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(searched for: doi:10.5204/jld.v10i2.288)
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, Sazrol Fadzli, Aziz Deraman, Noor Zaitun Yahaya, Lilia Halim, Izhar Abadi Ibrahim Rais, Siti Rohana Ahmad Ibrahim
Education and Information Technologies pp 1-21; https://doi.org/10.1007/s10639-021-10794-8

Abstract:
Pollution from quarry activities has a substantial environmental impact on many countries. This issue should be addressed accordingly as its impact may introduce various health-related problems to the surrounding community. One alternative is to increase awareness for the younger generation and society at large. However, environmental data modelling, specifically on quarry activities, has thus far targeted engineers and professionals, not school children, such as for knowledge exploration or learning material. At the same time, the number of students enrolling in STEM courses is continuously declining. Hence, this research aims to develop the environmental virtual interactive based education and learning model called PRInK to foster STEM education. Five components of the proposed model were identified: a) Computer-Assisted Learning; b) Motivation Level; c) Green Environmental Data; d) Learning Outcome; and e) Problem Context. The actual environmental scientific data were used in the simulation and visualisation. Experts in these fields verified the components. The result of the analysis reveals 17 groups of elements, which were further categorised into 58 sub-elements. The model then was validated through prototype development and users validation. The testing and validation of the prototype were carried out on secondary school children, with the results proving the usability and practicality of the model and showed the increased STEM motivation and interest. The PRInK model and the prototype increase society’s awareness about environmental issues starting from school, increase STEM interest and improve the overall quality of life through a shared understanding for future generations.
, Marie‐Julie Babin, Claudie Michaud‐Couture, Miriam Lacasse, Yves Giguère, Adrien Cantat, Christyne Allen, Nathalie Gingras
The Journal of Competency-Based Education, Volume 6; https://doi.org/10.1002/cbe2.1257

Abstract:
Context All Canadian postgraduate medical programs are implementing the major components of competency-based education. To do so, our institution had to provide individualized training and monitoring for all our programs. Innovation We organized half-day workshops with four work sessions: core competencies, competency portfolio, curriculum mapping, and competence committee. Program teams decided their priority tasks after each work session. We classified tasks into ADDIE pedagogical design stages (Analysis, Design, Development, Implementation, Evaluation). We conducted interviews at 12 months. Results Programs (n = 29) prioritized mainly tasks of Design (37% of tasks), Development (24%) and Analysis (21%). At 12-month follow-up (n = 17), 20% of the tasks were initiated, 22% reached a higher stage, 33% reaching Implementation/Evaluation. Programs needed material and financial resources for Analysis/Development tasks, and faculty training for Implementation/Evaluation tasks. Conclusion Work sessions provided a structure to commit to priority tasks. Their classification into ADDIE stages systematized the monitoring and the search for solutions.
Wu Xue
2021 2nd International Conference on Computers, Information Processing and Advanced Education; https://doi.org/10.1145/3456887.3459684

Abstract:
This article focuses on articles related to the education and research of online courses, through data analysis of keywords in the article, and visual processing using social network analysis software. As an analysis method and interpretation method, social network analysis is developed in the fields of psychology, sociology, anthropology, and mathematics. Since the 1930s, social network analysis methods have been developed in theory and algorithms and more mature complex network analysis method. Therefore, using social network analysis to analyze the educational technology network of the complex network courses can clearly reflect the relationship between the current research status and knowledge in this field. This article further uses social network analysis methods to interpret the data, reveals the knowledge flow and knowledge transfer generated by the educational technology of online courses in the research process, and then analyzes its development trend in future research.
Published: 23 April 2021
by MDPI
Sustainability, Volume 13; https://doi.org/10.3390/su13094751

Abstract:
Lack of guidelines for implementing distance learning, lack of infrastructure, lack of competencies, and security-related problems were the challenges met during the pandemic. These challenges firstly fall on the administration of a higher education institution. To assist in solving the challenges of the pandemic for the administration of a higher education institution, the paper presents several models for the organization of the processes of distance learning. These models are as follows: a conceptual model of distance learning, a model of strategic planning of distance learning, a model of the assessment before the start of distance learning, a model of the preparation for distance learning, and a model of the process of distance learning and remote work. Student profile, lecturer profile, organizational environment, assessment, and planning of the infrastructure of information and communication technology (ICT), assessment and planning of the virtual learning environment, and assessment of distance learning competencies of participants of the study process are also considered. The developed models are based on five main processes of instructional design, i.e., analysis, design, development, implementation, and evaluation. The models provide guidelines for the administration of higher education institutions on the preparation and delivery of distance learning during the pandemic. The models were validated by 10 experts from different higher education institutions. The feasibility of the data collection instrument was determined by Cronbach’s alpha coefficient that is above 0.9.
, Yusuf Islam Bolat
Published: 12 August 2020
Review of Education, Volume 9, pp 27-52; https://doi.org/10.1002/rev3.3231

The publisher has not yet granted permission to display this abstract.
, , Nian-Shing Chen
Computer Assisted Language Learning pp 1-42; https://doi.org/10.1080/09588221.2020.1770291

Abstract:
The use of technology such as online software has been examined in English as a foreign language (EFL) writing contexts. However, few studies have incorporated context-aware ubiquitous technology into EFL writing instruction. To develop multimodal and digital literacy of target EFL undergraduates in this pilot project, the researchers designed and implemented an augmented-reality context-aware ubiquitous writing (ARCAUW) application, which aimed to increase long-term memory, motivation, and self-regulated cognition in participants’ writing development. The pilot project compared the writing outcomes and learner perceptions of the proposed ARCAUW writing mode against the baseline mobile-assisted, classroom-based writing mode. The two writing modes differed in the way that metacognitive scaffolding tasks were carried out. Pre- and post-test results showed that (a) although both modes led to significant improvement in writing the process analysis essay, ARCAUW was conducive to the development of task schema in long-term memory, motivation, and self-regulation in writing, and (b) additional cognitive processing during AR-based learning led to mixed results in writing performance. It was concluded that ARCAUW should be incorporated into mobile-assisted writing courses to reach optimal instructional outcomes. Finally, a five-step procedure was offered to help EFL practitioners design and implement ubiquitous writing in their own teaching contexts.
, Özlem Sürel Karabilgin Öztürkçü, Gülter Devrim Kaki
Published: 24 January 2020
Journal of Dental Education, Volume 84, pp 62-71; https://doi.org/10.21815/jde.019.138

The publisher has not yet granted permission to display this abstract.
, Jamaiah Yahaya, Aziz Deraman, Abdul Razak Hamdan, Lilia Halim, Noor Zaitun Yahaya, Mohamed Shahrir Mohamed Zahari, Izhar Abadi Ibrahim Rais
Education and Information Technologies, Volume 25, pp 775-790; https://doi.org/10.1007/s10639-019-09996-y

The publisher has not yet granted permission to display this abstract.
, Heather Leary,
British Journal of Educational Technology, Volume 50, pp 64-79; https://doi.org/10.1111/bjet.12712

Abstract:
Using the online Scopus database, we retrieved all instructional design and technology (IDT) scholarship between 2007 and 2017 across 65 journals. In this paper, we analyzed the research and trends in this corpus of IDT scholarship and investigated the top cited papers, keywords, authors, publishing countries and publishing universities. We also analyzed the effect of collaboration on citation numbers as well as how journal citation metrics differ across databases (eg, Scopus, Google Scholar). The field of IDT is broad and diverse, and this paper plays an important role in providing a glance into the past to understand scholarship trends. Knowing our history can help us reassess where we should go moving forward as the field continues to grow in the 21st century.
Journal of Biomedical Education, Volume 2018, pp 1-5; https://doi.org/10.1155/2018/4268517

Abstract:
As a biomedical science programme at polytechnic aims to provide a sound foundation in the biological sciences, the onus is on the curriculum developer to see that the relevance and currency of the programme content are justifiably challenging and work-ready. In other words, the programme needs to prepare its students adequately well for the intended industry. Since the inception of Human Genome Project, the molecular paradigm has been evolving. A biomedical science student who is oblivious to the emerging trend in molecular techniques is very likely to be hearkened back to the yesteryears of technology and bewildered as precision medicine is becoming increasingly important. Using the ADDIE model as the instructional design model, this paper describes the roadmap for creating a molecular techniques module within a diploma programme that percolates with the concept of precision medicine.
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