scholarly journals Learning Through Whatsapp During The Covid-19 Pandemic: A Case Study

2021 ◽  
Vol 10 (02) ◽  
pp. 136-145
Author(s):  
Nour Mheidly
Keyword(s):  
Information Literacy ◽  
Disaster Preparedness ◽  
Learning Experience ◽  
Communication Technologies ◽  
Cognitive Presence ◽  
Social Teaching ◽  
Learning Platform ◽  
Tool Evaluation ◽  
Mathematics Class

The COVID-19 pandemic forced lockdowns that severely affected the educational sector. The necessary shift to online learning was hindered in countries that lack communication technologies. In addition, the inadequate media and information literacy among educators and students alike exposed deficiencies in disaster preparedness. This resulted in the use of commonly used applications, such as WhatsApp, as a learning platform. We hereby present the learning experience of a mathematics class of the 10th grade through WhatsApp in a Lebanese public school. After analysis, we assess the initiative using the Rubric for eLearning Tool Evaluation. Although WhatsApp, as a learning tool, was functional, accessible, and technically effective, it hindered the learning experience with the lack of social, teaching, and cognitive presence. We offer our insights and recommendations on improving the learning and communication experience as we continue to navigate the current and any future pandemic.

Enhancing student participation in information literacy course based on Rain Classroom: a case study

2019 ◽  
Vol 38 (3) ◽  
pp. 522-536
Author(s):  
Lifeng Han ◽  
Zhenbo Lu
Keyword(s):  
Information Literacy ◽  
Academic Libraries ◽  
Learning Experience ◽  
Student Participation ◽  
Teaching Tool ◽  
Practical Case ◽  
Mixed Method Research ◽  
Content Type ◽  
Class Interaction

Purpose Student participation has been an important issue for information literacy (IL) teachings. The purpose of this paper is to promote active student participation in IL courses with Rain Classroom, an intelligent teaching tool. Design/methodology/approach Using mixed method research, the paper presents a practical case study of the author’s experiences with Rain Classroom to improve teaching and learning of IL. Findings The study shows that Rain Classroom helps implement problem-based learning, promote student participation in class interaction and optimize learning experience, which facilitates a shift of the IL course from passive to active learning. Research limitations/implications It is known that university public courses have large class sizes (more than 50 students per class), and, therefore, class interaction is difficult to organize. So this is a big issue for the researchers to study. Practical implications The proposed Rain Classroom is a free teaching tool and can be used in other academic libraries to enhance active student participation in IL lessons. Social implications The paper includes implications for improving interaction in large-size conference or trainings using Rain Classroom. Originality/value The existing literature has not traced the reports on using the Rain Classroom to enhance student participation in IL courses in academic libraries. This paper intends to fill this gap and share practical methods and experiences, deepening the application research of Rain Classroom.

scholarly journals Findings from a Case Study on Refugees Using MOOCs to (Re)enter Higher Education

Open Praxis ◽  
2018 ◽  
Vol 10 (4) ◽  
pp. 343 ◽  
Author(s):  
Gabi Witthaus
Keyword(s):  
Goal Setting ◽  
Social Presence ◽  
Qualitative Data ◽  
Learning Experience ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Additional Element ◽  
Use Of Information Sources ◽  
Learning Presence

This paper presents a case study evaluating the online learning experience of ten refugees on MOOCs. Qualitative data were collected from the learners, generating a set of 43 statements depicting the learners’ experience of learning, which were analysed using an augmented Community of Inquiry (CoI) theoretical framework. The key findings show that learners particularly desired teaching presence in terms of facilitation and feedback on their progress; they viewed online social presence as being important but generally not well managed in MOOCs; and they expressed cognitive presence mainly in terms of the selection and use of information sources. Learning presence (the additional element of the “augmented” CoI framework) was described primarily in terms of the importance of goal-setting and planning. The implications for organisations supporting refugees and other learners in disadvantaged circumstances on MOOCs are discussed.

scholarly journals THE USE OF ICT IN THE DIDACTIC PROCESS OF STUDENTS' EDUCATION

2018 ◽  
Vol 5 ◽  
pp. 238 ◽  
Author(s):  
Michal Cupial ◽  
Anna Szeląg-Sikora ◽  
Maciej Kuboń
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Learning Platform ◽  
Information And Communication ◽  
E Learning ◽  
Ict Tools ◽  
Internet Platform ◽  
Microsoft Office ◽  
The University

The modern education process requires introduction of modern information and communication technologies (ICT) in order to make classes more attractive, to properly implement curricular content and, as a consequence, to provide students with education compliant with applicable standards. Some didactic classes are more predisposed to the use of ICT, and others to a lesser extent. The Faculty of Production and Power Engineering of the University of Agriculture in Krakow has been using modern IT solutions to support the teaching process for many years. The mentioned ICT tools include the e-learning platform Moodle, office packages (Microsoft Office, Open Office), groupware tools, Internet platform Google Apps, Microsoft IT Academy and many specialized software. This study presents a case study of the use of ICT tools during selected subjects at the faculty.

Cinderella’s coach or just another pumpkin? Information communication technologies and the continuing marginalisation of languages in Australian schools

2014 ◽  
Vol 37 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Lindy Norris ◽  
Penelope Coutas
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Language Classes ◽  
Multiple Case ◽  
Adverse Influence

The rhetoric around global connectedness and advances in information communication technologies (ICTs) suggests that: Professional life for the marginalised and isolated language teacher should beeasier; the experience of language learners in Australian schools should be more meaningful andbring them closer to the languages and communities that they are studying; and collectively thisshould be empowering for students and teachers and, in turn, empower the languages learning areawith respect to its status and place within the curriculum. This paper examines these assumptionsthrough a qualitative multiple case study investigation of the use of information communicationtechnologies (ICTs) in secondary school language classes. The study explores the perceptions andexperiences of early adolescent language learners and those of their teachers. It also identifies andexamines a range of contextual factors that both complicate and nuance the technology andlanguages learning nexus. The findings of the study question the assumption of “automaticity”associated with ICTs and an enhanced/improved language learning experience for all those involved.This study finds that experience with technologies can impact negatively on both learners andteachers. This, in turn, can have an adverse influence on perceptions about languages and theirstatus in schools. At a time when schools are investing heavily in information communicationtechnologies, and when they are having to manage the introduction of the Australian Curriculum:Languages, the findings of this study serve to highlight the place of the “critical” in terms of languagesin Australian schools.

scholarly journals Social media, authentic learning and embedded librarianship: a case study of dietetics students

2012 ◽  
Vol 6 (2) ◽  
pp. 97 ◽  
Author(s):  
Rebecca K. Miller
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Learning Experience ◽  
Social Information ◽  
Authentic Learning ◽  
Engineering Technology ◽  
Research Libraries ◽  
Social Media Networks

Recent studies and reports indicate that social media tools have changed the way that people access and disseminate information. Social information, or information that is communicated and made accessible through social media networks and tools, represents a growing collection of information used by consumers, researchers and even healthcare practitioners. Undergraduate students preparing to enter the healthcare field need to understand how to use social information to reach consumers and share scholarship with other healthcare professionals. Using the dietetics curriculum at Virginia Tech in Blacksburg, VA, as a case study, this paper describes how a liaison librarian highlighted particular areas of the curriculum that she could support through information literacy instruction and embedded librarianship. By collaborating with a faculty member and using objectives from both the Association of College & Research Libraries’ Information Literacy Standards for Science and Engineering/Technology and the Accreditation Council of Education in Nutrition and Dietetics’ 2008 Foundation Knowledge and Competencies-Dietitian Education, she developed an authentic learning experience for students in the programme. Formal and informal assessments indicated that the entire project met a significant need in the dietetics curriculum and successfully engaged students by having them negotiate the social web in an authentic learning environment. This article is based on a paper presented at LILAC 2012.

THE ROLE OF EDUCATION ON DISASTER PREPAREDNESS CASE STUDY OF 2012 INDIAN OCEAN EARTHQUAKES ON THAILAND’S

2018 ◽  
Author(s):  
Raya Muttarak ◽  
Wiraporn Pothisiri
Keyword(s):  
Indian Ocean ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
Formal Education ◽  
Disaster Experience ◽  
Individual Household ◽  
The Indian Ocean ◽  
The Individual

In this paper we investigate how well residents of the Andaman coast in Phang Nga province, Thailand, are prepared for earthquakes and tsunami. It is hypothesized that formal education can promote disaster preparedness because education enhances individual cognitive and learning skills, as well as access to information. A survey was conducted of 557 households in the areas that received tsunami warnings following the Indian Ocean earthquakes on 11 April 2012. Interviews were carried out during the period of numerous aftershocks, which put residents in the region on high alert. The respondents were asked what emergency preparedness measures they had taken following the 11 April earthquakes. Using the partial proportional odds model, the paper investigates determinants of personal disaster preparedness measured as the number of preparedness actions taken. Controlling for village effects, we find that formal education, measured at the individual, household, and community levels, has a positive relationship with taking preparedness measures. For the survey group without past disaster experience, the education level of household members is positively related to disaster preparedness. The findings also show that disaster related training is most effective for individuals with high educational attainment. Furthermore, living in a community with a higher proportion of women who have at least a secondary education increases the likelihood of disaster preparedness. In conclusion, we found that formal education can increase disaster preparedness and reduce vulnerability to natural hazards.

ICT-ENABLED BOTTOM-UP ARCHITECTURAL DESIGN

2016 ◽  
Vol 10 (1) ◽  
pp. 26 ◽  
Author(s):  
Burak Pak
Keyword(s):  
Information And Communication Technologies ◽  
Design Education ◽  
Architectural Design ◽  
Communication Technologies ◽  
Self Organization ◽  
Literature Study ◽  
Bottom Up ◽  
Information And Communication ◽  
Ict Tools

This paper aims at discussing the potentials of bottom-up design practices in relation to the latest developments in Information and Communication Technologies (ICT) by making an in-depth review of inaugural cases. The first part of the study involves a literature study and the elaboration of basic strategies from the case study. The second part reframes the existing ICT tools and strategies and elaborates on their potentials to support the modes of participation performed in these cases. As a result, by distilling the created knowledge, the study reveals the potentials of novel modes of ICT-enabled design participation which exploit a set of collective action tools to support sustainable ways of self-organization and bottom-up design. The final part explains the relevance of these with solid examples and presents a hypothetical case for future implementation. The paper concludes with a brief reflection on the implications of the findings for the future of architectural design education.

Information Literacy and Education Policy: An Instrumental Case Study of the Ontario Public School Curriculum

2013 ◽  
Author(s):  
Pia Liv Russell
Keyword(s):  
Information Literacy ◽  
Rhetorical Analysis ◽  
School Curriculum ◽  
Policy Makers ◽  
Public Education System ◽  
Instrumental Case Study ◽  
Student Access ◽  
Literacy Policy ◽  
Étude Cas

This interdisciplinary case study explores information literacy policy in Ontario’s public education system. Using interviews with policy makers and a rhetorical analysis of information literacy policy documents, it finds Ontario’s current information literacy policy inadequate to the task of providing equitable student access to opportunities for information literacy development.Une étude cas interdisciplinaire explore la politique de littératie informationnelle du système d’éducation publique de l’Ontario. En utilisant des entrevues avec les décideurs et une analyse rhétorique des documents sur la politique de littératie informationnelle, il est démontré que la politique de littératie informationnelle actuelle de l’Ontario est inappropriée pour la mission qui vise à offrir aux étudiants un accès équitable aux possibilités de développement de la littératie informationnelle. 

Globalization and Benedict XVI’s Caritas in Veritate

2018 ◽  
Author(s):  
Matthew A. Shadle
Keyword(s):  
Hong Kong ◽  
Vulnerable Populations ◽  
Global Economy ◽  
Catholic Social Teaching ◽  
Communication Technologies ◽  
Social Teaching ◽  
Catholic Social Thought ◽  
Caritas In Veritate ◽  
The World ◽  
The Trinity

In recent years the economy has become globalized. Globalization is the increased flow of goods, services, capital, people, and culture facilitated by innovations in transportation and communication technologies. This chapter examines the phenomenon of globalization and its impact on Catholic social teaching. It looks, in particular, at Pope Benedict XVI’s encyclical Caritas in Veritate. Pope Benedict criticizes how the current global economy exploits and excludes vulnerable populations around the world. Caritas in Veritate further develops the communio framework initiated by John Paul II and proposes that the communion of the three Persons of the Trinity provides a model for the shape globalization should take, recognizing unity in the midst of diversity. The chapter also looks at how Catholic social thought itself is globalizing, examining in particular the work of Mary Mee-Yin Yuen from Hong Kong and Stan Chu Ilo from Nigeria.

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