Computational and Genomic Analysis of Mycobacteriophage: A Longitudinal Study of Technology Engineered Biology Courses That Implemented an Inquiry Based Laboratory Practice Designed To Enhance, Encourage, and Empower Student Learning

Vol. 11  Issue 4
Year:2015
Issue:Jan-Mar
Title:Computational and Genomic Analysis of Mycobacteriophage: A Longitudinal Study of Technology Engineered Biology Courses That Implemented an Inquiry Based Laboratory Practice Designed To Enhance, Encourage, and Empower Student Learning
Author Name:Gail P. Hollowell, James E. Osler and April L. Hester
Synopsis:
This paper provides an applied research rational for a longitudinal investigation that involved teaching a “Technology Engineered Science Education Course” via an Interactive Laboratory Based Genomics Curriculum. The Technology st Engineering [TE] methodology was first introduced at the SAPES: South Atlantic Philosophy of Education Society) 51 Conference. The TE philosophy was further expanded on in the book “The Aftermath of Hurricane Katrina: Educating Traumatized Children Pre KG through College” in a chapter titled, “Technology Engineering Educational Solutions for the Hurricane Katrina Region”. TE as a practice was later expounded upon in greater detail in an i-manager Journal on School Educational Technology article entitled, “Technology Engineering Science Instruction in the Information Age: Integrating Instructional Technology in K12 Education”, (Vol. 4, No. 1, pp.12-17). This study is a continuation of all of the aforementioned research. The research investigation introduced interactive advanced genomic teaching measures for scientific education via a series of “TEGenomic Biology courses”. The courses involved interactive laboratory teaching Genomic methodologies that actively encouraged authentic research-based student learning. The paper also historically explores similar previous research as a foundational precursor to the year long longitudinal applied research inquiry. The research investigation took place over three years and involved three technology engineered genomics courses designed for introductory science majors, the courses respectively were: BIOL 1101 (General Biology I); BIOL 2030 (Genomics Research Initiative I); and BIOL 2030 (Genomics Research Initiative II). The research outcomes yielded positive outcomes by participants over time, thereby indicating that the TEGenomic Biology courses were a positive and Genomic dynamically interactive way of teaching advanced science education topics.

Computer-Based Learning in Open and Distance Learning Institutions in Nigeria: Cautions on Use of Internet for Counseling

Vol. 11  Issue 4
Year:2015
Issue:Jan-Mar
Title:Computer-Based Learning in Open and Distance Learning Institutions in Nigeria: Cautions on Use of Internet for Counseling
Author Name:Fidel Okopi, Olajumoke J. Odeyemi and Adewale Adesina 
Synopsis:
The study has identified the areas of strengths and weaknesses in the current use of Computer Based Learning (CBL) tools in Open and Distance Learning (ODL) institutions in Nigeria. To achieve these objectives, the following research questions were proposed: (i) What are the computer-based learning tools (soft and hard ware) that are actually in use in ODL institutions in Nigeria?, (ii) What are the perceived computer literacy and competency levels acquired through CBL among students of ODL?, (iii) What is the instructors' perceived effectiveness of computer-based instructional delivery in ODL in Nigeria and, (iv) what are the barriers to CBL applications?. The study adopted a descriptive survey design. Computer-Based Learning Questionnaire was used for data collection. Descriptive statistics of percentage was used for the analysis. Sample population of one thousand, sixty students and sixty staffs were selected for the research. The research specifically identified e-blackboard, Moodle and i-learn are the computer-based learning tools that were actually in use in ODL institutions in Nigeria. Intermediate and advanced computer literacy levels were identified as the self-perceived computer competency skill levels of ODL students in Nigeria. The most self-perceived effective computer applications among the instructors of ODL in Nigeria as identified by this research were for teaching, assessing students' performance across various fields of study, maintaining and tracking students' performances through Learning Management System. The research also identified the non-ownership of computer devices with internet facility, slow internet connectivity and limited access to computer, as the most difficult challenges to effective computer-based learning among the students of ODL in Nigeria and therefore recommended ways of averting these challenges, but proffered precautionary measures to be taken while using CBL for counseling.

Computer Courses in Higher-Education: Improving Learning by Screencast Technology

Vol. 11  Issue 4
Year:2015
Issue:Jan-Mar 
Title:Computer Courses in Higher-Education: Improving Learning by Screencast Technology
Author Name:Yaron Ghilay and Ruth Ghilay 
Synopsis:

The aim of the study was to find out a method designated to improve the learning of computer courses by adding Screencast technology. The intention was to measure the influence of high-quality clips produced by Screencast technology, on the learning process of computer courses. It was required to find out the characteristics (pedagogical and technical) of such high-quality video clips as well as their advantages for improving the learning process in such courses.

The research was based on a sample of learners in two computer courses (n=30) in higher-education. Both courses have been fully covered by video clips (not exclusively) produced by screencast technology. The learners were asked to answer a questionnaire focused on the characteristics of effective clips as well as the advantages of such clips for their learning.

The research results point out that according to learners' views, video clips' effectiveness depends mainly on lecturers' instructional qualifications as well as their capability of technically producing high-quality videos. Such clips covering the whole course curriculum, are advantageous for learning computer courses: the learning process is perceived to be excellent, video clips are better than texts and its substantial flexibility is a great advantage as well. Therefore, there is a significant worthiness to add screencast technology to computer courses provided that the entire course is fully covered with relevant video clips, and they are pedagogically and technically of high-quality. Furthermore, using this kind of technology may be suitable for other kinds of courses, including visual components like formulas, diagrams or tables.

Enhancing Education through Mobile Augmented Reality

Vol. 11  Issue 4
Year:2015
Issue:Jan-Mar
Title:Enhancing Education through Mobile Augmented Reality
Author Name:Robert Joan D.R
Synopsis:
In this article, the author has discussed about the Mobile Augmented Reality and enhancing education through it. The aim of the present study was to give some general information about mobile augmented reality which helps to boost education. Purpose of the current study reveals the mobile networks which are used in the institution campus as well as university. Also, this study discusses the way to develop education and exchange information through mobile network. This article talk about, how one can improve the learning through mobile functions. Mobile Augmented Reality makes it possible to create new kind of services and applications. By making augmented reality work in mobile environments, people face new challenges in positioning, registration, system performance and energy consumption. The evolution of cellular networks and related technologies has recently been very fast. The transfer rates and low latencies for packet data required by many Augmented Reality applications are feasible using the upcoming generation cellular networks. The transmitting of information through mobile network takes a vital role in education. The classes which broadcast were listened through the mobile network by learner. Thus mobile augmented reality is captivating its role to enhance Education.

Blended Learning Approach for Enhancing Students Learning Experiences in a Knowledge Society

Vol. 11  Issue 4
Year:2015
Issue:Jan-Mar 
Title:Blended Learning Approach for Enhancing Students Learning Experiences in a Knowledge Society
Author Name:Suprabha. K and G. Subramonian
Synopsis:
Blended learning which, its name suggests, blends online learning with traditional methods of learning and development. It is a new instructional strategy, based on the non-linear and interactive features of the digital learning and instruction through the web. Exploring the literature review, the purpose of the study was to get a deeper understanding of the characteristics, methodological and pedagogical perspectives of blended learning in an Indian context. Observations from content analysis revealed that the impact of e-learning in the learning environment made tremendous potentialities and it could revolutionize the teaching and learning process. Blended learning is the most logical and natural evolution of our learning agenda. It suggests an elegant solution to the challenges of traditional learning and development to the needs of individuals. Model-driven design provides a sustainable approach that reduces some cost of the complex curriculum development and improves the sustainability of curriculum innovation. As a result of the study, blended learning will focus on optimizing the mix of classroom instruction with online learning, and performance support tools that can maximize the total impact on students' learning experiences.

"Facebook"- It's Not Just For Pictures Anymore: The Impact of Social Media on Cooperative Learning

Vol. 11  Issue 3
Year:2014
Issue:Oct-Dec
Title:"Facebook"- It's Not Just For Pictures Anymore: The Impact of Social Media on Cooperative Learning
Author Name:Kisha N. Daniels and Billingsley, K.Y 
Synopsis:
This paper will share the research on the use of social media (specifically Facebook) in an effort to promote critical thinking and reflection. It purports that although often overlooked as a teaching, learning and assessment strategy, social media is a viable method that supports cooperative learning through the encouragement of thoughtful responses and reflections. The research utilizes data from both quantitative and qualitative measures (surveys/questionnaires and open ended responses collected from the closed group Facebook page). The data were collected over nine months from undergraduate students who represented five different content areas (Nursing, Public Health, Psychology, Nutrition and Physical Education). The data revealed that students prefer and value the use of Facebook as a form of cooperative learning over other traditional methods of student course management (Blackboard). Additionally, it suggests that utilizing social media can be an engaging teaching, learning and assessment strategy. This research highlights the findings from a small group of students, therefore may lack generalizability. Future research should replicate the study on a larger scale. This paper includes both theoretical foundational knowledge and practical applications to support faculty teaching and learning which supports the literature by offering specific st strategies, that focus on methods to increase student engagement, critical thinking and 21st century technology.

The Significance of Digital Pedagogy: Teachers' Perceptions and the Factors Influencing Their Abilities as Digital Pedagogues

Vol. 11  Issue 3

Year:2014

Issue:Oct-Dec 

Title:The Significance of Digital Pedagogy: Teachers' Perceptions and the Factors Influencing Their Abilities as Digital Pedagogues

Author Name:Rivka Wadmany and Sarah Kliachko

Synopsis:

Information and Communication Technologies have brought widespread changes in all aspects of contemporary society and culture. Most scholars believe that the assimilation of processes of change in schools and the entire Educational system depends on the abilities and perceptions of teachers in the system. The present study examines how Graduates of the Master's degree program, Technology in Education, perceived the significance of digital pedagogy (pedagogy in an Information and Technology-rich learning environment), in relation to three different aspects such as role of the teacher, role of the student and technology's contribution to the teaching/learning processes.

According to the graduates, teachers should develop student-centered teaching serving as facilitators, create personal and caring relationships with the students and stay updated, constantly deepening their professional knowledge. The students should be the initiative for learning, be independent, curious, and work out of interest and inner motivation to achieve meaningful learning, through collaborative learning and also be familiar with digital environment. Use of technology should help to create a supportive environment, enabling demonstration of phenomena and processes, increase the range of learning possibilities, help to provide an answer to variance of students and the narrow gaps between them.The graduates believed that a supportive Principal, committed teachers and supply of adequate instruction to the teachers can help them apply the digital pedagogy. A policy of learning evaluation by measuring achievement and lack of support at the school level can render the application more difficult. The findings showed that most of the Graduates had an actual experience of introducing digital pedagogy in their classrooms as part of their studies in the program.