scholarly journals Techno-Pedagogical Skills for 21st Century Digital Classrooms: An Extensive Literature Review

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Muhammad Mujtaba Asad ◽  
Kanwal Aftab ◽  
Fahad Sherwani ◽  
Prathamesh Churi ◽  
Antonio-José Moreno-Guerrero ◽  
...  
Keyword(s):  
Literature Review ◽  
Science Teachers ◽  
State Government ◽  
21St Century ◽  
Classroom Environment ◽  
Art Teachers ◽  
Extensive Literature ◽  
Science And Art ◽  
Significant Difference ◽  
Pedagogical Skills

Techno-pedagogical ability is a way and reasonable value education available to everyone. Indeed, although in the past it has been found that there are many benefits to using innovation in the classroom environment, there are still obstacles or experiences related to the use of innovation. The literature review was utilized to gather and choose the papers for this research. This article investigates the techno-pedagogical skills requirements of the science and art teachers of the Sukkur State Government College. In this paper, literature is collected from different real sites, such as Google, Google Scholar, Science Direct (Elsevier), Sage, Springer, Emerald, Taylor & Francis, and Eric databases. Ten themes emerged from the literature to analyze the techno-pedagogical skills of science and art educators and provide suggestions and solutions for improving educational institutions. Quantitative, qualitative, and mixed research papers are all included in this study. This research also identified the knowledge gap and methodological and implication gap in this research article as per the need for 21st Century Digital Classrooms. The results show that there is no significant difference in techno-pedagogical skills between science teachers and art teachers who use technology in teaching. This is because of the epidemic. Talking about the current scourge, COVID-19 has transformed traditional courses into digitization through ICT integration. Information and Communication Technology (ICT) is seen as a tool that can help schools adapt to the transition from industry to information. It is also considered as a tool to provide, support, and strengthen educational reforms in accordance with the educational needs of the information society.

scholarly journals What Can Be Learned from the Early Stages of the COVID-19 Vaccination Rollout in Australia: A Case Study

Epidemiologia ◽  
2021 ◽  
Vol 2 (4) ◽  
pp. 587-607
Author(s):  
Juliette Caroline Choiseul ◽  
Paris Jade Emmerson ◽  
Turan Eslanloo Pereira ◽  
Seyed-Moeen Hosseinalipour ◽  
Jennifer Hasselgård-Rowe
Keyword(s):  
Literature Review ◽  
State Government ◽  
Mortality Rates ◽  
Extensive Literature ◽  
Safety Issues ◽  
Key Points ◽  
Australian Economy ◽  
The Impact ◽  
Roll Out

This paper addresses the SARS-CoV-2 vaccination progress in Australia. Globally, Australia was initially praised for its national COVID-19 response, reflecting well with regard to case numbers and mortality rates. However, Australia’s progress with its vaccine rollout has come under scrutiny. When compared globally, it fares very low in terms of the number of vaccine doses administered. This paper discusses the first three months of the vaccination process, and the challenges Australia faced during that time. Through an extensive literature review, data was collected on relevant topics concerning all aspects of the Australian COVID-19 situation. The following key points are discussed: the specific COVID-19 organisation at the federal vs. the state government levels, the Australian economy, the vaccine supply strategy, and the vaccine priority roll out. In conclusion, we highlight the impact of Australia initially relying heavily on the AstraZeneca vaccine, which subsequently came under fire regarding safety issues likely linking the vaccine to thrombosis with thrombocytopenia syndrome (TTS).

scholarly journals An Essay on Understanding Corporate Governance: Models, Theories and Global Evolution

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Raghuveer Kaur
Keyword(s):  
Corporate Governance ◽  
Literature Review ◽  
21St Century ◽  
Extensive Literature ◽  
Important Concept ◽  
Extensive Literature Review ◽  
Global Evolution ◽  
Long Time ◽  
History Of ◽  
Governance Models

Corporate governance is not an overnight phenomena. It has been existing from a long time. It is only that the beginning of 21st century when colossal enterprises started to fall, government across globe started giving it due credit. The present paper is an attempt to trace the history of corporate governance. It starts with discussing various theories which led to the development of such an important concept and then dwells on various models in which economies employ corporate governance in their structure and finally the evolution of corporate governance across globe. The paper sheds light on important committees and reforms which have been the genesis of corporate governance across globe. It undertakes an extensive literature review on different aspects of corporate governance.

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

The Impact of Classroom Chatter Noise on Comprehension: A Systematic Review

2021 ◽  
pp. 003151252110059
Author(s):  
Anne-Sophie Lamotte ◽  
Aziz Essadek ◽  
Gérard Shadili ◽  
Jean-Michel Perez ◽  
Julien Raft
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Field Survey ◽  
Human Life ◽  
Experimental Studies ◽  
Noisy Environment ◽  
Student Comprehension ◽  
The Impact

Communication through discussion and conversations is fundamental to human life; but when such discourse escapes the control of a teacher in the classroom, it becomes little more than chatter. This noise challenges teaching methods and the teaching stance with students. Yet, its impact on comprehension has rarely been studied. The aim of this literature review was to examine the research on the impact of classroom noise generated by chatter on students’ comprehension performance. We adopted the PRISMA (Preferred Reporting Items for Systematic Reviews and Metanalysis) guidelines to examine this literature. This review covered a 10-year period (papers written between 2009 and 2019), with nine experimental studies selected from the 2,954 papers screened. In 89% of these nine studies, there were significant comprehension differences on all tests, revealed when comprehension took place in a noisy environment due to chatter. This review indicated an essential need for a field survey to better understand the impact of chatter on comprehension. Other studies are recommended to highlight any correlation between measured chatter and student comprehension in a real classroom environment.

scholarly journals Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020 ◽  
Vol 12 (24) ◽  
pp. 10366
Author(s):  
Juan Carlos González-Salamanca ◽  
Olga Lucía Agudelo ◽  
Jesús Salinas
Keyword(s):  
Literature Review ◽  
21St Century ◽  
21St Century Skills ◽  
Knowledge Society ◽  
Information And Communications Technology ◽  
First Century ◽  
Depth Analysis ◽  
Digital Environments ◽  
Teaching Learning ◽  
New Instruments

Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

Complications of transradial versus transfemoral access for neuroendovascular procedures: a meta-analysis

2021 ◽  
pp. neurintsurg-2021-018032
Author(s):  
Derrek Schartz ◽  
Sajal Medha K Akkipeddi ◽  
Nathaniel Ellens ◽  
Redi Rahmani ◽  
Gurkirat Singh Kohli ◽  
...  
Keyword(s):  
Literature Review ◽  
Meta Analysis ◽  
Final Analysis ◽  
Case Control ◽  
Random Effects Model ◽  
Inclusion Criteria ◽  
Access Site ◽  
Lower Odds ◽  
Significant Difference ◽  
Study Heterogeneity

BackgroundTransradial access (TRA) has gained increased usage among neurointerventionalists. However, the overall safety profile of access site complications (ASCs) and non-access site complications (NASCs) of TRA versus transfemoral access (TFA) for neuroendovascular procedures remains unclear.MethodsA systematic literature review and meta-analysis using a random effects model was conducted to investigate the pooled odds ratios (OR) of ASCs and NASCs. Randomized, case–control, and cohort studies comparing access-related complications were analyzed. An assessment of study heterogeneity and publication bias was also completed.ResultsSeventeen comparative studies met the inclusion criteria for final analysis. Overall, there was a composite ASC rate of 1.8% (49/2767) versus 3.2% (168/5222) for TRA and TFA, respectively (P<0.001). TRA was associated with a lower odds of ASC compared with TFA (OR 0.42; 95% CI 0.25 to 0.68, P<0.001, I2=31%). There was significantly lower odds of complications within the intervention and diagnostic subgroups. For NASC, TRA had a lower composite incidence of complications than TFA at 1.2% (31/2586) versus 4.2% (207/4909), P<0.001). However, on meta-analysis, we found no significant difference overall between TRA and TFA for NASCs (OR 0.79; 95% CI 0.51 to 1.22, P=0.28, I2=0%), which was also the case on subgroup analysis.ConclusionOn meta-analysis, the current literature indicates that TRA is associated with a lower incidence of ASCs compared with TFA, but is not associated with a lower rate of NASCs.

Alternative Assessment: Analytical Rubric in Assessing Multimedia Communication Skills in 21st Century Landscape

2021 ◽  
pp. 66-75
Author(s):  
Azizi Alias ◽  
Kamisah Osman
Keyword(s):  
Science Teachers ◽  
Communication Skills ◽  
21St Century ◽  
Student Outcomes ◽  
Alternative Assessment ◽  
Multimedia Communication ◽  
Validity And Reliability ◽  
Intra Class Correlation ◽  
Absolute Agreement ◽  
Science Activities

The purpose of this study is to build an analytical rubric for Alternative Assessment for science activities in order to facilitate teachers in assessing multimedia communication skills by inculcating 21st Century Skills. The study attempts to answer a key question i.e. whether the analytical rubric for Alternative Assessment is appropriate to assess multimedia communication skills in science activities in school? The research was conducted by taking into account the advice of 11 experts in science education and five science teachers as assessors to evaluate the reliability of analytical rubric for multimedia communication skills in school. Three round Delphi technique was used to validate the analytical rubric and inter-rater reliability Intra-Class Correlation-ICC was computed to measure the reliability of the rubric. The study found that the rubric has a high validity of 82.0% and high absolute agreement for multimedia communication rubric (ICC = 0.90). Therefore the multimedia communication skill rubric can be adopted and implemented in schools. The study also found that there are a number of issues and constraints in the implementation of alternative assessment, but the construction of the rubric is a shift in assessing student outcomes that are emerging according to the global environment. However, further research on the validity and reliability of the rubric is necessary.

Die kognitive Legitimität aus Kundensicht im Kontext neuer Unternehmen

2021 ◽  
Author(s):  
Miriam Lohrmann
Keyword(s):  
Literature Review ◽  
Three Dimensional ◽  
Dimensional Structure ◽  
Extensive Literature ◽  
Extensive Literature Review ◽  
New Business ◽  
Potential Customers ◽  
Cognitive Legitimacy

Customer cognitive legitimacy is an important factor in a new business venture’s survival. Based on an extensive literature review of customer cognitive legitimacy, this book examines the consistent conceptualisation of the concept and its dimensional structure. This consistent conceptualisation facilitates the development of the reliable and valid three-dimensional customer cognitive legitimacy scale in 10 studies. The scale is based on potential customers’ interest in acquiring knowledge about a product and the company responsible for it, their perception of the company’s and the product’s future, and their perception of how competent the company’s managers are.

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