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(searched for: doi:10.4018/ijdet.20210401.oa1)
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Published: 2 September 2021
by MDPI
Sustainability, Volume 13; https://doi.org/10.3390/su13179887

Abstract:
The pandemic COVID-19 period in education has brought many challenges to all organizations. The activities of the higher educational institutions are being affected and the situation may last for a long time. Under the current circumstances, it is important to shift to distance learning through online processes and improve educational processes at all organizational levels. Institutions have to ensure successful distance or remote learning process by identifying their opportunities, meeting challenges, and establishing the sustainable quality factors for remote or distance learning. This study aimed at identifying the pandemic-induced qualitative changes in studies that have occurred at the levels of university authorities, lecturers, and students. Universities of Lithuania were taken as a case study. The novelty of the research lies in the fact that the focus of analysis is not on the negative effects of the pandemic observed in higher education studies but on finding positive qualitative changes that are also of importance to future studies. Phenomenographic qualitative research strategy was chosen in the research and 15 in-depth semi-structured interviews with experts in university studies were conducted. Seven categories were distinguished during the research representing qualitative changes in studies at three levels—authorities, lecturers, and students. The discussed levels seemed to have a mutual effect on each other. The external motivation of leaders and the support and establishment of work and online study conditions encouraged both external and internal qualitative changes in studies from the perspective of lecturers as well as students.
Published: 23 May 2021
by MDPI
Sustainability, Volume 13; https://doi.org/10.3390/su13115851

Abstract:
As the COVID-19 epidemic caused new requirements in education, the use of various technologies and materials in science education has gained more importance for sustainability. Among other objectives, the subject of science aims to help students gain skills such as identifying problems, doing research, forming hypotheses, completing experiments, conducting analyses, and reporting the findings. Some of the problems experienced in science education are caused by the lack of tools and equipment. Through augmented reality (AR), a developing technology that is also used in the field of education, a digital layer is superimposed over authentic world images. The main aim of this study is to determine the views of students and teachers regarding augmented reality content developed for science education. The study group consists of 80 seventh-grade students and 4 science teachers. The study adopted a qualitative data collection method so the researchers developed and used semi-structured interview forms for the students and the teachers during the interviews. Both the students and the teachers reported the positive effects of AR practices on improving the understanding of science topics, offering a visual topic introduction, and contributing to the in-class interaction during class hours.
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