Design, development and evaluation of open interactive learning objects for secondary school physical education

Παπαστεργιου, Μαρίνα; Mastrogiannis, Iakovos

doi:10.1007/s10639-020-10390-2

Cited by 19 publications

(15 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Also, in Papastergiou & Mastrogiannis (2021) research, it is mentioned that the DLO is divided into two categories. Those who have a teaching orientation and those who have constructivism.…”

Section: Characteristics Of Digital Learning Objectsmentioning

confidence: 99%

The management of Digital Learning Objects of Natural Sciences and Digital Experiment Simulation Tools by teachers

Poultsakis

Papadakis

Kalogiannakis

et al. 2021

Adv Mobile Learn Educ Res

View full text Add to dashboard Cite

In the present study, we tried to find possible obstacles that Primary and Secondary education teachers face when managing Digital Learning Objects (DLOs) and/or Digital Simulation Tools (DST) in Science. One hundred seventy-six teachers from all over Greece answered the questionnaire. The results showed that the main reason for refusing to deal with DLOs and DSTs is the technological equipment. Also, the lack of adequate training level B 'results in about 25% of teachers not knowing the DSTs and 30% not knowing the DLOs. Factors such as the teaching experience, the specialty, the Pan-Hellenic examinations, the classes they teach, and the number of students they have per class negatively affect the teachers' attitude to get involved with the DLOs the DSTs. Finally, the negative attitude seems to be related to the lack of trust in the curriculum content as teachers prefer to search DLOs and DSTs on the internet connection. Further research with mixed methods of analysis would help to obtain satisfactory results.

show abstract

Section: Characteristics Of Digital Learning Objectsmentioning

confidence: 99%

The management of Digital Learning Objects of Natural Sciences and Digital Experiment Simulation Tools by teachers

Poultsakis

Papadakis

Kalogiannakis

et al. 2021

Adv Mobile Learn Educ Res

View full text Add to dashboard Cite

show abstract

“…Many studies report it as a serious problem around the globe as well as in different parts of Europe [19][20][21][22][23][24][25][26]. Academic reforms are defined by them as the inability of today's academic institutions to fulfill the demands of modern societies in the west.…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing the Acceptance of Mobile Learning in K-12 Education in Saudi Arabia: Towards a Shift in the Saudi Education System vis-à-vis Saudi 2030 Vision

Alturise

Alshmrany

Alkhalifah³

et al. 2022

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

The Saudi Arabian government is committed to updating and improving its education system. Thus, in March 2017, a project was declared to convert the existing book-based methodology to modern, mobile technology in the K-12 education space by 2021. As part of this process, a deep-dive literature review of student acceptance of mobile learning confirmed that there was limited research into what elements had an effect on how much students were likely to accept learning with mobile applications in the five to 18-year-old demographic of K-12. The conclusion of the literature review was that the Saudi Arabian Education Ministry must acquire an understanding of these elements in order to strategize the implementation of the new technology. This study approached high school students, aged 16 – 18, in Saudi Arabia, to examine the elements which would influence their acceptance of mobile learning technology. The research consolidated known elements of education, namely learning self-management, system quality, and hedonic motivation with the Unified Theory of Acceptance and Use of Technology (UTAUT) to create a significant theoretical model for the new technology in a high school setting. Conclusions were drawn that societal influence did not affect the student’s approach to mobile learning, but that learning self-management, the expectancy of effort and performance, hedonic motivation and the quality of the system did affect the acceptance behaviour of the students. It was also noted that gender was not a significant factor in the study

show abstract

“…This could lead teachers to understand the evaluation of DERs and help them in their professional development to produce high-quality resources considering pedagogical, technological, content, accessibility, and contextual criteria. However, the proper evaluation of DERs specifically for school Physical Education still lacks further systematization 37 .…”

Section: Evaluation Of the Mec Red Platformmentioning

confidence: 99%

Digital educational resources in school physical education: an exploratory study on the MEC RED platform

Cavalcante

Araújo

2022

Motriz: rev. educ. fis.

View full text Add to dashboard Cite

This work aims to identify the perception of school Physical Education teachers concerning the use of a digital educational resources (DERs) platform. Methods: An exploratory study was carried out with nine Physical Education teachers from different locations and teaching systems in Brazil. These teachers used some functionalities offered by MEC RED, a DERs platform provided by the Brazilian Ministry of Education, and presented their experience of use in a focus group. Results: Discussions among the participating teachers from their experience of using MEC RED led to identifying potential benefits and obstacles to using DERs in teaching Physical Education at school, motivations for using a DERs platform, and the usefulness of MEC RED in this context. Conclusion: From the participants' point of view, a DERs platform can support teachers in locating and selecting resources that could be used in their classes. MEC RED was found partially suited to these teachers mainly because it presents low availability of DERs related to school Physical Education, which may demobilize the use of this platform. The findings of this study can contribute to understanding the needs of school Physical Education teachers to create, use, and share DERs, promote a collaborative culture among them, and structure better DERs platforms.

show abstract

Design, development and evaluation of open interactive learning objects for secondary school physical education

Cited by 19 publications

References 17 publications

The management of Digital Learning Objects of Natural Sciences and Digital Experiment Simulation Tools by teachers

The management of Digital Learning Objects of Natural Sciences and Digital Experiment Simulation Tools by teachers

Factors Influencing the Acceptance of Mobile Learning in K-12 Education in Saudi Arabia: Towards a Shift in the Saudi Education System vis-à-vis Saudi 2030 Vision

Digital educational resources in school physical education: an exploratory study on the MEC RED platform

Contact Info

Product

Resources

About