Education 3.0

Education 3.0 is the confluence of known, effective throughputs in teaching and learning due to changed inputs and desired changes to output across higher education. From increasingly diverse student populations to the need for critical thinking by all, education has fundamentally changed. Practitioners must leverage technologies to scale learning and meet demands by families for more flexible, lifelong learning options. Gone are the days when student bodies had more on-campus, residential, homogeneity, as well as small cohorts from selective admissions. Such changes now require architects of learning to consider the efficacy of various teaching and assessment methods in promoting actual learning versus short-term memorization, as well as how to use technology to do all of this at scale. From neuroscience to learning psychology to education technology, there is an impressive body of research around authentic learning, yet most faculty are largely unaware of this scholarship, seeing instruction dominated by tradition rather than effectiveness.

Completing Student-Teaching Internships Online

Distance-based learning has become one of the common alternative learning options. Currently, due to the COVID-19 pandemic, many academic programmes, including programmes with internship requirements, have switched their teaching and learning strategies from on-campus learning to online platforms. This study aims to understand the experiences and sense-making processes of student-teachers who have completed their student-teaching internships online during the COVID-19 pandemic. To understand the feedback, experiences, and sense-making processes of this group of student-teachers, it is important to collect first-hand sharing. More importantly, the trend of distance learning-based student-teaching internships will be developed during and after the COVID-19 pandemic. The results of this study will serve as one of the first reports about student-teachers' experiences.

TECHNOLOGY-ENABLED ENGLISH LEARNING TRAINING FOR MTs TEACHERS IN THE WAJO DISTRICT

For the majority of students, English is a dreaded subject. Mastering English necessitates the repetition of patterns used in daily speech, as our pupils are more likely to communicate in regional languages and Indonesian. It is almost always tough for English teachers to urge their students to learn English. As a result of this occurrence, we as English lecturers are committed to giving students with learning options that allow them to enjoy learning English while being focused on the goal. We introduce technology-based English classes and educate this subject to MTs teachers around Wajo Regency, who will later serve as the students' learning relay.

A Sociocultural Framework to Analyse M-Learning Options for Early Childhood Development (ECD) Practitioner Training

This article, a contribution to m-learning (mobile learning) research, centres on the motivation for, and development of, a suitable framework to analyse m-learning options for early childhood development (ECD) practitioners. Grounded in a sociocultural learning perspective, the framework was developed as part of a larger study into the feasibility of m-learning for ECD practitioners in the Penreach professional development programme in Mpumalanga Province, South Africa. Analysis of existing frameworks enabled the development of a new, modified framework to suit the Penreach context. Here we unpack the framework and explain its development. The new, modified framework aims to assist researchers, developers, and implementers by prompting consideration of five sociocultural learning features associated with m-learning in ECD, namely: device access, data affordability, authenticity, collaboration, and personalisation.

Academic success online: The mediating role of self-efficacy on personality and academic performance

Academic success in any context is dependent upon a student's belief in their ability to succeed. While learning online, a students’ self-efficacy is affected by their confidence in their ability to interact within the online environment. With the proliferation of personalized learning and the growth of Massive Open Online Courses, this growing trend is a shift in focus from the centralized brick-and-mortar locus of control, to one of enabling student choice and agency for how, when, and where they learn. In the pre-pandemic setting, this research study examined the personality types of students enrolled in eight sections of four online courses in educational technology, and the role self-efficacy for learning online played in their academic performance. Key findings reveal that personality affects learners’ academic achievement is moderately significant, self-efficacy for online learning affects learners’ academic achievement in a small but significant way, and student conscientiousness and academic performance were significantly and fully mediated by self-efficacy for learning online while controlling for gender and English language proficiency. There were no mediation effects with the other personality traits. A discussion around learning design strategies is provided. The authors recommend that institutions adopt more flexible learning options for teaching and learning that include both online and blended learning options that provide student’s choice and agency over the learning experience but also enable the institution to be better equipped for what the uncertain future of education holds.

Functional caption literacy development through intra-formal L2 viewing

Drawing on the digital literacies framework developed by Pegrum et al. (2018), this article proposes that caption literacy, a form of multimodal literacy, enhances the learning experiences of language learners who engage in self-directed second-language viewing. It presents a pedagogical approach referred to as intra-formal learning, which enables students in educational settings to build on previous digital learning experiences, such as watching Netflix TV series in a foreign language. Prior knowledge is extended through guided exploration of learning options (including caption use) and interaction between students who are encouraged to reflect on and share their learning experiences. This study investigates the developmental processes during the seven-week-long intervention. The development of functional caption literacy, going beyond the mechanical ability of operating subtitles, represents a critical ability for learner-viewers as it enables them to optimise viewing options in accordance with their processing capacities and preferences within their social context.

Modular Print Materials: Philippine Way of Learning Delivery In Times Of New Normal

Philippine educational system was designed for an era that no longer exists nowadays. This is true in the face of a fast-changing world that deeply revolutionized our young learner’s attitudes, values and behavioral predilections. In like manner, parents and families are placed in a quandary as they are confronted with the mounting admixture of formal and informal learning options and opportunities for their children. Module is a unit of work in a course of instruction that is virtually self-contained and a method of teaching that is based on the building of skills and knowledge in discrete units. It is a form of self-instructional package which is regarded as a relatively-recent phenomena. It enables the learner to have a control over his learning and takes greater responsibility for his learning opportunity. The writer believes that modular print material is the most effective in optimizing the students’ academic performance or achievements in attaining the main objective of the subject.

Planting Seeds of Victory: Creating Shared Meaning while Gardening amidst a Pandemic

The Victory2020 Garden Community Program was established by faculty members within the University of Florida (UF), Institute of Food and Agricultural Sciences (IFAS) in Marion and Columbia County Extension offices. In response to COVID-19, the purpose of the program was to provide online-mediated programs that could be completed at the desired pace of the participants, while promoting a self-reliant, science-based approach to learning about home food production through gardening. Due to food insecurity rates in both Marion (14.4%) and Columbia (15.2%) counties ranking above the statewide average in Florida, an immediate need to provide educational resources on becoming self-sufficient in growing one’s own food became increasingly important due to nationwide supply-chain shortages (Feeding America, 2020). 2,548 participants representing 43 states and six countries were provided access to eight learning modules hosted by Canvas, an online tool through UF. Participants were provided a package of free seeds, including corn, squash, cucumber, and cowpea to plant their Victory2020 Garden. A purposeful online community was established by extension agents in Marion and Columbia counties to facilitate quality discussion and growth, culminating in over 225,000 total impressions. The findings of the program revealed that 88% of gardening households began eating more fruits and vegetables while 73% are embracing new food safety techniques in both the garden and kitchen. Primary investigators and co-pi's recommend an implementation of a program timeline to benefit the participants through diverse, online learning options. Continued programming addressing mental health, nutrition, and gardening is recommended across extension programs nationally.

ATTITUDES OF ADULT CONVICTED WOMEN TO EDUCATION IN SLOVAKIA

The study presents the attitudes of adult convicted women in a research sample of 186 respondents (29.5% of respondents from the basic sample) employing the questionnaire method. The research was carried out in 2017 and it was aimed to identify the most significant barriers that prevent convicted women from participating in prison training activities, how their attitudes and overall gross score relate to subjective perceptions of learning difficulty, and to identify the differences in gross attitude scores with respect to participation in discussions, lectures and quizzes. The convicts identified the lack of orientation in learning options and that the learning options do not reflect their needs and interest as the most significant barriers. Based on statistical analysis using Spearman's rho coefficient a statistically significant relationship was found between all attitude statements and subjective perception of learning difficulty (at the level of p <0.05 and p <0.01). The strongest correlation was found with the statements “I learn with ease” (rs = - 0.460), “I want to learn” (rs = -0.412), “I know how to learn"(rs = -0.432) and the total score (rs = -0.441). Based on the Mann-Whitey U test significant differences in the gross score of attitudes with respect to participation in all educational activities: discussions (U = 1505,500; p <0.001), lectures (U = 1846,500; p = 0.048), quizzes (U = 1654,000; p = 0.007) were found – respondents participating in educational activities achieved statistically more significant higher scores.