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.

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In many institutions of higher education worldwide, faculty members manage lessons based on information transfer whereas their students become passive listeners. According to international research, passive learning has disadvantages mainly because students do not engage in the lesson. The study introduces a new model for higher education called TBAL: Technology-Based Active Learning. It intends to face the challenge of transfer to active learning, using mobile devices in face-to-face courses. Following a research undertaken at the Neri Bloomfield School of Design and Education (n = 67), the new model was found to be very successful. Students, who participated in the research, reported that courses based on TBAL principles, improved their learning process, were very experiential and had a significant contribution for better participation, collaboration and teamwork.The TBAL model was found to be applicable to courses based on text reading, in particular, but it may be also suitable for quantitative courses, subject to appropriate adjustments.

The study presents a new model for primary education called PISMS (Parental Influence on Student Motivation and Self-esteem). Previous model named ISMS (Improving Student Motivation and Self-esteem) is designed to help schools foster motivation and self-esteem of students. PISMS is a complementary model because it allows schools to train parents how to become involved and to continue strengthening the mission of the school to improve students' motivation and self-esteem.Parents who participated in a three-year study conducted in a primary school (n = 73), reported that a course based on the principles of PISMS, was very helpful in strengthening their ability of how to improve their children's motivation and self-esteem. The significance of these findings is that an additional method for improving key variables having an essential impact on student learning, has been found.The PISMS model has been found to be applicable to primary education, in particular, but it may be suitable for other schools as well.

The study introduces a new asynchronous model for online teaching, learning and assessment, called OTLA. The new model is designed for higher-education institutions and is based on a Learning Management System (Moodle or equivalent) as well as other relevant IT tools. The fundamental model which has been examined during this study is adequate to wordy courses. However, based on minor changes, it can be appropriate to other types of courses (as mentioned later). The course website is divided into main topics and is open to registered students. The new model is intended to be a full replacement for "face-to-face" courses. It includes the following six digital components: Text: All relevant texts are included in the course website (created in LMS such as Moodle) so students do not have to make an effort for collecting any bibliographical items needed. All texts are in a pdf format (including relevant links), so students can read them on screen, print, By search or save the files. It enables them to do all these activities without the need to buy any software besides the free Adobe Reader. Texts are divided to main topics. Hypertext: The pdf texts include relevant links (not too many) designed to add explanations for difficult notions or supplementing examples. The texts include links to text reading and/or recorded lectures as well.