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The Relationship Between Information and Communication Technology Utilization with Organizational Agility
lundi 4 janvier 2021 par Vahid Bakhshalipour
The country’s educational organizations need changes in their activities in the agility of their human resources in accordance with the growth of information and communication technology. For this purpose, present study was performed aiming to address the relationship between utilizing (...)
Improving the Instructional Materials and Methods through Instructional Design Principles
dimanche 3 janvier 2021 par Gülnur Ballice
The objectives of this action research were to redesign the instructional process in the selected sophomore year design studio by applying instructional design principles in order to address the problems identified by students, to find out students’ satisfaction with these new instructional (...)
Productive Failure in Digital Environment for Developing Chemistry Achievement and Deep Understanding
dimanche 3 janvier 2021 par Sahar M. Y. Ezz El-Din
This study measures the effect of productive failure instruction in a digital inquiry environment on developing deep understanding and achievement of organic chemistry among Saudi Arabia secondary school students. The study adopted the experimental design of control and experimental groups with (…)
It’s an Ill Wind
lundi 28 décembre 2020 par Miriam Judge
DALDIS is a three year EU funded Erasmus+ Project on Digital Assessment for Learning (2019-2022) involving five European countries. DALDIS is pilot testing a digital assessment for learning solution focused on Science and Modern Foreign Language Learning in years 5-9. Underpinned by Study Quest (…)
Approches et paradigmes pour la recherche sur les usages éducatifs des technologies
mercredi 23 décembre 2020 par Georges-Louis Baron, Fluckiger Cédric
Les lignes qui suivent présentent une réflexion commencée à l’EdusummIT de 2019 à Québec, notamment dans un groupe de travail sur les paradigmes de recherche souhaitables dans le domaine de l’étude des usages éducatifs des technologies de l’information et de la communication. Il déconstruit la (…)
Learning Leaders
mardi 22 décembre 2020 par Margaret Cox, Barry Quinn
This paper builds on the work of EdusummIT2019 TWG2’s focus on “Learning as learning leaders: How does leadership for learning emerge beyond the traditional teaching models?” The aim was to use the well-established theoretical framework of Entwistle which shows the factors (and alignments (…)
Safe and Responsible Internet Use in a Connected World
mardi 22 décembre 2020 par Cathy Lewin, Dale Niederhauser, Quinn Johnson, Toshinori Saito, Akira Sakamoto, Roger Sherman
Cyber-wellness concerns positive wellbeing in online spaces, including awareness of how to behave appropriately and protect oneself. We explain and illustrate the complex nature of cyber-wellness, focusing on four key aspects. Firstly, developing students’ information and media literacy skills (...)
Flipped Learning Promotes Deep Learning in an Economic Intelligence Course
mardi 22 décembre 2020 par souad kamoun Chouk, Lorna Uden
Proponents of the flipped classroom argue that the approach helps students to develop cognitive strategies, such as understanding, retention, collaboration, and the restructuring of information, as well as promoting autonomous and independent learning. Deep learning promotes knowledge transfer. (…)
Training Faculty for Better Online Teaching
lundi 21 décembre 2020 par SRINIVASA P PAI
Online teaching and learning is a necessity rather than a choice in all forms of education today. Faculty are one of the important element in this online teaching / learning process. There are several issues pertaining to faculty and one important issue is the training of the faculty and their (...)
Institutional Perspectives on Faculty Development for Digital Education in Canada
lundi 21 décembre 2020 par Charlene A. VanLeeuwen, George Veletsianos, Olga Belikov, Nicole Johnson
As digital education at the post-secondary level continues to grow, robust professional development that prepares faculty to teach in online and blended settings is necessary. In this study we analyze open-ended comments from the Canadian Digital Learning Research Association’s annual survey of (…)
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