scholarly journals Going virtual with practical chemistry amidst the COVID-19 pandemic lockdown: significance, constraints and implications for future

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lahiru A. Wijenayaka ◽  
Sithy S. Iqbal
Keyword(s):  
Design Methodology ◽  
Course Delivery ◽  
Online Course ◽  
Technology In Education ◽  
Content Type ◽  
Education Assessment ◽  
Course Content ◽  
Use Of Technology ◽  
Learner Perception ◽  
Physical Interactions

PurposeAlthough technology is a defining characteristic of distance education, assessment of the applicability of such resources in knowledge dissemination is greatly warranted to ensure effectivity. Hence, the purpose of this study was to assess the viability of a novel tool in teaching practical chemistry online.Design/methodology/approachHere, a resource named “virtual chemistry lab space” (VCLS), which allowed the learners to virtually engage in practical activities, was administered among learners enrolled in a practical chemistry course at the Open University of Sri Lanka and feedback was collected to ascertain the learner perception on the resource.FindingsIn total, 76% of respondents indicated familiarity with the VCLS, while 59% indicated that they were interested in engaging in activities provided through this resource during the pandemic lockdown. Also, 70% indicated that the VCLS was helpful to understand the course content during the pandemic period, while 82% indicated that they are likely to use it in the future.Research limitations/implicationsThe prevalent problems related to using the VCLS were lack of Internet access, physical interactions and time. However, the overall opinion on the VCLS was notably positive, while a majority indicated that flexibility to the learners, access to learning resources and use of technology in education will improve due to the use of this novel tool.Originality/valueOnline course delivery has been greatly restricted to areas of education where distant delivery could be easily adopted while it is seldom found in areas such as practical chemistry. Hence, the study indicates novelty and notable originality within the ODL system.

Classroom exercises with technology and communication skills: students’ perceptions

2019 ◽  
Vol 12 (1) ◽  
pp. 2-13 ◽  
Author(s):  
Marie Elaine Gioiosa ◽  
Katherine Kinkela
Keyword(s):  
Communication Skills ◽  
Design Methodology ◽  
Oral Communication ◽  
Accounting Students ◽  
Positive Perception ◽  
Content Type ◽  
Course Content ◽  
Use Of Technology ◽  
Communications Skills ◽  
Technology And Communication

Purpose Selecting the appropriate type of technology to incorporate in the classroom to promote comfort with professional uses of technology is important. In addition, the use of technology and good oral communication skills are valued by prospective employers. Students are stakeholders in their education, so it is important to obtain their perceptions. The purpose of this study was to obtain students’ perceptions about active learning exercises which were created to promote comfort with professional uses of technology and oral communication skills. Design/methodology/approach Six accounting classes were asked to complete a survey which assessed various classroom exercises that included the use of technology and oral communication skills while learning course content. Findings Overall, the students had a positive perception about the classroom exercises. Originality/value Few studies have evaluated the students’ perception of using the iternet to assist in the learning process. None have assessed the students’ perceptions as to whether those exercises have improved their comfort with technology. In addition, past studies are greater than 15 years old, and much has changed in technology and the internet. The literature has provided studies on the communications skills required of accounting students but does not study the students’ perceptions of exercises trying to improve their skills. In addition, the exercises included in this study are generalizable and can be applied to other subject matter.

Approaches to supervising work-based learning students’ workplace research

2014 ◽  
Vol 4 (1) ◽  
pp. 44-65 ◽  
Author(s):  
Jon Talbot ◽  
Andy Lilley
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Quantitative Methods ◽  
Research Projects ◽  
Content Type ◽  
Use Of Technology ◽  
Contextual Framework ◽  
E Learning ◽  
The Uk ◽  
Practical Implications

Purpose – The purpose of this paper is to outline a small research project designed to explore the practices of the UK work-based learning (WBL) tutors in facilitating formal research projects in the workplace. Design/methodology/approach – Data were collected using a short questionnaire to practitioners administered electronically and a daylong workshop where issues were discussed in greater depth by participating tutors. Findings – The main findings are that there is a degree of agreement by WBL tutors about the distinctiveness of WBL research projects; that although there is increasing use of technology to support delivery only one institution is using e-learning as the principal means of delivery; emphasis is upon a relatively small number of techniques and there is a strong preference for qualitative over quantitative methods. Research limitations/implications – The main limitation of the study is the relatively small number of active participants. However, this is the only study of its kind and the results offer insights into an important element of pedagogic practice in WBL. Practical implications – The project enabled the identification of common approaches and facilitated discussion of problems shared by WBL tutors across the field. There appears to be a consensus that situated investigation exists within a different contextual framework to traditional academic dissertation projects and that the focus is therefore necessarily on generating data as the basis for active problem solving. Originality/value – This is the only empirical study of practice in respect of facilitating research projects on WBL programmes in higher education.

Explaining tourist behavioral loyalty toward mobile apps

2019 ◽  
Vol 10 (3) ◽  
pp. 415-430
Author(s):  
José-Alberto Castañeda ◽  
María-José Martínez-Heredia ◽  
Miguel-Ángel Rodríguez-Molina
Keyword(s):  
Design Methodology ◽  
Mobile Apps ◽  
Cost Benefit ◽  
Internet Access ◽  
Mobile App ◽  
Unified Theory ◽  
Content Type ◽  
Behavioral Loyalty ◽  
Use Of Technology ◽  
Continued Use

Purpose The overall tourist experience is changing because of the development of mobile devices, ubiquitous internet access and applications (apps) designed specifically for tourism. The aim of this study is to identify the determinants of continued use and recommendation of such apps (loyalty), framed within the unified theory of acceptance and use of technology (UTAUT2) model, considering innate user traits (innovativeness) and one of the principal attributes of mobile phones (portability). Design/methodology/approach The sample comprised 285 Spanish tourists who owned a smartphone and were using some kind of mobile app in connection with their stay. Findings The results show that the UTAUT2 model is effective in explaining loyalty toward tourism apps and that its variables mediate the effect of user and mobile device characteristics. Research limitations/implications To ensure continued use of a tourism app, it should possess the following core attributes: deliver a positive cost–benefit trade-off, be fun to use, provide up-to-date and useful information and generate a degree of dependency in the user. Originality/value The present research is particularly relevant because of its focus on the use of apps during the stay, given that most of the extant literature centers on previous stages (such as service booking).

Behind the scenes: spotlight on the entrepreneurship educator

2020 ◽  
Vol 62 (3) ◽  
pp. 255-270 ◽  
Author(s):  
Birgitte Wraae ◽  
Andreas Walmsley
Keyword(s):  
Design Methodology ◽  
Entrepreneurship Education ◽  
Limited Attention ◽  
Content Type ◽  
Course Content ◽  
Dialogic Relationships ◽  
University Colleges ◽  
Depth Interviews ◽  
Insight Into

PurposeExplores the role of the entrepreneurship educator and their place in the entrepreneurship education landscape.Design/methodology/approachThe paper uses an adapted version of Jones and Matlay's (2011) conceptual framework that describes the context of entrepreneurship education to explore the entrepreneurship educator's role. In-depth interviews were conducted with eleven entrepreneurship educators from five universities/university colleges in Denmark.FindingsIllustrates the situated nature of entrepreneurship education. The entrepreneurship educator is embedded in a system of dialogic relationships with a range of stakeholders. This paper provides insights into how the entrepreneurship educator navigates these relationships and the influence these relationships have in determining the scope and nature of the entrepreneurship educator's role.Research limitations/implicationsProvides a framework and findings upon which further studies can build in an area that has hitherto received limited attention. Findings could be compared with those in other geographical contexts, for example. The dialogic relationships themselves could be explored either holistically or individually with other stakeholders (e.g. students, institutions, communities).Originality/valueResearch on the role of the entrepreneurship educator is extremely limited in an area that has otherwise seen a proliferation of research. The adaptation and application of Jones and Matlay's (2011) framework provides a novel way of understanding how this role is shaped. Where most studies focus either on course content or the students, this study proposes another way to gain insight into the complex world of delivering entrepreneurship education.

scholarly journals Citation apps for mobile devices

2016 ◽  
Vol 44 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Mary K. Van Ullen ◽  
Jane Kessler
Keyword(s):  
Mobile Devices ◽  
Undergraduate Students ◽  
Operating Systems ◽  
Design Methodology ◽  
Technology In Education ◽  
Content Type ◽  
Print Books ◽  
Practical Implications ◽  
Selection Of

Purpose – The purpose of this paper is to evaluate the accuracy and functionality of a selection of basic Android and iOS apps for mobile devices designed to generate bibliographic citations. Design/methodology/approach – A number of inexpensive or free apps were installed on several different tablets and phones. Book citations in MLA and APA format were generated and evaluated for accuracy. Findings – Results show that the majority of the apps tested produced unacceptably inaccurate citations, and many had limited functionality. The best of the apps tested was EasyBib. Research limitations/implications – There are infinite combinations of operating systems, apps, citation styles, material types and devices. Testing for this study was limited to uncomplicated apps likely to appeal to undergraduate students. It did not include more sophisticated apps for managing reference libraries. The study investigated how well several Android and iOS apps installed on mobile devices functioned to generate MLA and APA citations for print books. Practical/implications – As the role of mobile technology in education continues to grow, librarians need to remain aware of solutions that can help students manage their research. Librarians have an opportunity to provide feedback to developers by reviewing and rating apps. Originality/value – Undergraduate students face challenges in learning to appropriately acknowledge materials they have consulted in their research and writing. Librarians can play an important role in helping students select the most appropriate tools to make citing sources easier and more accurate.

scholarly journals Factors leading to effective teaching of MOOCs

2016 ◽  
Vol 11 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Billy Tak-ming Wong
Keyword(s):  
Effective Teaching ◽  
Design Methodology ◽  
Teaching Effectiveness ◽  
Online Courses ◽  
Meta Analysis ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Content Type ◽  
Course Assessment ◽  
Course Materials

Purpose The purpose of this paper is to survey the factors which facilitate effective teaching through massive open online courses (MOOCs). Design/methodology/approach A descriptive meta-analysis was conducted to first examine the literature covering the characteristics of teaching in MOOCs, the profile of participants, the instructional design of course materials and/or the course assessment methods – and then to summarise the factors which are conducive to the teaching effectiveness of MOOCs. A random sample of MOOCs was then reviewed to sort out the extent to which the factors can be identified in these courses. Findings The factors leading to effective teaching of MOOCs revolve around six areas according to the stages of course delivery, namely, preparation, attraction, participation, interaction, consolidation and post-course support. They address the application of technology to achieve educational purposes, while coping with the potentials and constraints of the MOOC environment. In practice, however, existing MOOCs show varying degrees of the implementation of the factors. Research limitations/implications As this is an exploratory study summarising and categorising the factors, further work should be done, in particular on the proper adoption of these factors in teaching, their effectiveness and ways of assessing such effectiveness. Originality/value The factors identified will help institutions and academics who plan to offer MOOCs to be aware of how teaching can be best delivered to promote effective student learning.

Police use of technology: insights from the literature

2018 ◽  
Vol 7 (2) ◽  
pp. 100-110 ◽  
Author(s):  
Colin Rogers ◽  
Emily Jayne Scally
Keyword(s):  
Design Methodology ◽  
Emergency Services ◽  
Lessons Learned ◽  
Public Agencies ◽  
Content Type ◽  
Public Agency ◽  
Police Service ◽  
Future Developments ◽  
Use Of Technology ◽  
Positive Impacts

Purpose The purpose of this paper is to consider the existing literature surrounding the use of technology in today’s society to inform future developments across emergency services. Reference to the Police Service in particular will have a resonance for many other public agencies who are utilising more and more technology. Design/methodology/approach Literature from a policing background will be reviewed to discover the positive impacts and benefits attached to its use, the potential obstacles to its implantation, and how lessons from one agency may be of benefit to others. Findings The findings suggest that there appears to be attention required in the application of technology by public agencies, namely, workforce culture, training and budgets, and legislation which need to be addressed if the use of technology by public agencies is to be successful. Originality/value This paper seeks to learn lessons for the implementation technology by a public agency, namely, the police, in an attempt to inform other public bodies. By doing so, it is believed the lessons learned will make the application of such technologies more effective.

scholarly journals How to measure student engagement in the context of blended-MOOC

2018 ◽  
Vol 15 (3) ◽  
pp. 262-278 ◽  
Author(s):  
Fadiyah Almutairi ◽  
Su White
Keyword(s):  
Student Engagement ◽  
Design Methodology ◽  
Course Design ◽  
Online Course ◽  
Single Model ◽  
Content Type ◽  
Face To Face ◽  
Massive Open Online Course ◽  
High Quality Education ◽  
Blended Course

PurposeThis paper aims to develop a model of measuring student engagement in a blended-massive open online course (MOOC) context. MOOCs are those that are delivered, usually by leading universities, with a promise to provide free high-quality education to an unlimited number of learners. They offer an opportunity for “blended” course design, where instructors can integrate MOOC content within face-to-face educational activities and components.Design/methodology/approachThree internationally recognized existing frameworks, the National Survey of Student Engagement (NSSE), UK Engagement Survey (UKES) and Student Engagement Questionnaire (SEQ), were combined into a single model. The model was confirmed by a panel of 35 expert practitioners. A trial evaluation using the model was carried out on 13 students who had participated in a course that had adopted a blended-MOOC format.FindingsThe confirmed model has nine indicators which provide information about distinct aspects of student engagement.Originality/valueIt is considered to be the first model designed to measure student engagement within the blended-MOOC context.

Generational perceptions at work: in-group favoritism and out-group stereotypes

2017 ◽  
Vol 36 (1) ◽  
pp. 33-53 ◽  
Author(s):  
Kelly Pledger Weeks ◽  
Matthew Weeks ◽  
Nicolas Long
Keyword(s):  
Baby Boomers ◽  
Generation X ◽  
Design Methodology ◽  
Life Balance ◽  
Content Type ◽  
Use Of Technology ◽  
Generational Perceptions ◽  
The Relationship ◽  
Practical Implications ◽  
Practical Recommendations

Purpose The purpose of this paper is to examine the relationship between stereotypes, in-group favoritism, and in-group bolstering effects across generations. Design/methodology/approach Based on the trends found in a qualitative study on generational stereotypes, questions on work ethic, work-life balance, and use of technology were administered to 255 participants identified as Millennials, Generation X, and Baby Boomers. Hypotheses predicted that with a strong stereotype, traditional in-group favoritism will not be found; however, an in-group bolstering effect will emerge. In the absence of a strong stereotype, traditional in-group favoritism is expected. Findings Generally, there was a strong stereotype that Baby Boomers are worse at technology than Generation X and Generation X is worse than Millennials. There was also a strong stereotype that Millennials do not do what it takes to get the job done as much as other generations. In the presence of these stereotypes, traditional in-group favoritism was not found, but in-groups bolstered themselves by rating themselves more favorably than other groups rated them. Although these findings did not hold for every item studied, there was moderate support for all three hypotheses. Practical implications As employees become aware of their biases, they can collaborate better with employees who are different than they are. Practical recommendations are suggested. Originality/value The paper applies theory of in-group favoritism to the perceptions of generational cohorts.

Modeling the relationship between transportation-related carbon dioxide emissions and hybrid-online courses at a large urban university

2014 ◽  
Vol 15 (3) ◽  
pp. 270-279 ◽  
Author(s):  
Matthew Little ◽  
Eugene Cordero
Keyword(s):  
Carbon Dioxide Emissions ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Future Research ◽  
Hybrid Courses ◽  
Content Type ◽  
Urban University ◽  
Class Meetings ◽  
The Relationship

Purpose – This paper aims to investigate the relationship between hybrid classes (where a per cent of the class meetings are online) and transportation-related CO2 emissions at a commuter campus similar to San José State University (SJSU). Design/methodology/approach – A computer model was developed to calculate the number of trips to campus for a student body similar to SJSU. Different scenarios considered the theoretical effectiveness of implementing a hybrid course system to reduce CO2 emissions. Findings – Increases in hybrid courses resulted in decreased student trips to campus and associated CO2 emissions. The utility of such a relationship is demonstrated through a case study where the required increase in online class meetings needed to eliminate the need for an overflow parking lot is studied. Finally, preferential scheduling of online meetings can further reduce trips to campus. Research limitations/implications – A limitation of the model is that student schedules are random. Future research could use actual student schedules to better model how online course delivery will affect trips to campus. Practical implications – As today’s universities struggle with financial pressure, online course delivery is being offered as a way to cope. This analysis provides an additional metric to evaluate online courses and includes other potential financial savings. Social implications – Transportation contributes to local air pollution and emissions of heat-trapping gases. As universities move toward more sustainable behaviors, reducing automobile trips to campus can be seen as a priority. Originality/value – To the authors’ knowledge, this is the first attempt to model the relationship between hybrid courses and CO2 emissions at an urban university. This information will be valuable to the SJSU community, as well as many other institutions.

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