The Efficacy of IRIS <i>STAR Legacy</i> Modules Under Different Instructional Conditions

Sayeski, Kristin L.; Hamilton-Jones, Bethany; Oh, Susan

doi:10.1177/0888406415600770

Cited by 22 publications

(13 citation statements)

References 14 publications

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“…Success was verified through comparison of pretests and poststests scores, where significant improvement in nutrition knowledge occurred. Similarly, Sayeski et al. (2015) assessed the efficacy of IRIS STAR Legacy Modules which follows a flipped model by using pretest–posttest-maintenance design.…”

Section: Introductionmentioning

confidence: 99%

The Development of 21st-Century e-Learning Module Assessment Tool

Calamlam

2020

Journal of Educational Technology Systems

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The emergence of 21st-century skills convinced educational institutions in modifying teaching styles, which lead to the introduction of blended, flipped, and personalized learning. Studies demonstrated present-day best practices, but none provided a practical assessment procedure. Thus, this study aimed to develop a tool in evaluating learning modules—the 21st-century e-Learning Module Assessment Tool. Identification of components for the instrument revealed the interrelating nature of blended, flipped, and personalized learning; hence, it considered nine components of 21st-century teaching instead of assessing the teaching styles separately. Content validity is established through expert evaluation while reliability is established through pilot testing. 21st-Century e-Learning Module Assessment Tool uses a 5-point scale to rate learning modules based on its compliance to the nine components of 21st-century teaching. The developed assessment tool is recommended to be used as standard in evaluating existing learning modules and a guide for future 21st-century learning modules.

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Section: Introductionmentioning

confidence: 99%

The Development of 21st-Century e-Learning Module Assessment Tool

Calamlam

2020

Journal of Educational Technology Systems

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“…Findings from the other three studies (Sayeski et al, 2015;Adnan, 2017;Almodaires et al, 2019) were mixed. Adnan (2017)'s statistical results revealed no significant difference between the EG and the CG on midterm/quizzes and final eportfolio scores; however, the EG achieved significantly higher essay scores.…”

Section: Academic Performance In a Flipped Classroommentioning

confidence: 92%

“…Almodaires et al (2019) found a significant difference among the three exam results in favor of the EG but no significant difference in the final grade. Sayeski et al (2015) found that students' learning outcomes were statistically significantly better in the flipped instructional condition than in the other two instructional conditions (homework and instructor facilitated) for a Peer-Assisted Learning Strategies (PALS) module (PALS is a reading strategy for Grades 2-6). However, there were no statistically significant differences for the Classroom Management and Accommodations modules.…”

Section: Academic Performance In a Flipped Classroommentioning

confidence: 98%

Flipped Classroom in Teacher Education: A Scoping Review

Han

Røkenes

2020

Front. Educ.

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“…Students who complete readings prior to class tend to understand instructional material better and are more prepared for class (Gurung, 2003;Narloch et al, 2006). Completing work outside of class may also contribute to student satisfaction and sense of self-determination (Sergis et al, 2018).…”

Section: Beyond the Basics: Adapting An Open Textbook To Accommodate mentioning

confidence: 99%

Untitled

2020

ije

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Technology in Education is our second issue for 2020. The issue's editorial team have worked hard, in difficult global conditions, to work with reviewers and authors to bring this issue to publication. Many thanks go to the editor, Michael P. Menchaca, and his two Associate Editors, Daniel Hoffman and De-Graft Johnson Dei. While we have a special issue, COVID-19: Education Responses to a Pandemic, opening for submissions later this year, we need to acknowledge now that technology in education has been at the forefront of many educationalists' minds. We look forward to receiving many different and thought-provoking submissions later in the year. On reflecting on what might be said about technology and its use in education, I was reminded of the following comment: As far as technology itself and education is concerned, technology is basically neutral. It's like a hammer. The hammer doesn't care whether you use it to build a house or whether on torture, using it to crush somebody's skull, the hammer can do either. (Noam Chomsky). Technology, the "knowledge or use of the mechanical arts and applied sciences" (one definition in The Australian Pocket Oxford Dictionary), has been in education for far longer than many current students would acknowledge. So often the term "technology in education" has come to mean the use of computers and the affordances of the Internet. Probably the first use of technology in education was the realization that you could use a stick to scrawl on the ground instead of using a finger with all the hazards that can entail. Rudimentary technology indeed, but technology nevertheless. Please don't get me wrong: I am a fan of technology. As a university lecturer I ran tutorials in Second Life for my distance education students: but I used it with a purpose, developing a sense of social presence which has been shown to be important for engagement. I didn't make the technology drive the education. Education is and always must be the driving force behind any use of technology.

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The Efficacy of IRIS STAR Legacy Modules Under Different Instructional Conditions

Cited by 22 publications

References 14 publications

The Development of 21st-Century e-Learning Module Assessment Tool

The Development of 21st-Century e-Learning Module Assessment Tool

Flipped Classroom in Teacher Education: A Scoping Review

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