Operational Efficiency of Interactive E-Learning among Post-Graduation Students in Teacher Education

Vol.10  No.1

Year : 2014

Issue : Jun-Aug

Title : Operational Efficiency of Interactive E-Learning among Post-Graduation Students in Teacher Education

Author Name : Chellamani Kathirkamanathan

Synopsis :

This study is set in the context of a Post Graduate course for Teacher Education where the participants were exposed to a systematic reflective learning strategy facilitated by a structured interactive e-learning platform. The e-platform was used for students to share, reflect and they had demonstration of skills in class. The researcher intended to develop generic skills as well as the professional skills of a teacher. e-platform illustrates the roles of students' participation and its impact over the development of both personal and professional skills. The reflections of the students before and after the program reveal the achievement of learning outcomes. It envisages the recommendations of NCFTE (National Curriculum for Teacher Education, 2009) and OECD (2013) at global level. The findings reveal the skill development of the students in terms of generic skills (critical thinking, analytic reasoning, problem solving and written communication) as well as professional skills (knowledge on advanced methods of teaching and delivery in classroom).

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Effects of Computer-Based Programs on Mathematical Achievement Scores for Fourth-Grade Students

Vol.10  No.1

Year : 2014

Issue : Jun-Aug

Title : Effects of Computer-Based Programs on Mathematical Achievement Scores for Fourth-Grade Students

Author Name : Jessica Ravenel, Dawn Lambeth, Bob Spires

Synopsis :

The purpose of the research study was to identify the effects of computer-based programs on mathematical achievement, perceptions, and engagement of fourth-grade students. The 31 student participants were divided into two intervention groups, as a hands-on group and a computer-based group. Student achievement was measured by comparing the pretest and post test data. Students' perceptions of mathematics were determined using students' perception survey that was administered prior to implementation of the intervention and at the end of the seven-week intervention period. Student engagement was monitored using an ‘engagement checklist’ that was completed by the teacher-researcher within three times a week during the seven-week intervention period. The research findings showed that, there is no significant difference in the academic achievement among the intervention groups. All student participants showed a positive attitude related to mathematics. There was a significant difference in engagement among students in the computer-based group compared to the students in the hands-on group.

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Convergence of Information and Communication Technology (ICT) Tools in Project Based Learning (PBL)

Vol.10  No.1

Year : 2014

Issue : Jun-Aug

Title : Convergence of Information and Communication Technology (ICT) Tools in Project Based Learning (PBL)

Author Name : ISMAIL THAMARASSERI

Synopsis :

Rapid technological advancement influences the communication and information management as well as knowledge construction. Within the context of new challenges, lifelong learning emerges a fundamental element for the constant development of professionals. So that it dynamically adapts to change and retain a state-of-the-art identity. At present, Computer Science Education, Information and Communication Technology (ICT) are becoming one of the most important elements which are defining the basic competencies of students. Information technology integrates medial, informative and computer science education, but also all the educational subjects mentioned in the curriculum basis of general education. In Science education, there is an increasing concept of integrated teaching, which shows the students, the world in a holistic manner. The principle of universal activity of students in cognitive, emotional and motivation, as well as in practical sphere is preferred. More and more often attention is paid to the fact that the contemporary problem is not so much lack of information, as its surplus and crowd of information as well as its unnecessary excess of details may be an effective tool of disinformation. Hence it forms such skills with students as selection, evaluation and organizing of information and forming its structure seems to be justified. So that, they can serve the drawing conclusion. In this article, the author has briefly outlined and taking into account the various manners of didactic transformation of teaching contents. Selected ICT tools have been presented in the light of teaching principles and cognitive activities model.

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Effectiveness of Video Podcast in Learning Psychology among Bachelor of Education Students

Vol.10  No.1

Year : 2014

Issue : Jun-Aug

Title : Effectiveness of Video Podcast in Learning Psychology among Bachelor of Education Students

Author Name : Thiyagu Suriya

Synopsis :

Most people believe that our schools and colleges are failing to teach kids and youngsters the 21 century skills which they will need in order to succeed in the future (Berger, Edward. 2007). Communication technology, particularly realth time and collaborative online communities, represents an enormous draw for teenagers. Doctors no longer use 19 century practices on their patients; likewise educators have a duty to incorporate modern technology into the classroom (Palitha, Chiara. 2007). The present study tries to find out the Effectiveness of Video Podcast in Learning Psychology among Bachelor of Education Trainees. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 48 Bachelor of Education students from Dr. Sivanthi Aditanar College of Education, Tiruchendur, Tuticorin District for the study. According to the scoring of pre-test, 24 students were chosen as Control Group and 24 students were chosen as Experimental Group. Finally the investigator concludes that, (a) 37.5% of the control group students have low level, 58.3 %of them have moderate level and 4.2 % of them have high level of the gain scores. Among the experimental group students 8.3 % of them have low level, 58.3% of them have moderate level and, 33.3 % of them have high level of the gain scores. (b) There is a significant difference between control and experimental group students in their gain scores. which is the experimental group student is better than the control group students in their gain scores. (c)There is significant difference between control and experimental group students in their gain scores for attainment of the knowledge and understanding objectives. which is, the experimental group is better than control group in attainment of their knowledge and understanding objectives. There is no significant difference between the gain scores of control and experimental group students in attainment of application objectives. (d) There is no significant difference between control group and experimental group students in their pre test scores. There is significant difference between control and experimental group students in post-test mean scores. According to the ‘t-test’ result the experimental group is better than the control group.

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A Model for Determining Teaching Efficacy Through the Use of Qualitative Single Subject Design, Student Learning Outcomes and Associative Statistics

Vol.10  No.1

Year : 2014

Issue : Jun-Aug

Title : A Model for Determining Teaching Efficacy Through the Use of Qualitative Single Subject Design, Student Learning Outcomes and Associative Statistics

Author Name : James E. Osler II, Mahmud Mansaray

Synopsis :

Many universities and colleges are increasingly concerned about enhancing the comprehension and knowledge of their students, particularly in the classroom. One of the method to enhancing student success is teaching effectiveness. The objective of this research paper is to propose a novel research model which examines the relationship between teaching effectiveness and student learning outcomes qualitatively. This new model will use a unique and in–depth qualitative case study methodology especially designed for the instructional setting. The anticipated qualitative data collecting techniques will include, but not limited to the following: observations, personal interviews, qualitative survey questionnaires, research field notes, document review, etc. The proposed Model used assumed data and applied statistical Cross–Tabulation and Chi–Square Tests, including a theoretical analysis of the open–ended responses and field notes recorded from participants (a sample of 32 students presently enrolled in a Semester–long English ENG 1200–01 course at a public university in North Carolina). The associative statistical findings found a positive relationship between the teaching effectiveness and student learning. The outcomes of the study will increase the current lack of information on the use of qualitative research designs by determining teaching efficacy and its effects on student achievement. This new model expands the existing measures by providing new measures to examine the teaching effectiveness and its effect on student learning.

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Ergonomic Based Design and Survey of Elementary School Furniture

Vol.9  No.4

Year: 2014

Issue : Mar-May

Title : Ergonomic Based Design and Survey of Elementary School Furniture

Author Name : Maheshwar, Chandrashekhar Jawalkar

Synopsis :

This paper presents the ergonomic aspects in designing and prototyping of desks cum chairs used in elementary schools. The procedures adopted for the assessment included- the study of existing school furniture, design analysis and development of prototypes. The design approach proposed a series of adjustable desks and chairs developed in terms of ergonomic concepts. In the development stage, the production cost, ease of management, installation and storage were the important factors undertaken. A questionnaire based subjective comfort evaluation survey was carried out on the developed prototypes and the results showed good response and satisfaction levels upto an overall 94 %. The details on the ergonomically designed prototype, its development process and customer satisfaction survey have been elaborated in this paper.

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Constructivist Learning Environments and Defining the Online Learning Community

Vol.9  No.4

Year: 2014

Issue : Mar-May

Title : Constructivist Learning Environments and Defining the Online Learning Community

Author Name : Loren Brown

Synopsis :

The online learning community is frequently referred to, but ill defined. The constructivist philosophy and approach to teaching and learning is both an effective means of constructing an online learning community and it is a tool by which to define key elements of the learning community. In order to build a nurturing, self-sustaining online learning community, teachers who follow the constructivist philosophy allow students to self-discover, to evaluate and reflect on the progress innate to their own learning, while providing the function of a guide and a coach during the learning process. A constructivist learning environment is evident by students who take charge of their own learning outcomes in a student-centered environment, by students who work collaboratively with other students to create their own goals and learning parameters, and by the demonstration of respect for other learners whose approaches and experiences are extensively different. The online learning community is defined by the idea that effective learning and the presence of a community are intrinsically linked. Community is established and reinforced when staff and other students interact in a manner that demonstrates genuine caring for each other, which in turn translates into increased learning and teaching efficacy. The constructivist approach creates effective learning environments by forming, fostering, and maintaining the presence of community in the distance learning venue.

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An Integrated Approach to the Teaching and Learning of Science and Mathematics Utilizing Technology – The Teachers' Perspective

Vol.9  No.4

Year: 2014

Issue : Mar-May

Title : An Integrated Approach to the Teaching and Learning of Science and Mathematics Utilizing Technology – The Teachers' Perspective

Author Name : Jennifer Johnston, MAIRE NI RIORDAIN, GRAINNE WALSHE

Synopsis :

The concept and importance of curriculum integration in Science and Mathematics has come to the fore in the recent years (Czerniak, 2007). Ireland's Science and Mathematics performance is well documented and extensively reported in the media and elsewhere (e.g. Expert Group on Future Skills Needs, 2008; Task Force on the Physical Sciences, 2002). Concern primarily lies with the post-primary students' underperformance in science and mathematics, coupled with a failure to make a successful transition to third level scientifically and mathematically orientated undergraduate courses. The aim of this study was to design, develop, implement and evaluate an integrated approach to the teaching and learning of Science and Mathematics in second level schools in Ireland. This was undertaken through the integration of a handheld graphic calculator known as ‘TI-NspireTM’ into first year classes (age 12 -13 year olds) of science and mathematics. This integration was assisted by the development and implementation of a unit of learning on distance, speed and time, with specific lesson plans which integrated the teaching and learning of both subjects by utilising the TINspireTM. The methodology of this research project was an exploratory year-long case study of three second level schools in Ireland and their implementation of the unit of learning in their respective schools. This paper focuses on the teachers' perspective of the integration of mathematics and science teaching and learning utilising technology. The study was qualitative in nature and was evaluated through a teacher's perspective where a teacher focuses on group interviews and independent lesson observations. The key finding emerging from the data is that the integration of mathematics and science was lost in coping with the technology demands required in implementing the unit of learning.

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Understanding Modular Learning - Developing a Strategic Plan to Embrace Change

Vol.9  No.4

Year: 2014

Issue : Mar-May

Title : Understanding Modular Learning - Developing a Strategic Plan to Embrace Change

Author Name : Dr. Jill Friestad-Tate, CAROL SCHUBERT, Dr. Craig McCoy

Synopsis :

The purpose of this descriptive paper was to explore and synthesize literature related to understanding modular learning and how it can be implemented effectively so faculty members embrace its use. An in-depth review of literature addressed topics including, Educational Theories supporting modular learning, the development of modular learning, and innovations in education and technology. Researchers analyzed language patterns used in the literature to develop a common language for and understanding of the concept. Analysis and recommendations as well as a proposed definition of modular learning are included.

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Rubrics and Evaluations

Vol.9  No.4

Year: 2014

Issue : Mar-May

Title : Rubrics and Evaluations

Author Name : J. Skelton, C. Rodgers , ELLIS L., LYLES A

Synopsis :

The authors' discussion will describe how classroom leaders at every academic level can use rubrics as a means of selfassessment. This strategy and the use of the rubric as a tool can help to provide effective feedback that can develop into a constant reflection of how effectively a teacher focuses on student success by means of their instructional success. There are many theories on pedagogy but many do not tie leadership and self-evaluation at the end of the day or week. The authors look to expose a gap in literature that could assist teachers in staying motivated in their instruction and bridge the gap of status-quo instruction with the need to set goals and exceed those self-created goals with student success.

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Status of Higher Secondary School Libraries in Thiruvallur District

Vol.9  No.3

Year: 2014

Issue : Dec-Feb

Title : Status of Higher Secondary School Libraries in Thiruvallur District

Author Name : Seenivasan. M, Dr. N. Ashok Kumar

Synopsis :

Libraries are the main sources of knowledge. They play a major role in fostering reading habit among school children. Hence, it is deemed interactive to study the status of higher secondary school libraries in Thiruvallur District, Tamil Nadu. For the Analysis 50 Higher Secondary Schools were selected randomly comprising of Government Higher secondary school, Government Aided Higher Secondary School, Private Matriculation Higher Secondary School and Kendriya Vidyalaya from Thiruvallur District. Questionnaires were distributed to the Headmasters/Principals of those schools who participated in the survey. The collected data has been tabulated and analyzed using Simple Parentage Analysis. The result showed that 35 schools (70%) have libraries; where as 15 schools (30%) don't have libraries in their schools. It is also found that only 27 schools (54%) have appointed fulltime librarians, but 23 schools don't have qualified librarians. From the results, it has been concluded that the school libraries functioning in Kendriya Vidyalaya's and Private Matriculation Higher Secondary Schools are in a remarkable state, where as Libraries in Government Higher Secondary Schools and Government Aided Higher Secondary Schools are in a poor state.

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A Study of Occupational Stress and Organizational Climate of Higher Secondary Teachers

Vol.9  No.3

Year: 2014

Issue : Dec-Feb

Title : A Study of Occupational Stress and Organizational Climate of Higher Secondary Teachers

Author Name : A.Sneha Benedicta

Synopsis :

This study mainly aims to describe the occupational stress and organizational climate of higher secondary teachers with regard to gender, locality, family type, experience and type of management. Simple random sampling technique was adopted for the selection of sample. The data is collected from 200 higher secondary teachers from government and private schools. The tool used in this study is Santhappan's Teacher Stress Source Scale and Organizational Climate Scale (1987). In this study, the investigator found that the higher secondary teachers are having high occupational stress and need better organizational climate.

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Professional Development and Mentoring In Support of Teacher Retention

Vol.9  No.3

Year: 2014

Issue : Dec-Feb

Title : Professional Development and Mentoring In Support of Teacher Retention

Author Name : C. Rodgers, J. Skelton

Synopsis :

The authors' discussion will describe how teacher retention is in jeopardy. Many novice teachers are ill-prepared to handle the rigorous school days and challenging students academically and behaviorally (Stansbury & Zimmerman, 2002). Novice teachers need guidance and support to ease tensions and stress levels which arise during teaching (Bolin, 2008). Common preparation periods and team teaching is an effective form of staff development (Lewis et al., 1999). Teamwork makes stronger teachers to help weaker teachers and produce improvements in teaching by sharing techniques and information. This has led to the need for staff developments that encourage mentoring to help teacher retention rates.

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Social media and education: Perceptions and need for support

Vol.9  No.3

Year: 2014

Issue: Dec-Feb

Title : Social media and education: Perceptions and need for support

Author Name : Daniel Mourlam

Synopsis :

Social media has become a way of life. Society has become very connected, yet the classroom still remains quite isolated, from other teachers, students, experts, parents, the community, and a host of others who could potentially enhance learning. There are a number of different ways by which schools and teachers could open their classrooms to the rest of the world, and social media constitutes one of those ways. This study sought to examine one of those ways through the implementation of a Facebook Group in a high school social studies course to determine student and instructor perceptions, as well as to better understand how social media could be implemented in the educative process. The results of this study indicate that, there may be a potential for social media use in the teaching and learning process, but only if the innovation is supported throughout its implementation.

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ICT To Support of Ideation Via General Education

Vol.9  No.3

Year: 2014

Issue: Dec-Feb

Title : ICT To Support of Ideation Via General Education

Author Name : Gisli Thorsteinsson

Synopsis :

This paper reports a case study series of four related case study lessons, set up as a course using a Virtual Reality Learning Environment (VRLE) to support the students' ideation skills in Innovation Education (IE) in Icelandic conventional classroom. The IE course content and preparation is described. Overall aims, objectives and research questions for the case study series are stated and specific data collection methods explained. Triangulated findings are reported as categories and results are discussed and analysed. Subsequently, the following research questions are answered. 

1. How could the VRLE be used with IE material in a conventional classroom? 

2. What pedagogical factors influence the innovation process, where the VRLE is used?

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Investigating Pre-Service Candidates’ Images of Mathematical Reasoning: An In–Depth Online Analysis of Common Core Mathematics Standards

Vol.9  No.2

Year: 2013

Issue: Sep-Nov

Title : Investigating Pre-Service Candidates’ Images of Mathematical Reasoning: An In–Depth Online Analysis of Common Core Mathematics Standards

Author Name : C. E. Davis, James E. Osler II

Synopsis :

This paper details the outcomes of a qualitative in–depth investigation into teacher education mathematics preparation. This research is grounded in the notion that mathematics teacher education students (as “degree seeking candidates”) need to develop strong foundations of mathematical practice as defined by the Common Core State Standards for Mathematics’ (CCSSM). In this investigation mathematics Pre-Service Candidates (“PSCs”) participated in an online 15-week methods course that infused writing prompts. This research activity probed the PSCs images of mathematical reasoning. It is based on the idea that in mathematical teacher education, teacher preparation requires teaching mathematical standards. In teaching the standards activities are required that infuse mathematical reasoning. This will aid PSCs in further infusing mathematical reasoning in their teaching both now and in the future.

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Co-Relates Between Anxiety and Academic Achievement in Teacher Trainees

Vol.9  No.2

Year: 2013

Issue: Sep-Nov

Title : Co-Relates Between Anxiety and Academic Achievement in Teacher Trainees

Author Name : Shivani Yadav, Dr. Savita Sharma

Synopsis :

Anxiety is one of the major predictors of academic performance. Teacher trainees with anxiety disorder display a passive attitude in their studies such as lack of interest in learning, poor performance in exams, and on lesson plans & assignments. This research observes the relationship between level of anxiety and academic achievement of teacher trainees. A stratified random sampling technique was used to select 130 teacher trainees from colleges of Education. Hypotheses were tested using Pearson’s correlation, chi-square and independent t-test statistics. The results show that there is a low but significant relationship between anxiety and academic achievement of teacher trainees. So, research on anxiety is one of the most active areas in psychology.

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Restructuring the Future Classroom - A Global Perspective

Vol.9  No.2

Year: 2013

Issue: Sep-Nov

Title : Restructuring the Future Classroom - A Global Perspective

Author Name : Shivakumar, Manichander

Synopsis :

The students are the consumers as well as co-creators of knowledge. Information does not flow top-down any more. Networks, peers and students inquisitiveness teach students. Teachers act as filters. Collaboration is the key. In today's world for the netgen, knowingly or unknowingly technology and the free flow of information via internet has made young mind wanting. Over the last few decades, everything has changed in our lives with the all pervasive intervention of technology. However classrooms have remained untouched by technology. The classrooms that our grandparents went to are exactly the kind of classrooms our children study in. Chalk and blackboard, a packed classroom, text books, regimented curriculum, a teacher painstakingly explaining abstract concepts with the limited tools at her disposal. Imagine a Science teacher explaining how a DNA replicates, a History teacher teaching a class about the Harappan Civilization, or a Geography teacher teaching how Block mountains are formed.

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Experiences of Students with Visual Impairments in Adoption Of Digital Talking Textbooks: An Interpretative Phenomenological Analysis

Vol.9  No.2

Year: 2013

Issue: Sep-Nov

Title : Experiences of Students with Visual Impairments in Adoption Of Digital Talking Textbooks: An Interpretative Phenomenological Analysis

Author Name : Ahamad Hussin, James E. Folkestad , Carole Makela

Synopsis :

This study was conducted to explore the experiences of Malaysian secondary students with visual impairments in using digital talking textbooks (DTTs) to assist their learning. Data were obtained from individual in-depth interviews. An interpretative phenomenological analysis (IPA) was used to understand the findings and confirm the emergent themes. Six super-ordinate themes emerged from the interview transcripts: (a) functionality, (b) user support, (c) knowledge/familiarity, (d) challenges of access, (e) alternative, and (f) adaptation of DTTs are discussed. In conclusion, four high-level recommendations are made for future DTT design: 1) design based on current and projected work habits of students, 2) develop proactive user support, 3) teacher training, and 4) design based on adaptation and flexibility.

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Infusing BSCS 5E Instructional Model with Multimedia : A Promising Approach to Develop 21st Century Skills

Vol.9  No.2

Year: 2013

Issue: Sep-Nov

Title : Infusing BSCS 5E Instructional Model with Multimedia : A Promising Approach to Develop 21st Century Skills.

Author Name : Divya C.Senan

Synopsis :

The full promise of class room learning is dependent on its ability to incorporate 21st century skills in its instructional design, delivery and implementation. In this increasingly competitive global economy, it is not enough for students to acquire subject-level mastery alone. Skills like creative thinking, problem-solving, communication and analytical thinking are necessary for all levels of success. To cope with the demands of the 21st century, students need to know how to use their knowledge and skills-by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, and making decisions. If our students are going to compete successfully in the global economy, more must be done to support their acquisition of 21st century skills. This article attempts to articulate a vision for 21st century learning in schools, and identify a way in which a teaching strategy can improve outcomes for all students. The author here tries to infuse the 5E model and technology for the development of 21st century skills in science education curriculum programs and instructional practices.

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Learner – Oriented Virtual Learning: A Booster To Primary School Learners

Vol.9  No.1

Year: 2013

Issue: Jun-Aug

Title : Learner – Oriented Virtual Learning: A Booster To Primary School Learners

Author Name : Singaravelu G

Synopsis :

The present study enlightens the impact of Learner- Oriented-Virtual Learning in enriching knowledge in Environmental Education at primary level.To achieve the expected competency in Biodiversity, various approaches were adopted in the class room transaction which were not fruitful. Hence the researcher practiced the Learner –Oriented-Virtual Learning in the classroom transaction. Experimental method was adopted in the study. Qualitative and quantitative approaches were adopted in the study. Sixty students studying at standard v in Pomanampalayam Panchayat union school were considered as sample for the study.Achievement test was considered as tool for the study.Resarcher’s self-made tool was used for pretest and post test. After administering pre test, treatment was given through Learner-Oriented-Virtual Learning to find out the effectiveness of it. Descriptive and inferential statistics was applied for the study. Learner-oriented-Virtual Learning is more effective than traditional method in Learning Biodiversity in Environmental Education.The fruitful method can be implemented in some other classes.

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Exploring the Impact of Critical Reflection Through the Use of Service-Learning and Digital Storytelling.

Vol.9  No.1

Year: 2013

Issue: Jun-Aug

Title : Exploring the Impact of Critical Reflection Through the Use of Service-Learning and Digital Storytelling.

Author Name : Kisha Daniels

Synopsis :

In an ongoing effort to address the needs of 21st century teachers, a service-learning project was designed which coupled structured reflection and technology. The reflective practitioner model through the use of traditional methods coursework has long been viewed as the most appropriate model for the development of teachers (Hall, 2012). However, deep reflection is difficult for most pre-service teachers, and is often viewed as assignments that need to be completed in order to successfully complete a course, instead of being viewed as a powerful learning tool that can be used to empower and engage in their own development (Stenberg, 2010). One way of evidencing this reflection and deep learning is through the creation of digital stories (Barrett, 2006). This case study presents the application and outcomes of a service-learning project between an urban university and an elementary school in which pre-service teachers utilized digital storytelling as a method for critical reflection and application of content methodology. The focus on the pre-service teacher’s understanding of content skills, reflective inquiry and enhanced technology skills also supports the National Educational Technology Standards.

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Cognitive Load Theory – Sometimes Less Is More

Vol.9  No.1

Year: 2013

Issue: Jun-Aug

Title : Cognitive Load Theory – Sometimes Less Is More

Author Name : Cody Taylor

Synopsis :

The following paper represents review of the literature examining the current research related to cognitive load theory and more specifically the negative aspects of the redundant on-screen text. The authors describe working and long-term memory and how both factor into human learning through the facilitation of knowledge transfer. Limited working memory and cognitive load as defined in the cognitive load theory are explored thoroughly. Briefly, the author describes the benefits of including visual and audio components in the design of technology-based instruction based on the split-attention and modality effects of the cognitive load theory. Several studies related to the redundancy effect are presented, all supporting the exclusion of redundant on-screen text in technology-based instruction. Justifications for case by case inclusion of redundant on-screen text are discussed. Recommendations for technology-based instructional design are included in the recommendations section of the summary.

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Flexible Learning As New Learning Design In Classroom Process To Promote Quality Education

Vol.9  No.1

Year: 2013

Issue: Jun-Aug

Title : Flexible Learning As New Learning Design In Classroom Process To Promote Quality Education

Author Name : D. R. Robert Joan

Synopsis :

Educators in the 21st century realize that students entering the classroom today are much different from those who have come before. Today’s students are demanding a change in the classroom because of their ability to gather information faster than any other generation. It gives users on-demand access to the content, tools, training, information, and support they need to create and enhance learning relevance and efficacy through both school-provided and personal technology. Learning is acquiring new, or modifying and reinforcing existing, knowledge, behaviours, skills, values, or preferences and may involve synthesizing different types of information. Flexible Learning is a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalisation to suit the learner. In particular, flexible learning provides learners with choices about where, when, and how learning occurs. Sometimes it also referred to as personalized learning. Quality determines how much and how well children learn and the extent to which their education translates into a range of personal, social and developmental benefits. The objective of this paper is to study that flexible learning in classroom is help to promote quality education. Here the investigator used interview method to fulfil the study. The investigator prepared a flexible learning schedule to find the new learning design in classroom process. The investigator collects the information from the student about the flexible learning design in classroom environment. The flexible learning moulds the learner to plan their activities according to their interest and enthusiastic. It also keeps the mind of learner in a pleasant situation that is out of external fear. Finally the study concludes that flexible learning in classroom is help to promote quality education.

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Acquired And Required Competencies In Interactive Computer In Labour Market Sector From The Employers'

Vol.9  No.1

Year: 2013

Issue: Jun-Aug

Title : Acquired And Required Competencies In Interactive Computer In Labour Market Sector From The Employers'

Author Name : Adodo. S.O, Adewole Timothy

Synopsis :

This study investigated acquired and required competencies in interactive computer technology (ICT) in labour data were collected from employers’ and employees’. The study is a descriptive research of the survey type. The population of the study consisted of unemployed graduates, employed graduates and various parastatal where graduates seek for employment in Ondo state. The study sample consisted of fifty employed graduates randomly selected from different parts in Ondo state, one hundred unemployed graduates randomly selected from different parts of Ondo state and fifty employers of 6 six respondents each from the Banking Sector, Radio Station, Power Holding Company Sector, Local Government Sector, Hospital, Teaching Service Commission Sector, Construction Companies Sector, Police Force and Road Safety were randomly selected for the study. A self developed questionnaire was used to gather information for this study. Six research questions were raised for the study and analyzed using frequency percentage count and simple percentage. Based on the findings, some recommendations were made.

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Online Course Effectiveness: A Model for Innovative Research in Counselor Education

Vol.9  No.1

Year: 2013

Issue: Jun-Aug

Title : Online Course Effectiveness: A Model for Innovative Research in Counselor Education

Author Name : Gina Cicco

Synopsis :

This article will discuss the need for experimental research to document the effectiveness of online counseling skills courses. There are relatively few published studies that have investigated faculty and student performance outcomes when counseling skills and techniques courses are taught through a completely online modality. Various studies have examined the interactions of faculty members and students in online courses and the performance of students in online education courses, but these studies have not considered fully online counseling skills courses, which are unique because they involve the instruction of interpersonal skills without traditional face-to-face communication in a classroom setting (Cicco, 2009; Cicco, 2012; Haberstroh, 2010; Trepal, Haberstroh, Duffey, & Evans, 2007). This article will present a model for innovative research that aims to fill this gap in the existing scientific literature on online counseling courses. The goal of completing such an investigation is primarily to determine whether or not counselors-in-training experience comparable levels of skill development in completely online skills courses as they do in traditional face-to-face courses. It is also expected that this type of research may identify areas for improvement in fully online counseling skills courses. The proposed research sample, design, methodology, measures, analyses, and expected outcomes will be addressed.

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Transformational Research Engineering: Research Design Metrics for In–Depth And Empowering K–12 Teacher Professional Development

Vol.9  No.1

Year: 2013

Issue: Jun-Aug

Title : Transformational Research Engineering: Research Design Metrics for In–Depth And Empowering K–12 Teacher Professional Development

Author Name : James E. Osler II

Synopsis :

This paper discusses the implementation of the Tri–Squared Test as an advanced statistical measure used to verify and validate the research outcomes. This type of statistical measure is ideal for teachers professional development as educators can create and validate instruments for educational settings. The initial research investigation published in i-manager's Journal on School Educational Technology determined that these types of research on academic programs provide an active solution that validates in–depth educational researches by teachers to positively impact the educational settings. The research methodology used in this paper further validates the outcomes of an initial study that used Meta–Cognitive Analysis followed up by an in–depth Tri–Squared Test on that same area to determine the reliability of educator–based investigative inquiry. This advanced approach to data analysis is a transformative mixed methods research design that involves the in–depth comparison and transformation of qualitative outcomes into quantitative data.

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