Australian Technical Teachers’ Experience of Technology Integration in Teaching

Khan, Md. Shahadat Hossain; Bibi, Shaista; Hasan, Mahbub

doi:10.1177/2158244016663609

Cited by 23 publications

(21 citation statements)

References 39 publications

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“…It can be identified that integrating online learning in business English class provides support for communication and engagement in learning. Based on research, using blended learning brings ease of communication (Khan, Bibi, & Hasan, 2016), which means it can give samples of interaction and exposures to communication anywhere and anytime.…”

Section: Figure 1 the Design Of Blended Learning Instructionmentioning

confidence: 99%

The Effectiveness of Blended Learning in Improving Students’ Workplace Communication Skills: A Case Study on Olive Website Test Result

et al. 2020

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The research aimed to investigate the effectiveness of using blended-learning instruction in improving students’ communication skills at Sekolah Vokasi Universitas Gadjah Mada. They were required to take the Test of English for Vocational Students (TEVOCS) and it indicated that there was a gap between listening and speaking ability as presented in the test scores. To support the improvement of both skills, blended-learning instruction was designed and carried out in the forms of online listening activities via Online Listening for Individual Practice (OLIVE) website and offline meeting for speaking activities. The research used experimental research, which referred to the results of pre-test and post-test scores of the group. The participants of the research were 275 students from three departments of Sekolah Vokasi Universitas Gadjah Mada; Language, Arts, and Cultural Management department; Engineering department; as well as Economic and Business department academic year 2019/2020. The pre-test and post-test scores show improvement in students’ performance in both skills. The result of the t-test also shows that there is significant improvement after the application of blended-learning instruction.

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Section: Figure 1 the Design Of Blended Learning Instructionmentioning

confidence: 99%

The Effectiveness of Blended Learning in Improving Students’ Workplace Communication Skills: A Case Study on Olive Website Test Result

et al. 2020

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“…Regarding the use of the software Word and PowerPoint, the analyzed students use these mobile applications to edit and create information in the learning processes, mobile applications whose use is widespread in the majority of students on a daily basis and which has led to changes in traditional teaching methodologies [46,128].…”

Section: Discussionmentioning

confidence: 99%

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

2020

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This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.

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“…While studies have identified drivers and barriers (e.g., Conole 2016;Porter and Graham 2016), studies exploring reasons for long-term sustained uses have not emerged as frequently (e.g., Mumtaz 2000). Developing effective practitioner enactment (Heitink et al 2016;Khan et al 2016) requires detailed knowledge about relationships of factors and features that enable teachers, trainers, and employees to understand how and why they can use digital technologies in their respective work areas. Features and factors enabling use not only concern professional attitudes and understanding of technological affordances and facilities but also attitudes and understanding towards technologies and, importantly, innovation.…”

Section: Introductionmentioning

confidence: 99%