scholarly journals Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning

2019 ◽  
Vol 9 (4) ◽  
pp. 30
Author(s):  
Akyürek Erkan
Keyword(s):  
Educational Technology ◽  
Technology Acceptance ◽  
Education Technology ◽  
Sound Insulation ◽  
Teacher Student ◽  
Depth Analysis ◽  
Communication Interaction ◽  
Teachers And Students ◽  
The Impact

This paper aims to investigate the teachers’ and students' views on using technology and its effect oncommunication/interaction. As noteworthy results have been succeeded in educational technology in recent years,evaluating the effects of technology integration on communication is now possible. Moreover, the impact oftechnology on the teachers' and students' communication is considered important. The present study examines thefactors or the impact of using technology between teacher-student communication/interaction in Turkey. This paperproposes both innovation diffusion theory (IDT) and integrating technology acceptance model (TAM) fromeducational communication perspectives. The case study method was used in the research. Case study is one of thequalitative approaches and requires in-depth analysis of a case resulting in a narrative description of behaviour orexperience of a person or a group. The sample of this study consists of 95 participants (77 students and 18 teachers)from a secondary school in Bursa/Turkey. Semi-Structured interviews were carried out with the participants includingissues; "using education technology on teacher and student technologies, the effect of using education technology andto improve teacher-student communication should be used asolution proposals for technologies in classrooms".Maxqda 11 program was used for the analysis of the interviews. As a result of the interviews, participants have beensuggested to use tablets in classrooms, sound insulation, use of never ending pen and no ringtones. The findings showthat the choice of educational technology is related to teachers’ perception which is communication/interaction withthe student can be enhanced using technology. However, the opposite is true for students.

scholarly journals Exploring the Impact of Ineffective Formal Communication between Teachers and Students: A Case Study of Mustaqbal University and Jubail University College, Kingdom of Saudi Arabia

2020 ◽  
Vol 13 (3) ◽  
pp. 68
Author(s):  
Hanan Albalawi ◽  
Muhammad Nadeem
Keyword(s):  
Poor Quality ◽  
Interactive Methods ◽  
Teacher Student ◽  
University College ◽  
Teachers And Students ◽  
Efl Students ◽  
Formal Communication ◽  
The Impact

This study investigates the specific barriers to effective communication by teachers and students of the EFL programs of higher education in the Saudi Kingdom. The study utilized a qualitative design to examine perspectives of EFL students and the faculty members of the EFL programs at Al-Mustaqbal and Jubail University College on the effects, causes and viable solutions to ineffective communication between teachers and students. Data collection involved interactive methods which included using open-ended questionnaires and online focus groups respectively. Overall, 39% agreed that poor and ineffective communication is common between teachers and students, and 44% agreed that it was a cause of poor performances for students in EFL programs; while 17% indicated that ineffective communication between teachers and students was to blame for the poor quality of engagement of students with their teachers. The findings qualify the critical significance of considering the implementation of motivating methodologies for improving teacher-student communication.

scholarly journals The explanatory power of citations: a new approach to unpacking impact in science

2021 ◽  
Author(s):  
Matthias Sebastian Rüdiger ◽  
David Antons ◽  
Torsten-Oliver Salge
Keyword(s):  
Technology Acceptance ◽  
Explanatory Power ◽  
Computational Techniques ◽  
Equal Weight ◽  
Scientific Disciplines ◽  
Depth Analysis ◽  
Clustering Approach ◽  
Acceptance Model ◽  
The Impact

AbstractCitation analysis has been applied to map the landscape of scientific disciplines and to assess the impact of publications. However, it is limited in that it assumes all citations to be of equal weight. Doing away with this assumption could make such studies even more insightful. Current developments in this regard focus on the evaluation of the syntactic and semantic qualities of the text that surrounds citations. Still lacking, however, are computational techniques to unpack the thematic context in which citations appear. It is against this backdrop that we propose a text clustering approach to derive contextual aspects of individual citations and the relationship between cited and citing work in an automated and scalable fashion. The method reveals a focal publication’s absorption and use within the scientific community. It can also facilitate impact assessments at all levels. In addition to analyzing individual publications, the method can also be extended to creating impact profiles for authors, institutions, disciplines, and regions. We illustrate our results based on a large corpus of full-text articles from the field of Information systems (IS) with the help of exemplary visualizations. In addition, we provide a case study, the scientific impact of the Technology acceptance model. This way, we not only show the usefulness of our method in comparison to existing techniques but also enhance the understanding of the field by providing an in-depth analysis of the absorption of a key IS theoretical base.

scholarly journals The effect of the flexible modular schedule on student academic achievement, student behavior, and student development

2019 ◽  
Author(s):  
◽  
Robert J. Jr. Kroll
Keyword(s):  
Standardized Testing ◽  
Student Development ◽  
Student Behavior ◽  
Educational Leaders ◽  
Developmental Needs ◽  
Student Suspension ◽  
Depth Analysis ◽  
School Day ◽  
The Impact

The purpose of this case study was to examine the effect the flexible modular schedule had on student achievement, student behavior, and student development. This study contained three questions that evaluated the effect flexible modular scheduling had upon academic [standardized testing analysis] and student behavior [student suspension analysis] as well as the developmental impact [faculty interviews] the schedule had on students within a particular school. A mixed methods approach was used to conduct a case study that allowed an in-depth analysis of both the qualitative and quantitative data. Quantitative findings of significance provide answers to the research questions as well as qualitative themes such as inconsistent stakeholder buy-in, student access: opportunities and challenges, and developmental outcomes, which offer insight into the impact the flexible modular schedule has had on student development. This study sought to examine the necessity for educational leaders to consider the developmental needs of students ahead of the allocation of time when structuring the school day. Recommendations for practice are presented to both the school district and high school employing the flexible modular schedule.

scholarly journals Educational technology and its impact on the efficiency of the educational process in higher education

2021 ◽  
Vol 16 (4) ◽  
pp. 1384-1394
Author(s):  
Eman Nayef Al Njadat ◽  
Somaya Al-Ja’afreh ◽  
Ahed Hani Ibrahim Almsaiden
Keyword(s):  
Educational Technology ◽  
Positive Impact ◽  
Education Technology ◽  
Educational Process ◽  
Faculty Members ◽  
Material Resources ◽  
University College ◽  
Independent Variable ◽  
Spss Software ◽  
The Impact

This study aims to reveal the impact of educational technology on the efficiency and improvement of the educational process at Aqaba University College. The study followed the descriptive-analytical approach, and a random population consisting of twenty-seven (27) faculty members were selected to represent the sample community. The independent variable in this study is the education technology, while the dependent variable is the educational system. The questionnaire is distributed among all selected twenty-seven faculty members for data collection, and the SPSS software is used to analyze the data. The analysis of the study found that educational technology has a positive impact represented in the highly improved educational process at Aqaba University College. At the same time, the challenges were the material resources needed for educational technology. Keywords: Information technology; Communication; Efficiency of the educational process; Educational technology; Education system

scholarly journals Implementing the MY FRIENDS Youth programme in a New Zealand secondary school: The experiences of staff and Year 9 students

2021 ◽  
Author(s):  
◽  
Laurence Fay
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
School Context ◽  
Anxiety And Depression ◽  
Teachers And Students ◽  
The Impact ◽  
Youth Resilience

<p>Increasing rates of young people’s anxiety and depression is a concern for New Zealand secondary schools and this results in issues for students such as decreased wellbeing and school attendance, health difficulties and social isolation. In 2013 the Ministry of Education introduced a pilot of the MY FRIENDS Youth Resilience programme into secondary schools for students in Year 9. This thesis reports on the experiences of teachers and students of the MY FRIENDS Youth programme in one secondary school context. This programme is based on cognitive behavioural therapy principles and has been developed to support young people build their understanding and skills in resilience to enhance their wellbeing. The programme has been implemented and evaluated with young people in a number of countries. Research has shown it to have beneficial effects in promoting emotional resilience and in reducing anxiety and depression in students. The findings of this school case study are explored, and the impact of the programme for the students and their school community is presented. A case study methodological approach was used that enabled the collection of rich data to explore the deep meaning from teachers and students. This involved an in-depth instrumental case study within one secondary school involving teachers, students, the counsellor, the principal and students’ parents. Observations, document analysis and interviews took place to build a comprehensive understanding of how teachers and students learned through the programme. Findings suggest the students see the MY FRIENDS Youth Resilience programme as a positive, useful programme that has enabled them to learn various strategies to deal with challenging scenarios in their life. The findings also address barriers to implementation and possible implications for the future. Several suggestions for the programme are discussed along with certain adaptations of the programme to make it more relevant to the New Zealand context.</p>

scholarly journals Relation Affective Entre Apprenant-Enseignant: Cas De Certains Lycees De Cȏte d`Ivoire

2016 ◽  
Vol 12 (22) ◽  
pp. 150
Author(s):  
Djelle Opely Patrice Aime
Keyword(s):  
Learning Process ◽  
Human Beings ◽  
Student Knowledge ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Good Learning ◽  
Student Relationship ◽  
Atmosphere Environment ◽  
The Impact

This article is meant to work on teacher-learner relationship and the outcomes of the student-knowledge. The aim is to determine the impact of the teacher-learner relationship on the good atmosphere on creating a good learning environment in the learning process. The assumption is that teacher’s positive attitude toward learners always favours a good learning atmosphere environment. Our methodology will be based on semi directive interviews, questionnairs and inquiries on the class beginning atmosphere, classroom chronicles and evaluations meant to teachers and students in some middle schools and high schools schools in Côte d’Ivoire. The results tell us that emotion in teacher-student relationship plays various roles in the reasoning-learning process, for « they are the heart of human beings mental life ».

International Teacher Education Network

2021 ◽  
pp. 1-19
Author(s):  
M. Dolores Ramírez-Verdugo
Keyword(s):  
Teacher Education ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Social Sustainability ◽  
Transmedia Storytelling ◽  
Teachers And Students ◽  
Education Network ◽  
K 12 ◽  
The Impact ◽  
International Teacher

This chapter presents an overview of the design and development of a research project aimed at setting the foundation of an international teacher education network to enhance teacher education from a transversal and interdisciplinary perspective. The network partnership explores the impact of applied educational technology, including digital and transmedia storytelling or augmented reality, to upgrade teacher education. This approach provides tailored training to equip lecturers, teacher trainers, pre- and in-service K-12 teachers, and students with specific competencies, skills, and strategies in instruction and assessment. This training also intends to raise their awareness of educational, social, sustainability, and environmental challenges. Within this framework, educational technology, language, and narrative genres become the articulatory axis of teaching and learning within bilingual and intercultural education contexts. This chapter also serves to define the scope and rationale for the edited volume.

Readiness for the Fourth Industrial Revolution

2021 ◽  
pp. 12-29
Author(s):  
Dagogo William Legg-Jack
Keyword(s):  
Technology Acceptance ◽  
South African ◽  
Industrial Revolution ◽  
Study Approach ◽  
Fourth Industrial Revolution ◽  
Sample Data ◽  
Readiness To Learn ◽  
Acceptance Model ◽  
The Impact

This chapter explored the readiness of a South African university to take part in the fourth industrial revolution by exploring the experiences of students in science and technology on the impact of COVID-19 in the learning of their practical modules. Guided by two research questions, namely how the COVID-19 has impacted students' engagement with their practical modules and students' readiness to learn remotely and carry out the practical aspects of their modules, the chapter employ a qualitative case study approach to explore the views of students that offer courses that involve practical. Seven fourth-year students were purposively selected as study sample. Data were generated online using Google forms and were analysed thematically. The chapter was framed using the technology acceptance model. Findings revealed the following: ease and clarity of concept, lack of interaction with others, lack of motivation, lack of access to ICT facilities, lack of relevant materials to execute practical tasks, and lack of conducive learning environment.

Chalkle: The case study of an edtech social enterprise aspiring to transform Adult and Community Education in Aotearoa, New Zealand

2021 ◽  
Author(s):  
◽  
Carine Stewart
Keyword(s):  
New Zealand ◽  
Social Enterprise ◽  
Community Education ◽  
Education Technology ◽  
Sustainable Solutions ◽  
Exploratory Case Study ◽  
Aotearoa New Zealand ◽  
Depth Analysis ◽  
Challenges And Opportunities

<p>This thesis examines Chalkle, an edtech social enterprise, through an exploratory case study which offers an in-depth analysis of its operations, policies, procedures, and practices in the period between July 2012 and December 2015. The study of Chalkle explores the company’s aspirations to transform the field of Adult and Community Education (ACE) in Aotearoa, New Zealand. This thesis examines the motivations, challenges, and opportunities presented by Chalkle from the perspective of various stakeholders: learners, teachers, providers, Champions, as well as the organisation’s co-founders. The study of Chalkle offers insights into an alternative model of ACE, which harnessed the power of a technology platform and utilised a social enterprise business model to encourage greater connectivity within the ACE sector. An analysis of Chalkle is important in order to explore and understand how collaboration across and beyond the ACE sector, in this case through a mix of education, technology, and business, could offer insights into sustainable solutions to withstand changes in government policy and funding.</p>

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