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

Poultsakis, Stefanos; Papadakis, Stamatios; Kalogiannakis, Michail; Psycharis, Sarantos

doi:10.25082/amler.2021.02.002

Cited by 95 publications

(93 citation statements)

References 36 publications

(37 reference statements)

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“…Furthermore, teachers do not trust the content of the curriculum as it is competent enough in digital tools, leading to the need of researching for appropriate learning object. This process introduce complications such as time consumption, insecurity, fear that these tools do not fit their teaching subject and more (Poultsakis et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Adaptive e-learning systems through learning styles: A review of the literature

Katsaris¹,

Vidakis

2021

Adv Mobile Learn Educ Res

116

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The domain of education has taken great leaps by capitalizing on technology and the utilization of modern devices. Nowadays, the established term "one size fits all" has begun to fade. The research focuses on personalized solutions to provide a specially designed environment on the needs and requirements of the learner. The adaptive platforms usually use Learning Styles to offer a more effective learning experience. This review analyzes the learner model, adaptation module, and domain module, originating from the study of 42 papers published from 2015 to 2020. As more modern techniques for adaptation get incorporated into e-learning systems, such techniques must be compliant with educational theories. This review aims to present the theoretical and technological background of Adaptive E-learning Systems while emphasizing the importance and efficiency of the utilization of Learning Styles in the adaptive learning process. This literature review is designated for the researchers in this field and the future creators and developers of adaptive platforms.

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Section: Introductionmentioning

confidence: 99%

Adaptive e-learning systems through learning styles: A review of the literature

Katsaris¹,

Vidakis

2021

Adv Mobile Learn Educ Res

116

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“…Having conducted the research, we distinguished another issue: digital skills to work with technical teaching tools [21]. Most students acquired these skills whilst studying at secondary schools; however, there were those who had considerable difficulties whilst connecting to Zoom and working in Moodle.…”

Section: Discussionmentioning

confidence: 99%

The Quality of Training Future Teachers during the COVID-19 Pandemic: A Case from TNPU

et al. 2021

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This article describes the experience of the communicative competence formation of future teachers in a blended form of education as a dominant one in the period of the COVID-19 pandemic. The main features of such terms as “education quality” and “communicative competence” are revealed; the peculiarities of their components and structure are described. Using the results of a survey the authors draw conclusions about the advantages and disadvantages of online and offline learning and the efficacy of technical learning tools. The article also describes the educational platforms and technical means most frequently used by teachers and students in their everyday life. The results of testing in philological and linguodidactic disciplines after online and offline learning are presented in the paper. Conclusions are made concerning the peculiarities of online and offline training by means of Moodle and Google Classroom learning platforms, as well as Viber, Telegram, Email, Zoom Cloud Meetings and other platforms. Considering the results of the survey of students on the usage of technical means in online learning, the authors provide suggestions on improving the quality of training future teachers. The discussion part of the article presents the questions for discussion concerning a blended form of training as an effective one during the COVID-19 pandemic. The conclusion states the advantages and disadvantages of mixed forms of learning.

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“…Research has shown that early childhood environments are rich in opportunities for children to be involved in STEM, and sciences can be naturally integrated with mathematics and/or technologies through the activity of the child (Campbell et al, 2018). Additionally, a lot of studies (Bers, 2017(Bers, , 2018Chen et al, 2017;Leonard et al, 2016) have shown that while participating in construction-based robotics activities, young children may be interested not only in many aspects of robotics but also in learning many programming and computational thinking features (Poultsakis et al, 2021). More particularly, the use of robotics affects positively the development of skills related to STEM learning, such as measurement with non-standard units (Solomon et al, 2015), coding (Papadakis, 2020), relationship analysis (Kazakoff et al, 2013), interpretation of graphs (Mitnik et al, 2009).…”

Section: Stem In Early Childhoodmentioning

confidence: 99%

STEM integrated education and multimodal educational material

Tsoukala

2021

Adv Mobile Learn Educ Res

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The present article aims to underline the role of multimodal educational material in STEM Integrated early childhood education. Through social semiotics assumption that meaning arises in action and interaction, we argue that robotics, digital media, haptic materials, toys, books, tablets, actions, and artifacts have an active and dynamic role in multimodal learning and construct meaning in young children's STEM educational process. The literature review has revealed a research gap concerning combined multimodal aspects in STEM concepts for young children. We adopted a mixed-method collective case study design based on four case studies in which children interact with multimodal STEM educational material. Due to the principles for effective STEM teaching and the perspectives of integrated STEM education, our findings illustrate that MmEM in STEM concepts, through play-based, model-based, inquiry-based teaching practices (among other open-ended), may provide to children multimodal learning environments, engage them in authentic and meaningful learning, promote teamwork, communication and social skills, challenge and motivate them to make meaning of their learning.

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

Cited by 95 publications

References 36 publications

Adaptive e-learning systems through learning styles: A review of the literature

Adaptive e-learning systems through learning styles: A review of the literature

The Quality of Training Future Teachers during the COVID-19 Pandemic: A Case from TNPU

STEM integrated education and multimodal educational material

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