Examining pre-service teachers regulation in distance and traditional preschool design and technology education

Kurent, Brina; Avsec, Stanislav

doi:10.1016/j.heliyon.2023.e13738

Cited by 5 publications

(4 citation statements)

References 68 publications

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“…According to ACDP Indonesia, the Ministry of Religion, which is responsible for Islamic Education, strives ceaselessly to harmonize it with the Ministry of Education and Culture's general education. 45 This action was executed in adherence to the National Education System Law. Presently, the Ministry of Religion continues to endeavor to harmonize itself with the broader academic community, employing many policies and ongoing projects.…”

Section: Regionalmentioning

confidence: 99%

Can Indonesia's Decentralized Education Technology Governance Policy: Evidence from Muslim Countries

Thoha,

Syawqi,

Yahaya

et al. 2023

BESTUUR

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<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p>Decentralization of education policies has been implemented in Indonesia and Malaysia; however, their potential impact on Islamic education technology innovation remains to be seen. Comparing and contrasting the Education Decentralization Policies of Malaysia and Indonesia is the objective of this study. This is normative legal research derived from tertiary, primary, and secondary legal sources. First, decentralization policies for the development of Islamic education technology are complicated, according to the research findings, because the Ministry of Education and Culture and the Ministry of Religion have a dualism of regulation and management that violates the concepts and spirit of regional autonomy. Second, regulatory dualism affects the quality of education in Indonesia, whereas integrated management is implemented in a single institution for education in Malaysia. Thirdly, Malaysia has endeavored since elementary school to integrate science and technology. Over the past decade, the Indonesian central government has implemented the Madrasah Reform program, among other initiatives and developments, to develop IT-based Islamic education.</p></td></tr></tbody></table></div>

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Section: Regionalmentioning

confidence: 99%

Can Indonesia's Decentralized Education Technology Governance Policy: Evidence from Muslim Countries

Thoha,

Syawqi,

Yahaya

et al. 2023

BESTUUR

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“… 32 Therefore, this study further posits that resilience indirectly promotes online math learning engagement by reducing transactional distance. 37 …”

Section: Introductionmentioning

confidence: 99%

“…32 Therefore, this study further posits that resilience indirectly promotes online math learning engagement by reducing transactional distance. 37 Therefore, transactional distance may serve as a potential mediator of the relationship between resilience and OMLE. Transactional distance acts as a mediator by affecting the relationship between resilience and online learning engagement.…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Resilience, Interactive Distance, and College Students’ Online Mathematics Learning Engagement: A Longitudinal Study

Liu

2024

PRBM

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Introduction Resilience, a pivotal construct in positive psychology, remains incompletely understood in its facilitation of learners’ online engagement. This study aims to investigate the relationship between resilience, transactional distance, and Online Mathematics Learning Engagement (OMLE) among first-year university students. Methods Utilizing a cross-lagged path analysis approach, the study surveyed 612 first-year students. Multiple models were constructed and compared to explore the mutual predictive relationships between resilience, transactional distance, and OMLE. Results Among the compared models, Model 4 demonstrated the best fit. The model revealed that: (1) resilience at Time 1 and Time 2 positively predicted transactional distance at Time 2 and Time 3; (2) transactional distance at Time 1 and Time 2 positively predicted OMLE at Time 2 and Time 3; (3) resilience at Time 1 significantly predicted OMLE at Time 3; and (4) transactional distance at Time 2 fully mediated the relationship between resilience at Time 1 and OMLE at Time 3. Furthermore, mediational model analysis confirmed that transactional distance played a mediating role in the longitudinal relationship between resilience and OMLE. Using a cross-lagged mediational model with 5000 bootstrap samples, the indirect effect of transactional distance on the relationship between resilience at Time 1 and OMLE at Time 3 was significant and remained stable over time. Discussion The findings suggest that resilience, as a positive psychological resource, stimulates students to seek and utilize protective resources in online environments, leading to more active participation in interpersonal communication and classroom interactions. Additionally, resilience helps students overcome emotional and practical difficulties encountered in online learning, thereby enhancing their OMLE. These insights offer valuable implications for educators, highlighting the potential to improve students’ online learning engagement by fostering their psychological resilience.

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“…Self-engagement behaviors constitute another key element in the learning journey of Grade 6 students within the B-Learning model (Samuels, 2023). This encompasses their ability to set learning goals, manage time effectively, and remain motivated in both face-to-face and online learning settings (Kianmehr & Kamali, 2013;Kurent & Avsec, 2023;Ussher et al, 2023). The study explores the various self-engagement behaviors exhibited by Grade 6 students and seeks to understand how these behaviors correlate with their academic performance and overall learning experience.…”

Section: Introductionmentioning

confidence: 99%

Factors affecting grade 6 students' learning following the B-Learning model

Nguyen,

Duong,

Nguyen

et al. 2024

Multidiscip. Rev.

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This study investigates the factors affecting Grade 6 students' learning experiences within the B-Learning model in the Vietnamese educational context. Blended learning, combining traditional face-to-face instruction with online components, has become increasingly significant in Vietnam's evolving educational landscape. The research explores the impact of technological access, self-engagement behaviors, and support mechanisms on Grade 6 students' learning within this innovative framework. The prevalence and proficiency with digital tools, particularly Tablets or iPads, are examined to understand their influence on students' engagement with online components. Additionally, the study delves into self-engagement behaviors, including goal-setting and time management, aiming to uncover correlations with academic performance. Furthermore, familial, peer, and teacher support structures are explored to comprehend their role in students' adaptability to the B-Learning model. The findings aim to provide nuanced insights for Vietnamese educators, policymakers, and researchers, facilitating the refinement of blended learning practices to better cater to the specific needs and challenges of Grade 6 students in Vietnam's educational milieu.

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Examining pre-service teachers regulation in distance and traditional preschool design and technology education

Cited by 5 publications

References 68 publications

Can Indonesia's Decentralized Education Technology Governance Policy: Evidence from Muslim Countries

Can Indonesia's Decentralized Education Technology Governance Policy: Evidence from Muslim Countries

The Relationship Between Resilience, Interactive Distance, and College Students’ Online Mathematics Learning Engagement: A Longitudinal Study

Factors affecting grade 6 students' learning following the B-Learning model

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