Educators' Attitude towards Outcome-Based Information Technology Education in the Philippines

Volume 13 Issue 4 January - March 2017

Research Paper

Educators' Attitude towards Outcome-Based Information Technology Education in the Philippines

Ramiro Z. Dela Cruz*, Ruth Ortega-Dela Cruz**

* Assistant Professor, College of Information Technology and Engineering, Pamantasan ng Cabuyao, Cabuyao City, Laguna, Philippines.

** Assistant Professor, Institute for Governance and Rural Development, College of Public Affairs and Development, University of the Philippines, Los Baños, Laguna, Philippines.

Cruz, R.Z.D., and Cruz, R.A.O.D., (2017). Educators’ Attitude towards Outcome-Based Information Technology Education in the Philippines. i-manager’s Journal of Educational Technology, 13(4), 14-21. https://doi.org/10.26634/jet.13.4.12400

Abstract

As Outcome-Based Education (OBE) is being pursued in Information Technology (IT) education in the Philippines, IT Instructors and Professors are now being challenged to shift their traditional roles as transmitter of knowledge to becoming learners' facilitators. This educational reform could lead to the development of certain attitudes amongst IT educators. This study used descriptive-correlational research design to determine what attitudes they may foster towards the success of its implementation at a Local University in Laguna, Philippines. Findings reveal that IT educators have positive attitude towards OBE. Although their motivation to adopt OBE approach to IT education seems to be high, there is still reservation as they realize the myriad factors to consider for its successful implementation. Result of Pearson's chi-square test reveals significant relationships among education, training, and attitude. While the study helps explicate areas that need much attention, it still appeals for further investigation to help address other concerns of educators. Truly, OBE demands a strong personal and institutional commitment; as with combined commitment will inspire everyone to make a leap forward in its successful implementation in the country.

Forums and Critical Factors Involved in Feelings of Challenge and Threat among Preservice Teachers Studying Virtual and Blended Courses

Volume 13 Issue 4 January - March 2017

Research Paper

Forums and Critical Factors Involved in Feelings of Challenge and Threat among Preservice Teachers Studying Virtual and Blended Courses

Gila Cohen Zilka*, Orit Zeichner**

* Bar-Ilan University, Achva Academic College, Israel.

** Kibbutzim College of Education Technology and Arts, Bar Ilan University, Israel.

Zilka, G.C., and Zeichner, O., (2017). Forums and Critical Factors Involved In Feelings of Challenge and Threat among Preservice Teachers Studying Virtual and Blended Courses. i-manager’s Journal of Educational Technology, 13(4), 1-13. https://doi.org/10.26634/jet.13.4.12397

Abstract

Integration of virtual learning environments in the learning process may lead to the realization of an educational vision in which autonomous learners realize their personal potential. But the physical separation between teacher and students may lead to “transactional distance”, which may in turn can cause a sense of threat and create anger, gaps in understanding, or misconceptions among the learners about themselves and about the learning process. Students may grasp the situation as a “challenge” or a “threat”. The aim of the study is to determine the factors that are critical to feelings of challenge and threat among student teachers in virtual and blended courses. The sample included 578 participants, divided into two research groups: virtual and blended. In a mixed-method study, participants answered a threat/challenge questionnaire, open-ended, and closed questions. The authors found three critical factors giving rise to a threat or challenge: negative feelings, a sense of threat, and a sense of challenge. A large portion of students considered forums as a “space for dialogue” with the instructor and the other students, and believed that differential interpersonal communication may lead to lowering feelings of threat and increasing the sense of challenge.

Cracking the Code of Effective Learning through Management of Learning Experiences

Volume 13 Issue 3 October - December 2016

Research Paper

Cracking the Code of Effective Learning through Management of Learning Experiences

Isam Najib Al-Fuqaha*

Dean, Faculty of Administrative and Financial Sciences, Philadelphia University, Jordan.

Al-Fuqaha, I. N. (2016). Cracking the Code of Effective Learning through Management of Learning Experiences. i-manager’s Journal of Educational Technology, 13(3), 46-60. https://doi.org/10.26634/jet.13.3.8320

Abstract

This article is an attempt to explore why the efforts of universities fall short of accomplishing their objectives, and fail to improve the caliber of their graduates, as large numbers of them are unable to encounter real-life problems. It also probes the relations between four independent demographic variables (gender, age, experience, and specialization) and four dependent variables (role of faculty members, learning experiences focused upon, measures principally administered to achieve learning experiences, and the skills necessary to create synergy and momentum). A relevant online questionnaire is devised to survey the views of a sample of (176) faculty members, comprising (60.5%) of the faculty society at Philadelphia University/Jordan in 2015-2016. SPSS program is utilized for data processing. The article concludes that faculty members focus upon facilitating provision of information instead of achieving self-actualization. The farther objectives of learning experiences are from that, the more learners are subject to become incompetent.

Factors Influencing Interaction and Cognitive Engagement in Online Discussions in an Undergraduate Course of Nursing

Volume 13 Issue 3 October - December 2016

Research Paper

Factors Influencing Interaction and Cognitive Engagement in Online Discussions in an Undergraduate Course of Nursing

Nimira Asif*, Samina Vertejee**, Sharifa Lalani***

* Senior Instructor, Aga Khan University, School of Nursing and Midwifery, Karachi, Pakistan.

**-*** Assistant Professor, Aga Khan University, School of Nursing and Midwifery, Karachi, Pakistan.

Asif,N., Vertejee,S., and Lalani,S. (2016). Factors Influencing Interaction and Cognitive Engagement in Online Discussions in an Undergraduate Course of Nursing. i-manager’s Journal of Educational Technology, 13(3), 35-45. https://doi.org/10.26634/jet.13.3.8319

Abstract

Educational technology is now widely used in education and offers a great support in distance education. This research paper is a second part of the study which analysed the types and levels of cognitive engagement; this paper has identified the factors that affected on the cognitive engagement in the online discussion forums, within undergraduate nursing students of post basic nursing curriculum, in the course of Professional development Leadership and Management. Moreover, this was one of the subsidiary questions, focusing on possible contributing factors for variation in the interaction pattern. The study was of retrospective qualitative paradigm utilizing discourse analysis to understand the student's cognitive engagement in the online discussion forum, 24 students provided written consent to participate. The data were collected by online posts and focus group discussion. The analysis was done by utilizing Zhu (2006) framework of cognitive engagement and it was revealed that there was a low level of engagement. The Focus Group Discussion (FGD) reported that due to new mode of teaching, being very flexible, technology shutdown and less facilitation of faculty are the contributing factors. Thus, it was recommended that, more awareness is needed for students using online interaction, informing course expectations and feed forward for more effective participation.

Keys to Successful Interactive Storytelling: A Study of the Booming “Choose-Your-Own-Adventure” Video Game Industry

Volume 13 Issue 3 October - December 2016

Research Paper

Keys to Successful Interactive Storytelling: A Study of the Booming “Choose-Your-Own-Adventure” Video Game Industry

Eric Tyndale*, Franklin Ramsoomair**

* Graduate, Ryerson University, Ontario, Canada.

** Faculty, MBA Program, Ryerson University, Ontario, Canada.

Tyndale, E.,and Ramsoomair, F. (2016). Keys to Successful Interactive Storytelling: A Study of the Booming “Choose-Your-Own-Adventure” Video Game Industry. i-manager’s Journal of Educational Technology, 13(3), 28-34. https://doi.org/10.26634/jet.13.3.8318

Abstract

Video gaming has become a multi-billion dollar industry that continues to capture the hearts, minds and pocketbooks of millions of gamers who span all ages. Narrative and interactive games form part of this market. The popularity of tablet computers and the technological advances of video games have led to a renaissance in the genre for both youth and adult audiences. Understanding the resurgence in this aspect of the market would be the topic for a useful academic endeavor, but exploring the bases for the interest in this aspect of technology can not only satisfy academic curiosity, but also lead to expansion of the overall industry. The goal of the research is to provide an explanation and framework of what makes some interactive narratives more successful than others. This was done by identifying the common story elements and writing strategies that are used to make digital interactive stories enjoyable and satisfying to participants. This research can potentially be a valuable tool for studios entering the interactive storytelling space because it will provide writers with a general outline of the key success factors required to design a compelling game and story.

The paper analyzes selected interactive narrative video games in order to provide an explanation and framework of what makes them successful. The research questions addressed are: (1) What are the common storytelling elements present in successful games? (2) Why do these help to ensure a satisfying experience?

Combining Anderson's Model in the Teaching of Art Appreciation for Undergraduate Students

Volume 13 Issue 3 October - December 2016

Research Paper

Combining Anderson's Model in the Teaching of Art Appreciation for Undergraduate Students

Maithreyi Subramaniam*, Ruzaika Omar Basaree**, Jaffri Hanafi***, Abu Talib Putih****

* Lecturer, Department of Multimedia Design and Animation, University of Tunku Abdul Rahman, Malaysia.

** Senior Lecturer, Cultural Center, University of Malaya, Malaysia.

*** Senior Lecturer, Department of Educational Foundations and Humanities, Faculty of Education, University of Malaya, Malaysia.

**** Associate Professor, Department of Educational Foundations and Humanities, Faculty of Education, University of Malaya, Malaysia.

Subramaniam,M., Basaree,R.O., Hanafi,J.,and Putih, A.T. (2016). Combining Anderson's Model in the Teaching of Art Appreciation for Undergraduate Students. i-manager’s Journal of Educational Technology, 13(3), 18-27. https://doi.org/10.26634/jet.13.3.8317

Abstract

This study utilized 33 students taking creative communication design 3 in the third year of the graphic design and multimedia program, using an Anderson's model in teaching art appreciation. The quantitative research design and procedures were employed in this study. An experimental research using the quasi-experimental design, a single-group interrupted time series-design was used to examine a group of students' achievement. The research was conducted at the researcher's university, a private higher learning institution. In collecting the data, two instruments were used, namely the new teaching module and three sets questions of tests. The descriptive statistics made use of means and standard deviations to determine students' achievements and inferential statistics, Pearson correlation coefficient to study the relationship between the students' three sets questions of test scores and studio art production scores. The findings exhibited that the 33 students tested have exhibited a moderate developmental progression in their three sets questions of tests. In terms of studio art production, students were able to make the appreciation of artwork with a better understanding. Generally, the correlation between students' test scores and studio art production scores exhibited students have gained a reasonable amount of knowledge through the new teaching module. The effectiveness of the teaching module using Anderson's model exhibited students' good understanding and its ability to foster implementation in cognitive knowledge both in their tests and studio art production.

Patterns of Mobile Technology Use in Teaching: The Teacher Perspective

Volume 13 Issue 3 October - December 2016

Research Paper

Patterns of Mobile Technology Use in Teaching: The Teacher Perspective

Tami Seifert*

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

Seifert,T. (2016). Patterns of Mobile Technology Use in Teaching: The Teacher Perspective. i-manager’s Journal of Educational Technology, 13(3), 1-17. https://doi.org/10.26634/jet.13.3.8316

Abstract

The use of mobile learning spaces is an opportunity to break the boundaries of the classroom and to prepare teacher educators and pre-service teachers for future school classes. The purpose of this study is to examine the implementation of mobile technology and usage patterns in the mobile technology space among lecturers in a teacher education college and to examine the role of pedagogical support and guidance in relation to the methods applied and the attitudes of the lecturers toward teaching and learning in the mobile learning space. The paradigm of the present study is the mixed research model combining quantitative and qualitative research. The research population consisted of the faculty members teaching in the last 2nd years in this learning space and eight pedagogical tutors and their mentors who got a tablet and were trained throughout the year to support and enhance their professional practice. The findings show that in the 1st year, most of the lecturers did not use hybrid computers in the learning space. In the 2nd year, when many of the technical difficulties were solved, more lecturers got pedagogical assistance, there were various uses of the hybrid computers for various activities. As for the pedagogical tutors, this study emphasized the significance of owning a personal and improved device, as well as providing the needed tools and assistance.