The New Normal

Laurian-Fitzgerald, Simona; Fitzgerald, Carlton J.; Popa, Carmen; Bochiș, Laura

doi:10.4018/978-1-5225-5085-3.ch007

Cited by 6 publications

(6 citation statements)

References 5 publications

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“…According to Fitzgerald et al (2018), emotional engagement can be understood as the affective reactions that students experience with their learning, such as enjoyment, keen interest and a sense of belonging. Emotional occurrences can have a powerful impact on learning.…”

Section: Qualitative Analysismentioning

confidence: 99%

Synchronous online flip learning with formative gamification quiz: instruction during COVID-19

Zainuddin

Farida

Keumala³

et al. 2021

ITSE

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Purpose This study aims to present research evidence on the relevance of online gamification flip learning as a pedagogical instruction in promoting learning engagement when college students are impacted by the coronavirus pandemic. In this study, a gamified formative assessment was used to examine learner engagement and to evaluate the effectiveness of gamification within a synchronous online flipped instruction. Design/methodology/approach A multiphase mixed methods research design was used for this study. The evaluation relied on triangulated evidence gathered through questionnaire surveys and semi-structured interviews administered at an Indonesian college setting. Findings Based on the findings, gamified learning and formative assessments that adopt online flipped approaches have shown a positive bearing on learner engagement, despite the challenges learners face while harrowing through times of calamity. The results of this study provide prima facie support for the claim that the use of interactive gamified e-quizzes proves to be an innovative means of stimulating student engagement during the online class. Originality/value The results further suggest that a learning framework that incorporates both online flipped and gamification techniques provide the stimulus that is likely to forge an emotional connection that can inspire learner engagement, much needed when learners rally through calamitous events. This study has established evidential links between gamification and flipped classroom instructional delivery, particularly for online class settings. It is well-anticipated that gamification flip learning can continue to be implemented either in online, blended or face-to-face class instruction and particularly after the time of the pandemic.

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Section: Qualitative Analysismentioning

confidence: 99%

Synchronous online flip learning with formative gamification quiz: instruction during COVID-19

Zainuddin

Farida

Keumala³

et al. 2021

ITSE

View full text Add to dashboard Cite

show abstract

“…And in previous studies, the conclusions were relatively similar (see Sheldon & Niemiec, 2006). Therefore it is important to keep in mind that students, as adults, come to courses from various backgrounds and circumstances, with different learning needs, desires and preferences (Laurian-Fitzgerald et al, 2018), and their well-being may be in an associated relationship with several categories of variables, which have not been taken into account in this study. For example, during the pandemic, teachers had to find online teaching methods and the effectiveness of online education could depend on the digital skills of teachers (Hatos et al, 2022) and students, formed rather by self-training.…”

Section: Discussionmentioning

confidence: 65%

Basic Psychological Needs And Well-Being Of Students In The Post-Pandemic

Loredana¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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The purpose of the study is to identify the level of well-being of students and their basic psychological needs, with the return to the onsite teaching system in the university, after the COVID-19 pandemic. We also want to analyse the association relationship between students' well-being and their basic psychological needs. The study was attended by a number of 112 students at the Pedagogy of primary and preschool education enrolled in the second year, in the forms of full-time and part-time education. The working tools were taken from previous studies carried out on the Romanian population to evaluate students' structure of psychological needs, their self-perceived state of physical health and their level of well-being. The results obtained show the existence of a state of well-being and health above the average level. At the same time, the highest average, with a high level, was obtained at the subscale of the students' need for affiliation, with the return to onsite teaching-learning activities. The conclusions of the correlational study support the results obtained in previous studies, regarding the role of basic psychological needs in maintaining well-being, but emphasize that after online learning activities, the need for affiliation and competence (not autonomy) is associated with well-being, with a moderate effect size.

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“…Overall, our advice is to use the strong points of learning activities when working with students, such the following: openness, setting a suitable learning context beyond class hours, even in the online, and finding the most appropriate learning means or resources for students' interests. Also, it is important to start building from the strong points and positive aspects that have been identified in education than from the weak ones or difficulties (Laurian-Fitzgerald et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Student Openness In Building Online Learning Communities By Means Of Movie

Nicoleta¹

2023

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, Un

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The main goal of this research is to underline the role of students' openness in forming learning communities in the online environment, outside class hours, using movie as a learning resource. The participants were formed by 58 women students in the second year, of three study programs: Pedagogy of Primary and Preschool Education, Special Education, and Psychology, out of whom 46.6% expressed their interest in taking part in building a learning community, while the rest of 53.4%, denied. To make visible the possible differences between the two groups and whether the aspects concerning the level of openness and adaptation to the academic life influence the decision of participating in the study, we have used two instruments who measures the level of openness and the level of student adaptation to environment and academic requests. The results for the comparative analysis reflect differences between the openness towards intellect and the level of adaptation to academic life. The means are higher for the students wanting to take part in the learning community. The study can be seen as a starting point in building a student profile for future participants to online learning communities where movie is a learning resource.

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The New Normal

Cited by 6 publications

References 5 publications

Synchronous online flip learning with formative gamification quiz: instruction during COVID-19

Synchronous online flip learning with formative gamification quiz: instruction during COVID-19

Basic Psychological Needs And Well-Being Of Students In The Post-Pandemic

Student Openness In Building Online Learning Communities By Means Of Movie

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