THE INTERRELATIONSHIP AMONG THE COMPONENTS OF STUDENTS’ INTERNET INSIGHT AS AN ACADEMIC RESOURCE TOOL IN KENYAN UNIVERSITIES

Purpose: The aim of this paper was to determine the interrelationship among the components of students’ internet insight as an academic resource tool in universities based in Kenya. Methodology: The study was conducted in Moi University and Daystar University. The study was based on the Social learning theory by Bandura focusing on internet self-efficacy and supplemented by Technology acceptance model by Davies. Quantitative research approach was undertaken. An ex post facto research survey design was adopted. The researcher used a representative sample of 435 (Moi University) and 175 (Daystar University)adding up to 610 Third year student teachers of the academic year 2015/2016 drawn from School of Education in the two universities. Stratified sampling was used to categorize students by gender from each stratum; participants were chosen randomly. Questionnaires were used as instruments of data collection. Content validity was established by use of expert judgment in the school of education. Test re-test method was applied to check if the instruments that collected data were reliable. Descriptive and inferential statistics were applied to analyze data. In descriptive statistics data frequencies, percentages and mean was used. Analysis of variance (ANOVA), Chi square and Post hoc tests were used to test the hypotheses. Results: The findings indicated that more participants concurred with almost all accounts on internet knowledge, self-efficacy, perceived internet usefulness and perceived internet ease of use. Unique contribution to theory, practice and policy: The results of the paper are useful in designing educational programs in Kenyan institutions of higher learning and also, present a platform to close the gap of knowledge in digital divide field which is used later in technology acceptance studies.

INFLUENCE OF TYPE OF UNIVERSITY ON STUDENTS’ INTERNET INSIGHT AS AN ACADEMIC RESOURCE TOOL IN KENYAN UNIVERSITIES

Purpose: The aim of the paper is to find out the impact of type of university on the insight students have about the internet as a learning tool in universities based in Kenya. Methodology: Quantitative research approach was undertaken. An ex post facto research survey design was adopted. The researcher used a representative sample of 435 (Moi University) and 175 (Daystar University)adding up to 610 Third year student teachers of the academic year 2015/2016 drawn from School of Education in the two universities. Stratified sampling was used to categorize students by gender from each stratum; participants were chosen randomly. Questionnaires were used as instruments of data collection. Content validity was established by use of expert judgment in the school of education. Test re-test method was used to establish the reliability of instruments of data collection. Descriptive and inferential statistics were applied for data analysis. The inferential statistics used was mean, data frequencies and percentages. Several tests were used to test the hypothesis, that is, Post hoc, Chi square and Analysis of variance. Results: The study findings indicated no significant relationship between university type and internet knowledge, perceived internet ease of use and internet self-efficacy. Unique contribution to practice, theory, and strategy: The outcome of the study is useful in designing educational programs in Kenyan institutions of higher learning and also, creates an avenue to link the knowledge gap in digital divide research field, to be used later for technology acceptance studies.

Online Reciprocal Peer Tutoring Approach in Facebook: Measuring Students' Critical Thinking

Critical thinking skills are one of essential employability skills for graduates when entering the workforce. The lack of critical thinking skills among Malaysian graduates is a concern as these skills are important for success in the 21st century. Therefore, this paper aims to study the effects of online reciprocal peer tutoring (RPT) through Facebook discussion on students’ critical thinking. In this study, the online RPT approach in Facebook was used to nurture students to think critically. In RPT, the tutor role is switched between participants in each task, giving equal opportunities to all learners to benefit from the tutor and tutee role. This approach was integrated into their learning for 4 weeks to increase students' critical thinking. During the learning process, they need to involve in 4 critical thinking tasks based on Bloom's taxonomy. 29 undergraduate students from the school of education, Faculty of Social Sciences and Humanities at Universiti Teknologi Malaysia completed the validated instrument, Watson-Glaser Critical Thinking Appraisal test (inference, assumption, deduction, interpretation, evaluation arguments) before and after the treatment. The findings show that it is significantly different in making inference (Z=-3.85, p=.000

Kit “Energy, Environment and Sustainability”: An Educational Strategy for a Sustainable Future. A Case Study for Guinea-Bissau

Increasing the scientific knowledge of the population through education is a development strategy towards a sustainable future. However, there is no equity in the access to science education and scientific knowledge. The aim of this paper is to present and analyse a science kit named “Energy, Environment and Sustainability” (KEAS). Based on research conducted in Guinea-Bissau, it explores strategies to promote science education for a sustainable future. The strengths and limitations of the KEAS were studied using different data collection methods, including interviews, observation, survey, focus groups and document analysis. The participants were teacher trainers from the Guinea-Bissau School of Education. It is concluded that the KEAS is a feasible and suitable teaching strategy appropriate to the context, having the potential to contribute to learning about the environment and sustainability. Further, it addresses real problems for which students should acquire knowledge and skills in order to be able to make informed choices.

Thomas Knaus im Gespräch mit Jörg Keßler

Es wird Herbst in Ludwigsburg: Drei (pandemiebedingte) Onlinesemester liegen hinter uns und die Blätter im benachbarten Favoritepark färben sich bereits, als sich Prof. Dr. Jörg-U. Keßler (Professor für Englische Sprache und ihre Didaktik) und Prof. Dr. Thomas Knaus (Professor für Erziehungswissenschaft, Leiter der Abt. Medienpädagogik und Herausgeber der LBzM) treffen. Jörg Keßler ist seit 2018 Prorektor für Forschung und Internationales der PH Ludwigsburg sowie (gemeinsam mit Prof. Dr. Christine Sälzer, Uni Stuttgart) einer der beiden Direktor*innen der Professional School of Education Stuttgart-Ludwigsburg (PSE); er wurde außerdem im Sommer zum Nachfolger von Prof. Dr. Martin Fix, dem aktuellen Rektor der PH Ludwigsburg, gewählt.

Pandemiebedingungen als Türöffner für neue Making-Prozesse? Erfahrungen aus dem Verbundprojekt MakEd_digital.

Der Beitrag bietet einen Einblick in ausgewählte Making-Projekte des Verbundprojekts MakEd_digital der Professional School of Education (PSE), entstanden und durchgeführt zwischen 2020 und 2021 unter Bedingungen der Covid-19-Pandemie. Anhand dieser Projekte und auf Grundlage einer medienpädagogischen Reflexion von Making wird besprochen, inwiefern Making als Bildungsperspektive im digitalen Raum der beteiligten Hochschulen fruchtbar gemacht werden konnte. Es wird gezeigt, dass sich der Motor für Makingprozesse nicht in physischen Räumlichkeiten verbirgt, sondern im Engagement der Maker*innen für kreativ-ästhetische Making-Projekte zu finden ist.

On-campus students' remote use of Internet-based library services and resources : is there an impact on students' use of the library in-house

<p>With the increase of Internet access available to on-campus students and a growing number of Internet-based library services and resources available by remote access, ongoing research is necessary to monitor who the remote users are and whether remote use of the library has an impact on the use of the library in-house. This study surveyed on-campus students at the School of Education of the University of Waikato. At the beginning of April 2001 a questionnaire was distributed in a number of classes representing the different levels of the main teacher training programmes. Nearly half of all students enrolled in these programmes were surveyed. In line with findings of previous studies, this study found that a greater number of higher level and older students use the library resources and services by remote access. However, there was also evidence that younger students and students at lower levels increasingly use remote access to the library. The study did not find a clear pattern of how remote use of the library affects on-campus students' use of the library in-house, but identified some trends of remote user behaviour. There was evidence that some remote users are heavier users of the library in-house than on-campus students who use the library in-house only. On the other hand, this study also found that some remote users used the library less in-house as a result of having remote access.</p>

On-campus students' remote use of Internet-based library services and resources : is there an impact on students' use of the library in-house

<p>With the increase of Internet access available to on-campus students and a growing number of Internet-based library services and resources available by remote access, ongoing research is necessary to monitor who the remote users are and whether remote use of the library has an impact on the use of the library in-house. This study surveyed on-campus students at the School of Education of the University of Waikato. At the beginning of April 2001 a questionnaire was distributed in a number of classes representing the different levels of the main teacher training programmes. Nearly half of all students enrolled in these programmes were surveyed. In line with findings of previous studies, this study found that a greater number of higher level and older students use the library resources and services by remote access. However, there was also evidence that younger students and students at lower levels increasingly use remote access to the library. The study did not find a clear pattern of how remote use of the library affects on-campus students' use of the library in-house, but identified some trends of remote user behaviour. There was evidence that some remote users are heavier users of the library in-house than on-campus students who use the library in-house only. On the other hand, this study also found that some remote users used the library less in-house as a result of having remote access.</p>

Outraged housewives and sympathetic school children: Primary drama in digital form

This article focuses on the delivery of two primary English workshops delivered on the BA Primary (with QTS) degree course to first year trainees studying in the School of Education at University of Brighton. These interactive sessions include practical activity, specifically drama, and are typically delivered on campus. This is a significant point for our first-year students in primary teacher education as they explore challenging texts through drama, positioning themselves as learners in the primary classroom. Transformative learning occurs as aspiring teachers negotiate their previous experiences of drama and develop their understanding of it as a tool for the classroom. This article, a jointly composed reflection upon adapted practice during the Covid 19 pandemic, considers how drama (as a practical, interactive pedagogical tool) was delivered and engaged with in digital form. Feedback was gathered through informal interviews to collate student and tutor perspectives on the experience.