An Evaluation Study of an E-Learning Course at the Duhok Polytechnic University

In last decade, there has been a growing awareness in E-Learning which is the most recent type of distance education, and becomes a highly significant model of educational technology. Today e-Learning studies indicate that there is an increasing use of this educational scheme for students, trainers and instructors which improve the learning capability of the students and trainee by depending on student-centered learning (SCL) scheme rather than using the traditional teacher or trainer centered teaching mechanism.However, students’ awareness for the advantage of using e-Learning has not been significantly investigated, especially in Iraq. The aim of this article is to inspect students’ awareness of the using of e-Learning at the Dohuk Polytechnic University. Participants involved in this study were 100 students studying the C++ programming language course during 2015-2016 and 2017-2018 academic years and 210 students studying computer application course during 2018-2019.

أثر استراتيجية إتقان التعلم في تحصيل طلاب مقررات تقنيات التعليم في كلية المعلمين بجامعة أم القرى و اتجاهاتهم نحوها

The objective of this study is to know the cffect of applying the strategy of education in the subject of technological learning for students in the Teachers’ College at Umm Al-Qura University. The study was applied to a group of students to know the effect, and attitudes towards the subjects they have studied. The findings of study have shown significant differences between the groups of study for the expense of both groups which studied the educational subject in the way of their studies to the accuracy of both levels of study’s achievements and students attitudes towards the subject. This means that this strategy increased the outcomes of students, and also, increased their attitudes towards the subject. Accordingly, the above two researchers recommend the use of strategic learning for accuracy in the teaching of the difference of educational technology subjects, and other subjects for their advantage to the students’ abilities in acquiring different skills. Also, they recommend that ministry of higher education, and ministry of education should put general plans to show teachers the curriculum and to let them practice wavs to achieve easily the objectives of learning for accuracy

Facebook as Data: A Primer for Educational Technology Researchers Using Public Internet Data Mining Methods

Digital trace data has helped us understand teaching and learning on social media sites other than Facebook. Moreover, while we know a few things about the educational uses of Facebook, that knowledge has been limited because Facebook has not—until recently—been open to researchers. This paper introduces how Facebook can serve as a data source for educational technology researchers. It provides a walkthrough, from developing research questions and identifying public pages of interest, considering ethics, accessing and downloading historical data through the CrowdTangle platform, and analyzing that data. An example list of pages is provided with code for the open-source statistical software to analyze the data. Future directions for the use of Facebook for research on teaching, learning, and educational systems and their intersection with educational technologies are discussed.

Digitalisation and work well-being: a qualitative study of techno-work engagement experiences related to the use of educational technology

PurposeThe study explores techno-work engagement, which is a positive and fulfilling state of well-being with respect to the use of digital technology at work. It provides insight into the circumstances in which the educational use of ICT enhances work well-being.Design/methodology/approachA total of 60 Finns from the education sector wrote descriptions of situations in which they experienced techno-work engagement related to the use of educational technology. The responses were analysed qualitatively.FindingsParticipants experienced techno-work engagement not only when educational technology facilitated work, enabled progress and produced novelty value but also when working in collaboration and in a positive climate.Originality/valueThis first qualitative study of techno-work engagement deepens the understanding of positive well-being experiences associated with the use of educational technology. It also provides suggestions for leading technology-related work well-being in educational sector.

Learning Loss: A Real Threat in Education for Underprivileged Students and Remote Regions during the Covid-19 Pandemic

This study aims to describe the real threat of learning loss for underprivileged students and remote areas, due to school closures and distance learning in Riau Province, Indonesia. On the other hand, keeping students safe from the dangers of the COVID-19 virus is the main factor. Distance learning is a solution to this dilemma, but it is very difficult for underprivileged students and remote regions to implement, because: 1) Students have never used various educational technology platforms in distance learning 2) Do not have a smartphone and mobile data plans 3) Internet signal in remote areas is not good for distance learning. The results of this study describe, when distance learning was first implemented, as many as 75 % of 206 underprivileged students and ten schools experienced difficulties when using educational technology platforms for distance learning. However, after two years, there has been an increase in the participation of underprivileged students in distance learning. In addition, it has become a habit, subsidized mobile data plans from the government, adaptive curricula and variations in learning methods when distance learning, have become important factor in increasing the participation of underprivileged students and remote regions.

Educational Technology Based on Virtual and Augmented Reality for Students With Learning Disabilities

Educational technology is contributing towards diversity awareness as it allows you to create more personalized and student-centered learning situations. This chapter addresses specific learning difficulties (SpLD) and, specifically, dyslexia, since it is one of the most prevalent challenges in the educational field. Information and communication technologies allow direct intervention with students who have special educational needs as an alternative to traditional resources, which is much more motivating. In this sense, as an example, various projects and applications are presented that allow working on this type of difficulties with students. This chapter highlights the virtual reality and augmented reality software carried out in the context of the European Erasmus + FORDYSVAR project, of which the authors are part.

Developing Smart Learning Environments in Line with the Future Requirements of Artificial Intelligence: Saudi Universities

The current study aims to develop smart learning environments in Saudi universities in line with the future requirements of artificial intelligence. To achieve this goal, a systematic review was conducted on studies published on Scopus and Google Scholar databases from 1990 until 2021 on the development of e-learning in the light of artificial intelligence (in addition to the relevant Arab studies). First, a list of challenges and opportunities for developing smart learning environments according to the future requirements of artificial intelligence was composed. Then, a questionnaire was prepared and reviewed by several academic experts in educational technology in Saudi universities. The study results include many challenges expected to be encountered in the smart learning environments in Saudi universities concerning the future preconditions for artificial intelligence. It also presented a number of opportunities and procedures for facing such challenges and exploiting the opportunities. Finally, some recommendations and suggestions were presented.

Instructional Design, Educational Technology, and LGBTQ Students

As diversity and social justice have become more important in education, educators are beginning to realize that their lessons, both real and virtual, need to be more inclusive. More specifically, this chapter addresses the culture, learning, and relationship with technology of a specific subset of students: individuals who identify as lesbian, gay, bisexual, transsexual/transgender, and queer/questioning (LGBTQ) or who have LGBTQ parents, guardians, friends, and/or family. Suggestions for educators on inclusive strategies when integrating technology into lessons through digital activities and various educational technology tools, as well as inclusive instructional design suggestions, are included. As for the question addressed in the title, none is the answer because all three of these things belong together in all forms of education, in all types of schools, and by all types of educators.