (R&D) design. The researchers modified the 10 steps of R&D model to 5 steps cycle which fits the present study. The five modified phases include the development of e-content: Phase I: determination of the contents of e-content teaching and learning package, determination of the important e-content skills, knowledge and attitude needed by students in automobile lighting system, development of a draft e-content teaching and learning package based on the findings from Phase II, validation of e-content and revision of the draft e-content teaching and learning package based on feedback from Phase IV. The e-content package was produced on HTML 5. The development and validation of the package was conducted using requirement specification as the basis of reference. The validation activities involved Alpha and Beta tests. The reliability coefficient of the instrument yielded 0.86 using Cronbach alpha technique; two research questions were analyzed using mean values and standard deviation. At the end of the validation, e-content teaching and learning package was found to perform all the tasks listed in the requirement specification.

Social Influence: Testing the Predictive Power of Its Dimensions in Explaining the Intention to Use Mobile Learning Systems in Universities-Empirical Evidence from Ugandan Universities

Volume 15 Issue 3 October - December 2018

Research Paper

Social Influence: Testing the Predictive Power of Its Dimensions in Explaining the Intention to Use Mobile Learning Systems in Universities-Empirical Evidence from Ugandan Universities

Faisal Mubuke*, Geoffrey Mayoka Kituyi **, Kutosi Ayub Masaba ***, Cosmas Ogenmungu****, Shakilah Nagujja *****

* Research Scholar, Makerere University Business School (MUBS), Uganda.

** Senior Lecturer and Dean, Faculty of Vocational and Distance Education, Makerere University Business School (MUBS), Uganda.

*** Senior Lecturer and Director, MUBS-Mbale Regional Campus, Uganda..

**** Lecturer, Department of Applied Computing & IT, Faculty of Computing & Informatics, Makerere University Business School Kampala, Uganda..

***** Lecturer and Director, E-learning Center, Makerere University Business School (MUBS), Uganda.

Mubuke, F., Kituyi, G. M., Masaba, A. K., Ogenmungu, C., and Shakilah, N. (2018). Social Influence: Testing the Predictive Power of Its Dimensions in Explaining the Intention to Use Mobile Learning Systems in Universities-Empirical Evidence from Ugandan Universities. i-manager’s Journal of Educational Technology, 15(3), 52-61. https://doi.org/10.26634/jet.15.3.14931

Abstract

Among information systems, mobile learning systems are acknowledged for the exponential growth in recent years into education sector specifically in the higher education learning institutions. Mobile learning systems are viewed as a kind of information system, which universities use to better serve their students efficiently and effectively in order to provide sustainable value for education. While past studies from numerous scholars positioned their focus on development of mobile learning frameworks to enhance the usage of mobile learning systems. Comparatively, little research has been conducted to explore the predictive, positional, and potential influence of social influence and its dimensions on student's intention to continuously use mobile learning systems in universities of developing countries like Uganda. This study used a cross sectional survey methodology to gather data from a sample size of N=375 students from both public and private universities. The results of correlation and regression analysis revealed significant positive relationship between social influence and the intention to use M-learning systems in Ugandan universities, implying that social influence is a significant determinant of student's intentions to use M-learning systems in Uganda. Additionally, social influence significantly impacts student's intention to use mobile learning systems. Social influence as presented in this study, explain 34.90% variation in enhancing student's intention to use mobile learning systems in Ugandan universities. Therefore, universities should pay meticulous attention to social influence as one of the major determinants and predictors needed to enhance student's intention to use M-learning systems.

Has the Development of Rapid Prototyping Influenced the Creative Processes in Product Design Education?

Volume 15 Issue 3 October - December 2018

Research Paper

Has the Development of Rapid Prototyping Influenced the Creative Processes in Product Design Education?

Tom Page*

Associate Professor, Department of Product Design, Nottingham Trent University, England.

Page, T. (2018). Has the Development of Rapid Prototyping Influenced the Creative Processes in Product Design Education? i-manager’s Journal of Educational Technology, 15(3), 40-51. https://doi.org/10.26634/jet.15.3.14699

Abstract

This paper examines the development of rapid prototyping and how it affects industrial design students. Using a combination of survey and interview sessions the researcher studied how the development of these technologies affected the creative processes that designers use to develop new products, and whether this has had a positive or negative effect. The results show that the reduction in cost, increase in speed, and increase in dimensional accuracy has influenced many students to look to rapid prototyping/additive manufacturing to produce prototypes, despite production costs still being relatively high. This has led to designers prioritising certain areas of the design process over others, yet to what extent and to what consequences remains to be seen.

"The Power" of the Keyboard in Online Academic Conference

Volume 15 Issue 3 October - December 2018

Research Paper

"The Power" of the Keyboard in Online Academic Conference

Smadar Bar-Tal*, Michal Schleifer**

* Lecturer, Center for Innovation and Excellence in Teaching, Levinsky College, Israel.

** Former Head, Literacy and Language Arts Division, Center for Educational Technology, Israel.

Bar-Tal, S., and Schleifer, M. (2018). "The Power" of the Keyboard in Online Academic Conference. i-manager’s Journal of Educational Technology, 15(3), 26-39. https://doi.org/10.26634/jet.15.3.14604

Abstract

Today, conferences for academic communities can provide continuous active participation in lectures through an accompanying academic-professional discussion written into a document known as an Internet ‘chat’. In this environment, participants are invited to react, ask questions, contribute knowledge, and form a learning community. This pioneer study investigates the character of a chat accompanying an online academic seminar. The aims of the written chat in this study were to create a digital environment which provides technical and social support, encourages intimate dialog among the participants, and might even serve as a kind of a new networking for a professional community composed by the participants and others. Qualitative data-collection of 827 speaking turns produced by 87 out of 283 seminar participants were analyzed using Anderson and Archer's characteristics of teaching, cognitive, and social presences (Garrison, Anderson, & Archer, 2000). Findings revealed different presences representing the participants' different perceptions concerning their roles in the chat. Thus, the chat's environment provided technical, cognitive, and social support. Unfortunately, the attempt to create a new networking for further learning was not achieved. Practical proposals are suggested for effective management of online conference chats, pointing up the need to foster essential skills for participants and moderators, so that they can conduct an effective chat that stimulate learning and contains balanced presences.

Willingness to Communicate and Communication Anxiety of EFL Learners in a Virtual World

Volume 15 Issue 3 October - December 2018

Research Paper

Willingness to Communicate and Communication Anxiety of EFL Learners in a Virtual World

Galip Kartal*, Cem Balçikanli**

* Assistant Professor, English Language Teaching Department, Necmettin Erbakan University, Konya, Turkey.

** Associate Professor, English Language Teaching Department, Gazi University, Ankara, Turkey.

Kartal, G., and Balçikanli, C. (2018). Willingness to Communicate and Communication Anxiety of EFL Learners in a Virtual World. i-manager’s Journal of Educational Technology, 15(3), 7-25. https://doi.org/10.26634/jet.15.3.14549

Abstract

This mixed-method study explored the changes in Turkish EFL learners' reported willingness to communicate and communication anxiety after conducting ten real-life tasks in a virtual world. Sixty-five university EFL learners (experimental = 30; control = 35) participated in this study. The participants were the first-year students of a foreign language teacher education program in Turkey. The intervention involved ten real-life tasks, one task each week. Data were collected via questionnaires, introspective interviews, weekly evaluation forms, observation, and focus-group and semi-structured interviews. Questionnaire data were analyzed through ANCOVA tests, and the qualitative data were subjected to content analysis. Overall results suggested that using a virtual world had a positive effect on the reported WTC and communication anxiety of participants who participated in the experiment compared to those who did not. Furthermore, the study suggests a model (NATURAL vs MATURAL) that explains the nature of communication in traditional classrooms and in a virtual world. These results suggest that incorporating virtual worlds in EFL context is worth the investment. Moreover, virtual worlds can become useful tools for learning and teaching of English because the interactions within the environment and learners' positive views on it are promising authentic and effective communication.

Protection and Conservation of Environment: An Important Role of Education

Volume 15 Issue 3 October - December 2018

Article

Protection and Conservation of Environment: An Important Role of Education

Aftab Alam*

Research Scholar, Department of Teachers' Training and Non-Formal Education, Faculty of Education, Jamia Millia Islamia University, New Delhi, India.

Alam, A. (2018). Protection and Conservation of Environment: An Important Role of Education. i-manager’s Journal of Educational Technology, 15(3), 1-6. https://doi.org/10.26634/jet.15.3.14936

Abstract

This paper is an attempt to discuss the role and importance of education in awareness, protection, and conservation of the environment. Education and environment are two sides of the same coin and are complementary to each other. The environment may be promoted by various means and one of the most effective among them is the provision of proper education to both old and new generations. Education also provides awareness about the protection and conservation of the environment, which is essential for the benefit of the whole of mankind. It may also be used as a reasonable measure to solve different types of societal problems that people face in their day to day lives. Likewise, education can play a key role to conserve and protect the natural environment and generate awareness among people about the significance of keeping the environment uncontaminated. It also plays a crucial role in building a society that is sensible and conscious towards the environment and its associated challenges and problems. Education promotes a holistic approach toward the protection and conservation of nature. Appreciation of the environment among people and society can create and raise positive environmental behavioural change. Air pollution, poor management of waste materials, rising water crisis, declining groundwater levels, water pollution, poor conservation and low quality of forests, loss of biodiversity, and degradation of land and soil are a few of the important and key environmental issues faced by the present world. Thus education about the environment and its associated issues is an important factor because it lets people build required skills, foster a dedication to take steps collectively, and individually balance, maintain, and enhance the natural environment.

Perception and Dilemmas of Teacher Educators on Utilization of Open Education Resources

Volume 15 Issue 2 July - September 2018

Research Paper

Perception and Dilemmas of Teacher Educators on Utilization of Open Education Resources

Sankaranarayanan Paleeri*

Assistant Professor and Head, Department of Social Science Education, NSS Training College, Ottapalam (University of Calicut), Kerala, India..

Paleeri, S. (2018). Perception and Dilemmas of Teacher Educators on Utilization of Open Education Resources. i-manager’s Journal of Educational Technology, 15(2), 55-61 https://doi.org/10.26634/jet.15.2.14446

Abstract

Teacher educators are confronting myriads of challenges in identifying and utilizing the Open Education Resources (OER). This study is intended to analyze the perception and dilemmas faced by teacher educators in integrating OER for teaching. The conceptual frame work of the study is focused on teachers' access and utilization of the online resources. Sample is 108 teacher educators drawn from Kerala and Tamil Nadu. OER Utilization Inventory and Informal Interview were the tools used. The collected data propelled for a mixed approach of quantitative and qualitative analyses. Findings of the study show that there is inadequate perception among teacher educators on availability and usability of relevant OER for teaching the contents. Teacher Educators are varied on their perception regarding OER as relevant and active support to teach content. 18% of teacher educators perceived the OER as need of the hour while 13.88% perceived OER as not supportive. 68% perceived with neutrality. 82% of teacher educators are skeptic on authenticity of available online resources including OER materials. Most of the teacher educators guarantee the credibility of online resources only after verifying with the text book resources. They have 'tendency to compare' the relevance and quality of online materials with Books. The study reflects need of awareness programmes for teacher educators on OER and its utilization. Centralized monitoring on authenticity of OER is suggested to adjudicate the credence and quality of the materials.

Learning Biology through Problem Based Learning –Perception of Students

Volume 15 Issue 2 July - September 2018

Research Paper

Learning Biology through Problem Based Learning –Perception of Students

Preeti Thakur *, Sunil Dutt**, Abhishek Chauhan***

* Research Scholar, Department of Education, Panjab University, Chandigarh, India.

** Professor & Head, Department of Education & Educational Management, National Institute of Technical Teachers Training & Research, Chandigarh, India..

*** Assistant Professor, Department of Mechanical Engineering, Panjab University Swami Sarvanand Giri Regional Centre, Hoshiarpur, Punjab, India

Thakur, P., Dutt, S., & Chauhan, A. (2018). Learning Biology through Problem Based Learning –Perception of Students. i-manager’s Journal of Educational Technology, 15(2), 44-54. https://doi.org/10.26634/jet.15.2.14303

Abstract

The study was undertaken to assess the student's perception while learning class 9 biology through Problem-Based Learning (PBL) method. Two hundred students of Government School of Chandigarh affiliated to Central Board of Secondary Education (CBSE), New Delhi, India, constituted the sample for the study. Hundred students were randomly assigned to the experimental group while hundred students were randomly assigned to the control group. Both the groups consisted of the students which had average, below average, and high academic achievement. Experimenter did not disturb the normal set up of the classroom in the school while undertaking the study. Both the groups were taught the topics of biology of class 9th Science as per science text book issued by NCERT (National Council for Education, Research, and Training). On completion of the selected topics of biology, students of experimental group were asked to fill the opinnionaire which consisted of 25 items to analyze their perception towards PBL. Percentage technique was employed for analyzing the results. The study revealed that PBL makes learning an enjoyable experience by exploring new knowledge, increasing curiosity amongst the learners, linking previous knowledge, and creating interest.