Is Long-Serving Teaching Experience a Barrier of Transformation in Online Teaching? – An Exploration

Anitha, D.; Kavitha, D.

doi:10.16920/jeet/2021/v34i0/157134

Cited by 3 publications

(1 citation statement)

References 3 publications

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“…However, every instructor is not trained in technology tools or may not be facilitated with sophisticated computer-assisted collaborative learning platforms. The literature study has stated that implementation of these collaborative methods with technology is not so easy for every teacher especially those long-serving (Kamaruddin and Yusoff, 2019; Anitha et al , 2020; Anitha and Kavitha, 2021). Intense training sessions are required for teachers and thus improving their pedagogical skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

Anitha¹,

Kavitha²

2022

ITSE

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Purpose The purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers. Design/methodology/approach This paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques. Findings From the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods. Research limitations/implications The teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores. Practical implications Practice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training. Social implications Using technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation. Originality/value This work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.

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Section: Literature Reviewmentioning

confidence: 99%

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

Anitha¹,

Kavitha²

2022

ITSE

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TPACK based blended learning model to improve engineering graduate attributes – a case study with Kirkpatrick evaluation

Kavitha,

Anitha

2024

JARHE

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PurposeEngineering graduates are expected to have certain attributes in addition to technical expertise that includes development in personal and interpersonal skills with societal concern. Pedagogical strategies have been continuously evolving to improve the graduate attributes. An efficient framework for blended learning that improves the graduate attributes is the need of the hour now.Design/methodology/approachA blended course model based on TPACK is proposed and the same is evaluated with Kirkpatrick evaluation method to assess the attainment of the attributes. A mapping strategy is developed for the relation between course outcomes and graduate attributes. The proposed model is tested with “Microcontroller” course in undergraduate program with students of three consecutive years in three different learning environments: offline, online and blended. The performance of the students in assessments, students’ feedback and their interest towards additional learning, project skills and job recruitment are the different elements taken for analysis.FindingsThe results obtained show that the impact of the proposed blended learning framework in improving the graduate attributes is greater than the offline environments. The analysis is done based on Kirkpatrick evaluation, which demonstrates the improvement in graduate attributes in blended learning by 18% compared to offline mode.Research limitations/implicationsIt is seen that blended learning shall be implemented using TPACK model effectively and the proposed model results in improvement of graduate attributes. Though the findings are good enough, the case study is limited to a particular organization and so, the various underlying parameters may vary for different institutions.Practical implicationsThe methodology proposed is viable in any institution and may be tested for any program. The effectiveness of the blended learning is known and in this case study, the analysis from the course to the level of program is done.Social implicationsThe research work highlights the integration of technology, pedagogy and content knowledge to enhance engineering students' skills. Hence, it explores a new required norms of education, potentially shaping future teaching learning methodologies. By employing the Kirkpatrick evaluation, it offers insights into the model's effectiveness and influences educational practices in the need of the hour.Originality/valueThe proposed method and results signifies an innovative endeavor that combines technological expertise, pedagogical methods and subject matter knowledge to enhance the attributes of engineering graduates. Kirkpatrick evaluation adds a distinct dimension by objectively assessing the model's impact. The results are analyzed from the original data obtained from a particular institution.

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Online Teaching in COVID-19 Pandemic: Secondary School Teachers’ Beliefs on Teaching Presence and School Support

Νικολοπούλου

Kousloglou

2022

Education Sciences

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The COVID-19 pandemic, with the consecutive lockdowns, has led schools around the world to transition suddenly from face-to-face education to online teaching. The purpose of this paper was to investigate secondary school teachers’ beliefs on online teaching presence and school support for online learning during the pandemic. The sample was 238 teachers in Greece who are interested in e-learning and received some preparation to teach online courses. An online questionnaire was administered and three factors were revealed: instruction and organization, facilitation and cognitive activation, and school support. Teachers’ perceived online teaching presence was strong (over 63% expressed agreement), and the highest percentages of agreement were linked to clear instruction, communication of time frames and course topics, and facilitation and encouragement that could help students learn. On the other hand, perceived school support for online learning was weak (over 50% expressed disagreement and neutral views), and the highest percentages of disagreement regarded the existence of a professional development strategy and of clear objectives/vision towards online learning. Gender, years of teaching experience, and experience with online teaching had a small effect on teachers’ beliefs. Implications for teacher professional development, educational policy, and the design of educational technology applications are discussed.

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Is Long-Serving Teaching Experience a Barrier of Transformation in Online Teaching? – An Exploration

Abstract: getting jobs. At the outset, it is believed that the Institute-Industry collaborations will help in making the graduates readily employable and aid in societal development.

Cited by 3 publications

References 3 publications

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

TPACK based blended learning model to improve engineering graduate attributes – a case study with Kirkpatrick evaluation

Online Teaching in COVID-19 Pandemic: Secondary School Teachers’ Beliefs on Teaching Presence and School Support

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