Building an Online Community: Student Teachers’ Perceptions on the Advantages of Using Social Networking Services in A Teacher Education Program

Habibi, Akhmad; Mukminin, Amirul; Riyanto, Yatim; Prasojo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdias

doi:10.17718/tojde.382663

Cited by 89 publications

(98 citation statements)

References 31 publications

(23 reference statements)

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“…Besides, senior teachers have been also reported to have lack of skill for the Internet use in their instruction (Hatlevik et al, 2017). As other studies (Aslan & Zhu, 2016;Habibi, et al, 2018) reported that the teachers, junior and senior, need to collaborate to create meaningful teaching and learning activities which many teachers don't have the sufficient skills and knowledge. Alazam et al (2012) informed that the skills of the teachers in their studies were low due to age, meaning that there was a positive relationship between teachers' ages and teachers' skills in respect to ICT.…”

Section: Teachers' Skills and Beliefs Of Ict And Its Integrationmentioning

confidence: 99%

“…Teachers should have adequate skills in order to integrate ICT into their educational activities. Some studies showed that junior teachers consider themselves as the representation of digital natives or millennials who cannot be separated with the use of ICT on daily basis including in their learning activities (Aslan & Zhu, 2016;Bennett, Maton, & Kervin, 2008;Elstad & Christophersen, 2017;Habibi et al, 2018;Hatlevik, Scherer, & Christophersen, 2017;Valtonenet al, 2015). As teachers teach millennial students, they are required to have knowledge and skills of ICT and its integration in classrooms; however, many students in high school levels believe that the activities are not appropriately carried out (Bennett et al, 2008).…”

Section: Teachers' Skills and Beliefs Of Ict And Its Integrationmentioning

confidence: 99%

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Vocational Technical High School Teachers’ Beliefs Towards Ict for the 21st Century Education: Indonesian Context

Mukminin

Habibi

Muhaimin

et al. 2019

PEC

Self Cite

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To facilitate educational staff, especially teachers with adequate information and communication technology (ICT) tools and its integration, has been one of the main agendas in vocational high schools around the world. One of the key factors of the ICT integration success in education is teachers’ beliefs. To understand the phenomenon, this mix method study aimed at elaborating Vocational Technical High School (VTHS) teachers’ beliefs on the ICT and its integration in education and differences of the teachers’ beliefs between demographic information. Quantitatively, a survey was addressed to 765 respondents; the analysis was descriptive using mean, percentage, and standard deviation, as well as t-test and analysis of variance (ANOVA) for a difference between the demographic information namely genders, ages, and teaching experiences. Following the quantitative phase, interview was conducted with 10 teachers to get in-depth information through a thematic process. Findings suggest that the VTHS teacher’s beliefs on ICT and its integration in education mainly focused on 1) student engagement and effective learning, varied use of ICT regarding grades and content (behavioral beliefs); 2) needs of digital-age students and expectations of authorities, administrators, and colleagues (normative beliefs); 3) varied self-efficacy for using ICT in VTHSs, access to learning, access to ICT and human resource support (control beliefs). Keywords: beliefs, ICT, mix method, vocational technical education.

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Section: Teachers' Skills and Beliefs Of Ict And Its Integrationmentioning

confidence: 99%

Section: Teachers' Skills and Beliefs Of Ict And Its Integrationmentioning

confidence: 99%

Vocational Technical High School Teachers’ Beliefs Towards Ict for the 21st Century Education: Indonesian Context

Mukminin

Habibi

Muhaimin

et al. 2019

PEC

Self Cite

View full text Add to dashboard Cite

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“…Notably, computer-mediated virtual environments could alleviate physical and psychological barriers to communication. Students are more self-expressive and demonstrate better reflection skills through in-depth online activities and discussions (Habibi et al, 2018;Young, 2003). In Yang, Chuang, Li and Tseng's (2013) research, Moodle (Note 1), a virtual learning platform, was adopted for individualized instruction of English listening and speaking, as well as CTS, with positive outcomes for language proficiency and all the subscales of thinking competency.…”

Section: Cts and Tii Of English As A Second Language (L2)mentioning

confidence: 99%

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Chen¹,

Hu²

2018

IJEL

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The Rain Classroom, grounded in the theory of connectivism in the digital era, is a mobile-supported tool for blended learning. This tool renders synchronous and asynchronous teacher-student interactions through dual-channel teaching in and out of class. In the study, the Critical Thinking Skills Survey (CTSS) was adopted to measure the critical thinking skills (CTS) of 112 first-year undergraduates majoring in English in mainland China. A pretest-posttest non-equivalent two-group quasi-experimental design was applied to compare the CTS of those learners of English as a second language (L2) instructed under the Rain-Classroom-based intelligent learning system with those taught by the traditional lecture approach. The mixed results indicated that the intelligent learning system had a positive effect on students’ overall CTS development with significant improvement in the interpretation subscale but had almost no influence on the evaluation and self-regulation subscales. The intelligent learning approach in this study is empirically meaningful in students’ CTS enhancement, but further research is warranted to make this system more efficacious in facilitating L2 learners’ CTS.

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“…Webquests (Yang, Tzuo, & Komara, 2011), (b) social networking (Habibi et al, 2018), and facilitated online discussions (Lee & Martin, 2017).…”

Section: Framing the Studymentioning

confidence: 99%

Engaging Graduate Students in the Online Learning Environment: A Universal Design for Learning (UDL) Approach to Teacher Preparation

Lohmann¹,

Boothe²,

Hathcote³

et al. 2018

Networks: An Online Journal for Teacher Research

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Today's classroom is more diverse than ever; it is imperative that universities find solutions for meeting these diverse learning needs. One potential solution is Universal Design for Learning (UDL), which is a promising practice in the K-12 classroom. UDL is a framework for teaching and learning that is based on the idea that diversity among students is predictable and systematic adjustments to the curriculum should be made based on that predictability. While there is strong research supporting the use of UDL for traditional K-12 classrooms, there is little research regarding its implementation in the online university teacher preparation classroom. This action research study explores the use of UDL for increasing student engagement in the online Special Education teacher preparation courses for one university faculty member. The authors seek to better understand the use of UDL in the university setting by examining the impact of engagement strategies in online Special Education teacher preparation courses. Results of this action research, as well as implications for the authors, are discussed.

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Building an Online Community: Student Teachers’ Perceptions on the Advantages of Using Social Networking Services in A Teacher Education Program

Cited by 89 publications

References 31 publications

Vocational Technical High School Teachers’ Beliefs Towards Ict for the 21st Century Education: Indonesian Context

Vocational Technical High School Teachers’ Beliefs Towards Ict for the 21st Century Education: Indonesian Context

Enhancing L2 Learners’ Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System

Engaging Graduate Students in the Online Learning Environment: A Universal Design for Learning (UDL) Approach to Teacher Preparation

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