“It's fun!” using students' voices to understand the impact of school digital technology integration on their well-being

Mourlam, Daniel; DeCino, Daniel A.; Newland, Lisa A.; Strouse, Gabrielle A.

doi:10.1016/j.compedu.2020.104003

Cited by 12 publications

(10 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The previous studies shows that, there might be both positive and negative results, coming from using digital technology, to students' well-being [10]. From the negative perspective, the overusing of digital technology for adolescence might lead to emotional problems of children, because of lacking of family time, and to physical health problems, and even to a kind of digital divide [10]. From the positive perspective, aligning digital technology with teaching methods might provide a more vivid learning environment to students and more learning ways, such as TV programming, e-books and MOOCs, etc.…”

Section: The Relationship Between Students' Well-being and Chemistry ...mentioning

confidence: 99%

Section: The Relationship Between Students' Well-being and Chemistry ...mentioning

confidence: 99%

“…On the other hand, the MOOC platform aligns with the changes of teaching-learning method. Because of individual difference of acceptance level and attitudes to the new methods, it might have negative influence on not only teachers' well-being but on students' well-being [10]. Thus, it is necessary for the future studies to explore the problem of well-being in the changing social background.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Students’ Well-Being in Chemistry MOOCs in Secondary School

Han¹

2022

Proceedings of the 2022 2nd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2022)

View full text Add to dashboard Cite

Well-being has long been the subject of study and attention since it is the aim of human endeavor. With the initial goal of longing for kids to grow up happily, well-being also enters the chemistry classroom. It takes on the highest purpose of the highest education to direct students towards a joyful, unforgettable, and lovely learning journey that is filled with vigor, hope, and vitality. The pursuit of the ability to assist students to achieve sustainable lifelong well-being means that teaching activities are no longer a process of students' depression, grievances, and complaints and instead make meaningful learning a happy growth path for students. Thus, once any factors changed, students' well-being will be effected.And teaching-learning method is one of a significant factor in education. The old educational model has been significantly impacted by the advancement of digital technology and the creation of educational ideas. The "Internet + online education" model, particularly MOOCs, has rebuilt the traditional teaching framework. The fundamental attributes of MOOCs are their size, networking, and openness. The learning consequence and students' well-being will be substantially enhanced, because MOOCs, as a self-regulated model, might stimulate students' motivation. As the self-regulated model could stimulate students' motivation in the way of increasing powerful, adjustment and migration function.

show abstract

Section: The Relationship Between Students' Well-being and Chemistry ...mentioning

confidence: 99%

Section: The Relationship Between Students' Well-being and Chemistry ...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Students’ Well-Being in Chemistry MOOCs in Secondary School

Han¹

2022

Proceedings of the 2022 2nd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2022)

View full text Add to dashboard Cite

show abstract

“…Poor social interaction or a lack of other people in the classroom during online learning can result in students' dissatisfaction with the learning experience. Ryan and Scott, 2008;Tomczyk, 2020;Wu et al, 2022;Çetin, 2021Çetin, Shehzadi et al, 2020Rapanta et al, 2020;Krumsvik, 2014;Laurillard, 2008 Task oriented Knowledgeable (content) Competent in subject matter and clarity of content Douglas, Douglas and Barnes, 2006;Voss, Gruber and Szmigin, 2007;Long, Ibrahim and Kowang, 2013;Gee, 2018;Fielding, Dunleavy and Langan, 2010;Gibson, 2010 Class dynamic skills Engaging discussion Samian and Noor, 2012;Su and Wood, 2012 Creativity Fun experience Wong, Tong and Wong, 2017;Mourlam et al, 2020;Gao, Jiang and Tang, 2020;Çetin, 2021;Su and Wood, 2012 Committed & Motivated Focused, monitoring student attendance Amzat, 2017;Xiao and Wilkins, 2015;Dachner and Saxton, 2014;Dziuban et al, 2015…”

Section: Social-oriented Factorsmentioning

confidence: 99%

Contextualizing Lecturer Performance Indicators to Online Teaching and Learning Activities: Insights for Application during the COVID-19 Pandemic And Beyond

Maulana

Arli

2022

EJEL

View full text Add to dashboard Cite

The purpose of this research study is to explore insights to create more contextual lecturer performance indicators (LPIs); and to gain a fairer and more useful evaluation tool for lecturers in the online environment during the COVID-19 pandemic. This significant change in conditions has forced higher education to understand the new requirements, especially of lecturers, who have played a central role in creating engaging moments for students in online classes. This study adopts a qualitative approach, based on the need for a more in-depth exploration of new phenomena. It explores students’ daily lives in class, which were expressed through social media, and gains further understanding through in-depth interviews with students and lecturers. The results indicate that most of the items taken from the Social-Task-Technology-Fit (STTF) framework remain the same; there are not many changes compared to the era before the pandemic. However, some aspects have new meanings that need to be revisited to capture the lecturers' performance in the new context. Three new themes emerged from the exploration study which have never been discussed in previous studies on LPIs for online teaching, especially in abnormal conditions such as a pandemic. The first theme concerns the variations in digital literacy of lecturers and the implications for lecturers' performance. The second theme is the dynamic ratio of social versus task activities, which implies the need to focus on academic (task-oriented) or non-academic (social) tasks. The third theme is the degree of controllability of each performance. This study provides awareness of the importance of weighting in evaluating lecturer performance, especially when not all lecturers are digitally literate, not all factors are controllable, and the ratios between social versus task requirements are not the same. These weighted evaluations have never been discussed in previous studies, which mainly used quantitative surveys. In addition, these insights can also be applied to online learning beyond the pandemic. The study results can be used by higher education information management to design more contextual LPIs for the early detection of issues with lecturer performance.

show abstract

“…The e-book helps parents learn parenting practice guides for their children studying online during lock down as a unique lesson in time and place. Technology and digital media are seen by children in the US and other countries as a central part of their identity (Mourlam et al, 2020). This is because the availability of technology increases along with the times in their lives since childhood.…”

Section: Theoritical Studymentioning

confidence: 99%

Parenting E-book: Coping Early Childhood Education Problems During Learning from Home

Asmawati

Hidayat

2020

jpud

View full text Add to dashboard Cite

During COVID-19, early-childhood school closings led to higher levels of stress in parents when compared to childless adults. In addition, lack of time to prepare, as well as mental-health problems, worry, and stress in parenting, may have hampered parents' ability to support their children's educational needs. The research aims to solve the problem of early childhood parenting during learning from home and improve the quality of early childhood parenting. The research method uses the research and development stage of the Borg & Gall model. Participants are mothers who have children aged 5-6 years. The data collection technique was done through expert validation and effectiveness testing with a quasi-experimental design. The data analysis used paired t-test statistical analysis. The findings show that the validity of the results of the material expert's test is 96%, and the media expert's test is 94% in the very good category. The effectiveness test based on the pre-test and post-test results showed that Sig. (2-tailed) <0,05 (α), which means that the parenting e-book media significantly increases mothers' understanding of parenting well-being practices in early childhood. The implications of this multimedia-based anyflip e-book can be downloaded via gadgets, android, laptop, practical, easy to read and repeated to accompany childcare activities from home. Keywords: Anyflip E-book, Early Childhood, Parenting References Banerjee, A., Hanna, R., Kyle, J., Olken, B. A., & Sumarto, S. (2019). Private Outsourcing and Competition: Subsidized Food Distribution in Indonesia. Journal of Political Economy, 127(1), 101–137. https://doi.org/10.1086/700734 Borg, W. R., & Gall, M. D. (2007). Educational Research an Introduction. Fourth Edition. Bacon Publishing. Bruni, O., Sette, S., Fontanesi, L., Baiocco, R., Laghi, F., & Baumgartner, E. (2015). Technology Use and Sleep Quality in Preadolescence and Adolescence. Journal of Clinical Sleep Medicine, 11(12), 1433–1441. https://doi.org/10.5664/jcsm.5282 de Jong, E., Visscher, T., HiraSing, R., Heymans, M., Seidell, J., & Renders, C. (2013). Association between TV viewing, computer use and overweight, determinants and competing activities of screen time in 4- to 13-year-old children. International Journal of Obesity, 7. Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Ebert, S. (2020). Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence. Journal of Experimental Child Psychology, 191, 104739. https://doi.org/10.1016/j.jecp.2019.104739 Evans, M. A., Nowak, S., Burek, B., & Willoughby, D. (2017). The effect of alphabet eBooks and paper books on preschoolers’ behavior: An analysis over repeated readings. Early Childhood Research Quarterly, 40, 1–12. https://doi.org/10.1016/j.ecresq.2017.02.002 Fry, A. (2020). Use patterns for ebooks: The effects of subject, age and availability on rate of use. The Journal of Academic Librarianship, 46(3), 102150. https://doi.org/10.1016/j.acalib.2020.102150 Gerber, L. A., Guggenheim, M., Pang, Y. C., Ross, T., Mayevskaya, Y., Jacobs, S., & Pecora, P. J. (2020). Understanding the effects of an interdisciplinary approach to parental representation in child welfare. Children and Youth Services Review, 116, 105163. https://doi.org/10.1016/j.childyouth.2020.105163 Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925 Lee, S. J., Ward, K. P., Chang, O. D., & Downing, K. M. (2021). Parenting activities and the transition to home-based education during the COVID-19 pandemic. Children and Youth Services Review, 122, 105585. https://doi.org/10.1016/j.childyouth.2020.105585 Morawska, A., Dittman, C. K., & Rusby, J. C. (2019). Promoting Self-Regulation in Young Children: The Role of Parenting Interventions. Clinical Child and Family Psychology Review, 22(1), 43–51. https://doi.org/10.1007/s10567-019-00281-5 Mourlam, D. J., DeCino, D. A., Newland, L. A., & Strouse, G. A. (2020). “It’s fun!” using students’ voices to understand the impact of school digital technology integration on their well-being. Computers & Education, 159, 104003. https://doi.org/10.1016/j.compedu.2020.104003 Nuñez, B., Stuart-Cassel, V., & Temkin, D. (2020). As COVID-19 spreads, most states have laws that address how schools should respond to pandemics. 66. Paredes, E., Hernandez, E., Herrera, A., & Tonyan, H. (2020). Putting the “family” in family childcare: The alignment between familismo (familism) and family childcare providers’ descriptions of their work. Early Childhood Research Quarterly, 52, 74–85. https://doi.org/10.1016/j.ecresq.2018.04.007 Rosen, L. D., Felice, K. T., & Walsh, T. (2020). Whole health learning: The revolutionary child of integrative health and education. EXPLORE, 16(4), 271–273. https://doi.org/10.1016/j.explore.2020.05.003 Thomas, V., De Backer, F., Peeters, J., & Lombaerts, K. (2019). Parental involvement and adolescent school achievement: The mediational role of self-regulated learning. Learning Environments Research, 22(3), 345–363. https://doi.org/10.1007/s10984-019-09278-x Tran, T., Hoang, A.-D., Nguyen, Y.-C., Nguyen, L.-C., Ta, N.-T., Pham, Q.-H., Pham, C.-X., Le, Q.-A., Dinh, V.-H., & Nguyen, T.-T. (2020). Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19. Sustainability, 12(10), 4195. https://doi.org/10.3390/su12104195 Troseth, G. L., & Strouse, G. A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child-Computer Interaction, 12, 3–7. https://doi.org/10.1016/j.ijcci.2016.12.002 UNESCO, U. (2020). COVID-19 impact on education. United Nations Educational Scientific and Cultural Organization. https://en. unesco.org/covid19/educationresponse Webster, E. K., Martin, C. K., & Staiano, A. E. (2019). Fundamental motor skills, screen-time, and physical activity in preschoolers. Journal of Sport and Health Science, 8(2), 114–121. https://doi.org/10.1016/j.jshs.2018.11.006

show abstract

“It's fun!” using students' voices to understand the impact of school digital technology integration on their well-being

Cited by 12 publications

References 47 publications

The Students’ Well-Being in Chemistry MOOCs in Secondary School

The Students’ Well-Being in Chemistry MOOCs in Secondary School

Contextualizing Lecturer Performance Indicators to Online Teaching and Learning Activities: Insights for Application during the COVID-19 Pandemic And Beyond

Parenting E-book: Coping Early Childhood Education Problems During Learning from Home

Contact Info

Product

Resources

About