The present research studies the factors that have impacted the affective engagement of university students in an educational online course. It examines how the type of interaction (learner-learner, learner-instructor, and learner-content) and the type of engagement (behavioural, cognitive and affective) have influenced the affective engagement of the students in the online course. Nineteen university students majoring in teaching mathematics, who were enrolled in the course Mathematics Teaching Methods, participated in the present research. Two data collection tools were used: semi-structured interviews and reflections. To analyse the texts resulting from the interviews and reflections, inductive and deductive qualitative content analysis was used. The research results indicated that university students have experienced more positive than negative affective engagement in the three communicational channels used in this course to facilitate online learning, which were: synchronous lectures, forums and assignments. The results also indicated that these three types of interaction have positively influenced students’ affective engagement in the three channels, with that influence being different from one channel to the other based on the interaction type taking place. We suggest that specific types of engagement need to be attended to for positive affect to occur. Doi: 10.28991/esj-2021-01296 Full Text: PDF
The current study aimed to explore the effect of the Education for Future program on the practices of female teachers in a public school. The study participants were six female teachers form an elementary school. Besides, the study aimed to answer two main research questions. First, what is the effect of the education for future program on the educational practices of female teachers in public schools? Second, what are the challenges that face the female teachers who were involved in the program? Data collection was done through interviews with the participants, as well as class observations. Data analysis used the thematic coding to analyze data. The results of the research revealed that the program developed teachers' competencies since it improved their teaching styles, teaching methods and strategies, as well as their assessment strategies. Furthermore, it developed the teachers' classroom management, their technology integration in the classes, the students' interaction, and the students' values and attitudes. Besides, the results showed that the teachers faced challenges while implementing the project, such as how to introduce the new strategies and methods to their students, and how to use technology effectively. However, the results showed that the teachers could overcome those challenges by cooperation and asking for help and support.
This paper describes a new experiment in the context of the Palestinian higher education based on Augmented Reality (AR) technology. The main objective is to investigate the efficacy of AR-based learning on motivation and reflective thinking, which are important measures of students’ learning and achievement. The experiment was carried out on a sample of 24 students enrolled in digital communication course in their third and fourth years at telecommunication engineering department of An Najah National University. The sample was selected using purposive sampling method. Except for confidence dimension, results indicate a positive effect of integrating AR technology in teaching and learning on all dimensions of motivation (attention, relevance, satisfaction, and volition) between experiment and control groups. Similarly, AR-based learning has a positive effect on all dimensions of the reflective thinking scale between the experiment and control groups except for the reflection dimension. Furthermore, results indicate no significant differences between the experiment and control groups due to gender in favor of the experiment group. In contrast, there were significant differences between pre-test and post-test on motivation and reflective thinking scales and their dimensions in favor of the post-test. However, the research was limited by the small sample size and the novelty of the AR technology, which requires the instructors and students to be familiar with this emerging technology.
This study aims to create a contingency plan for the emergency period during COVID-19 pandemic. The researchers read the exiting plans to put a suitable one for Palestine. They have revised the literature to benefit from it. The result was to put a suitable contingency plan for COVID-19 period. It included preparedness, providing first aid, notifying response partners, and providing instruction before first responders arrive. Preparedness is defined around five missions: Prevention, Protection, Mitigation, Response, and Recovery. SWOT analysis and interview as a case study are adopted to include the plan's all dimensions of how to behave during the pandemic. The researchers present some recommendations for both teachers and students, that teachers should train themselves on how to use ICT. At the same time, students should show positive attitudes towards using ICT in learning.
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