Abstract:Technological advances such as Massive Open Online Courses (MOOCs) and Information and Communication Technologies (ICT) allow the construction of new spaces where students consult the information at any time, take the online exams and communicate with the participants of the educational process from anywhere. This quantitative research analyzes the perception of the teachers about the organization of the school activities in MOOCs and use of ICT considering machine learning and decision tree techniques (data s… Show more
“…However, we also found tensions between teacher perception of educational planning policies and the direction for which these policies had been planned. This is consistent with existing literature (e.g., Merga et al, 2021;Salas-Rueda et al, 2022). Teacher perception and practices are in nature in complex, fostered by different ideological, political, economic, and sociocultural affordances (Gao, 2021b) even in normal times.…”
Section: Tensions Between Teacher Beliefs and Practicessupporting
With the spread of the COVID-19 pandemic worldwide, university teachers are coping with and adjusting to online teaching platforms. In this concurrent mixed-methods study, 10 science and technology universities as the research sites were first chosen, and educational planning in these sites during the pandemic was examined; then, eight selected teacher participants in these sites were interviewed to report how their beliefs and practices changed during the pandemic echoing the examined educational planning. The results show that educational planning and policies assisted teachers in accommodating the new demands and changes during the pandemic; teachers' beliefs and practices generally echoed the educational planning and policies, with certain tensions still existing. The discussion part of the study is centered around emergency remote teaching and planning, tensions between teacher beliefs and practices, and the shift from emergency remote teaching to regular, sustainable online schooling. The study provides administrators and teacher educators with insights on how emergency remote teaching can be planned and implemented during an unprecedented time.
“…However, we also found tensions between teacher perception of educational planning policies and the direction for which these policies had been planned. This is consistent with existing literature (e.g., Merga et al, 2021;Salas-Rueda et al, 2022). Teacher perception and practices are in nature in complex, fostered by different ideological, political, economic, and sociocultural affordances (Gao, 2021b) even in normal times.…”
Section: Tensions Between Teacher Beliefs and Practicessupporting
With the spread of the COVID-19 pandemic worldwide, university teachers are coping with and adjusting to online teaching platforms. In this concurrent mixed-methods study, 10 science and technology universities as the research sites were first chosen, and educational planning in these sites during the pandemic was examined; then, eight selected teacher participants in these sites were interviewed to report how their beliefs and practices changed during the pandemic echoing the examined educational planning. The results show that educational planning and policies assisted teachers in accommodating the new demands and changes during the pandemic; teachers' beliefs and practices generally echoed the educational planning and policies, with certain tensions still existing. The discussion part of the study is centered around emergency remote teaching and planning, tensions between teacher beliefs and practices, and the shift from emergency remote teaching to regular, sustainable online schooling. The study provides administrators and teacher educators with insights on how emergency remote teaching can be planned and implemented during an unprecedented time.
“…Various authors (e.g., Salas-Rueda, 2021;Salas-Rueda et al, 2022) have used data science to understand the use of technological tools in the educational field. For example, the RapidMiner tool allowed calculating the linear regressions (machine learning) to evaluate the research hypotheses through the training section (70%, 80% and 90% of the sample).…”
Educational institutions seek to transform the teaching-learning conditions through the use of new pedagogical and technological models. The aim of this quantitative research is to analyze the use of flipped classroom in the teaching-learning process on descriptive statistics through data science. The participants are 49 students who took the Basic Statistics course during the 2017 school year. This study used a single group quasi-experiment to examine the research hypotheses about Flipped classroom. In the Basic Statistics course, the students have difficulties to assimilate the knowledge about mean, mode, median, range and quartiles. Therefore, this research proposes the consultation of YouTube videos before the class, use of the Mathportal application collaboratively during the class and use of the Mathportal application individually after the class. The Mathportal application is a web tool that allows checking the results of the exercises on the mean, mode, median, range and quartiles at any time. The results of machine learning (linear regression) indicate that flipped classroom positively influences the teaching-learning process on descriptive statistics. On the other hand, data science allows the identification of 3 predictive models about the consultation of the YouTube videos and use of the Mathportal application through the decision tree technique. This research recommends the use of the Mathportal application for the teaching-learning process on statistics. Even, this web application can be used in the courses of differential calculus, geometry, algebra and financial mathematics. The implications of this research are the transformation of the educational context through the use of flipped classroom and incorporation of technological tools before, during and after the face-to-face classes. Finally, flipped classroom is a pedagogical model that is transforming the organization and implementation of school activities through the use of technology inside and outside the classroom.
“…Apart from that, they expressed that they are willing to acquire more ICT knowledge [22] and they portrayed their intentions to apply technology after the barrier of pandemic is ceased later [40]. It is undeniable that the disruption of COVID-19 outbreak could be considered as one step forward to a new educational paradigm as teachers were driven to pick up the ICT skills to conduct teaching and learning sessions online, and most probably teachers realize that using technology in teaching and learning persistently may influence students' motivation, participation and learning in a positive manner [46]. In contrast, previous studies [36], [43] showed that teachers portrayed a moderate level of technology acceptance as they were not ready to conquer the challenges of emergency remote teaching yet.…”
Section: Teachers' Technology Acceptance Level For Emergency Remote T...mentioning
<span lang="EN-US">The emergence of novel coronavirus disease 2019 (COVID-19) caused teachers shifting from conventional mode to emergency remote teaching with technology use. Nevertheless, review of technology acceptance level of teachers towards technology is limited, despite its significance in sustaining education during the pandemic. This study aimed to explore teachers’ technology acceptance level and factors affecting their intentions of accepting technology in the COVID-19 pandemic. With the adherence of preferred reporting items for systematic review and meta-analyses (PRISMA) 2020 statement and list of inclusion and exclusion criteria, 22 articles which were published from 2020 to present and related to the research focus had been identified from Scopus and Web of Science databases. The findings depicted that most teachers hold high acceptance level towards using technology to deliver lessons during the COVID-19. There were five key factors affecting teachers’ intentions in accepting technology, namely: i) Perceived usefulness; ii) Perceived ease-of-use; iii) Attitude; iv) Social influence; and v) Facilitating conditions. This study has provided insight to stakeholders on teachers’ technology acceptance during the pandemic. Future studies are recommended to conduct systematic reviews on technology acceptance from students’ perspective by identifying published papers from more databases such as ERIC and Google Scholar.</span>
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