The applicability of interactive item templates in varied knowledge types

Koong, Chorng-Shiuh; Wu, Chi-Ying

doi:10.1016/j.compedu.2010.10.021

Cited by 11 publications

(7 citation statements)

References 8 publications

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“…Although the switch to online teaching due to COVID-19 seemed sudden, a broader, technology-driven transformation of the educational landscape had long been underway. Innovations in information and communication technology (ICT) have led to the development of various applications to support learning processes (Koong and Wu, 2011 ; Hwang et al, 2015 ) by offering an active learning environment to students (de Koning-Veenstra et al, 2014 ). The potential benefits of ICT in learning and teaching at schools have received significant research attention and the results suggest that technology integration in the classroom is an important factor in enhancing learning processes (Chauhan, 2017 ; Zhu and Urhahne, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Pre-service Teachers' Intention to Use Digital Learning Materials: A Study Conducted During the COVID-19 Pandemic in Germany

Paetsch

Drechsel

2021

Front. Psychol.

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The COVID-19 pandemic necessitated an abrupt change in university teacher education, in that most face-to-face courses were replaced by online education, which had a profound impact on students. Pandemic distance learning required students to possess a high degree of self-regulation concerning their learning environment and to find new ways of communicating with their peers and instructors. At the same time, the novel situation offered opportunities to experience new educational applications. To learn more about the possible benefits of distance learning, this study examines how the first online semester during the pandemic contributed to pre-service teachers' intentions to use digital learning materials in the future. Pre-service teachers enrolled in a German university (n = 348) answered an online questionnaire at the end of the summer term of 2020. Findings from structural equation modeling showed that the perceived quality of teacher training during the online semester and self-reported improvements in digital skills predicted significantly students' intentions to use digital learning materials for future teaching. Moreover, results revealed that attentional regulation predicted perceived quality of teacher training and self-reported improvements in digital skills during distance learning. Thus, attentional regulation had a significant indirect effect on pre-service teachers' behavioral intentions. The indirect effects of other resource management strategies (effort and time management) and intrinsic motivation were not significant. Our results show that the quality of online instruction was an important factor in student teachers' learning processes during the pandemic. Based on our results, we discuss implications for the promotion of pre-service teachers' intentions to use digital learning materials for teaching in schools.

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Section: Introductionmentioning

confidence: 99%

Factors Influencing Pre-service Teachers' Intention to Use Digital Learning Materials: A Study Conducted During the COVID-19 Pandemic in Germany

Paetsch

Drechsel

2021

Front. Psychol.

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“…With the availability of diverse content that tackle almost every theme, teachers today are able to be creative and include the participation of all the students in class, especially with the advancement of technology and the spread of smart phones and social media. Students of today are able to understand different ideas and theories from various sources (Koong and Wu, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Inclusive Multicultural Videos: An Engaging Approach in Teaching Higher Educational Levels of English

AlTaher¹

2020

ujer

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Students studying different levels of English require special attention in a higher educational classroom, especially when such levels are part of a university requirement and are not treated with the same focus as specialty courses. Hence, the aim of this study is to implement a teaching method that uses multicultural videos throughout an English level course to enhance student learning. This paper uses a survey approach given to students of different majors registered in two English levels at the German Jordanian University. In total, 53 students have responded. Ordinal scales are used through descriptive statistics analysis with a frequency check of the demographic data. Cronbach's alpha is calculated for each section of the survey, proving a valid consistency of three dependent variables. DV1 α = 0.935, DV2 α = 0.930, and DV3 α = 0.921. A one-way ANOVA test was then used in order to interpret the relationship between the independent variable: multicultural videos, and the three dependent variables. The results of this study confirm the hypothesis that there is a positive relationship between multicultural videos and their dependent variables, reflecting on how this particular method promotes inclusive teaching in a higher educational classroom, and can help students from different cultural and educational backgrounds participate and engage fruitfully. Through this study, the Universal Design for Learning is tested on higher educational students without disabilities but have debility of different educational and cultural backgrounds, making the need for a material source, such as multicultural videos, used to promote inclusive education, which is an important factor when teaching English as a foreign language.

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“…The potential impact of technological developments on learning-teaching processes has pioneered the development of various digital applications, tools, and activities that help students better understand concepts, phenomena, and theories (Chauhan 2017;Kan and Murat 2020;Koong and Wu 2011;Li and Lim 2008), an active learning environment was provided to the students with the development and use of innovative, interactive-based technological applications (de Koning-Veenstra et al 2014). Besides, as a result of the widespread use of technological devices such as computers, tablets, and mobile devices, and they are reaching more people, the application demands increased, leading to an increase in the number of digital applications developed (Yılmaz and Batdı 2016).…”

Section: Introductionmentioning

confidence: 99%

A thematic review of using digital teaching technologies in Turkish language teaching

Kaldırım

Tavşanlı

2021

Journal of Educational Technology and Online Learning

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Digital teaching technologies Digitalization of educationDigital learning tools Turkish language teaching Thematic review When examining the current thematic analysis studies on digital teaching technologies in learning-teaching processes, three main limitations were encountered. The first of these limitations is that most of the thematic analysis studies dealt with all studies conducted in the literature, regardless of country. The second limitation of the studies conducted in the literature is that the existing thematic analysis are quite old. The last of the limitations is that the thematic analyzes of the studies on the use of digital teaching technologies in language education or teaching-based courses were mostly carried out in the field of foreign language teaching / second language teaching. This research aims to examine the literature on the use of digital teaching technologies in Turkish language teaching studies and to reveal a synthesis of this; get a general idea of the frequency of research in this field; to present the general framework of researches published in different regions, different journals and studied in different universities as thesis and to reveal how various variables (technology type, index of published journals, thesis type, etc.) affect the use of technology in Turkish language teaching studies. The research was designed in the thematic content analysis design, which is a type of content analysis. The general characteristics, reasons, aims, method information, results, and recommendations of the studies examined in this study were presented by analyzing them. The research results revealed that there is still a need for studies on using digital teaching technologies in Turkish language teaching studies. There are almost no studies, especially in some learning areas. Also, it has been concluded that digital teaching technologies are highly effective in learning areas of reading and writing. High socioeconomic levels and female students use technology better in the Turkish language course, and many positive and negative aspects of technology have been discovered for students. Review Article

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The applicability of interactive item templates in varied knowledge types

Cited by 11 publications

References 8 publications

Factors Influencing Pre-service Teachers' Intention to Use Digital Learning Materials: A Study Conducted During the COVID-19 Pandemic in Germany

Factors Influencing Pre-service Teachers' Intention to Use Digital Learning Materials: A Study Conducted During the COVID-19 Pandemic in Germany

Inclusive Multicultural Videos: An Engaging Approach in Teaching Higher Educational Levels of English

A thematic review of using digital teaching technologies in Turkish language teaching

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