This study explored if Google Classroom (GC) can be used as an alternative for classroom teaching. 316 students (M:120 & F:196), classes ranging from nine to twelve from Phuentsholing HSS in Bhutan responded to the survey. The survey contained quantitative part with close ended questions with the Likert scale and the qualitative questions which was open ended questions. The descriptive analysis was done for quantitative response and simple thematic analysis was done for the qualitative data. The findings indicated that the students had problem with access to Internet and affordability in terms of purchasing the gadgets and paying for the Internet bills. The students were found to be adaptive to this new tool with exploration as they kept using it. Moreover, students agreed that the GC was very much applicable for online teaching and learning as it enabled the continuation of education even when the school remained closed. The study showed that teachers were using different styles to engage the students online for meaningful learning. Some challenges were identified such as high cost of Internet, poor network, students not focusing on their learning, students simply copying assignments without learning anything, time management, teachers simply sending the videos and materials without clear explanation, and no face-to-face interaction for discussion.

The aim of this research is to analyze the impact of parent satisfaction on Children’s online learning for Primary Education during the Covid 19 Pandemic. Independent variables are Child competency, Technical Problems, Duration of online learning, and several assignments. The research method is a quantitative approach with Primary data analysis using Google form. The population in this study was the parents of the Primary school students who are following the Bachelor of Education (Hons) in Primary Education at the Open University of Sri Lanka using a simple random sampling method. Respondents of 102 data analyses were done through descriptive statistics, Pearson Correlation, and Regression and were analyzed using SPSS. By using a structured questionnaire with five Likert scales from strongly disagree to strongly agree measured independent and dependent variables. The results of this study are independent variables had a significant impact on parents’ satisfaction with online learning. But Technical Problem was not significant in parents’ satisfaction with online learning. The moderation effect explains the association between the following three factors; the number of online assignments, the duration of online learning, and parents’ satisfaction. According to the Child competency, Parents were more satisfied with their children’s online learning. Researchers may use this article as literature or supplementary material for future research.

Current paper reports the findings of a content analysis of Open Educational Resources. Twenty three studies were collected for the analysis. The studies were collected from different journals depending on open access policy. Every study was categorised by author, year of publication, title of the study, author characteristics and analysis. The analysis refers to the information about Open Educational Resources variables. Therefore the investigators categorize the research papers based on OER. An analysis of research papers was formed in conclusion and finalizing the common dimensions of content analysis of OER studies.

The purpose of this study was to analyze the need to promote active citizenship and media literacy among pre-service social studies teachers. Questionnaires were distributed among 327 social studies lecturers and pre-service teachers, and structured interviews were conducted with six participants, the Dean of the Faculty of Education, and other academic experts at a Thai university. The quantitative data from the questionnaires were analyzed using descriptive statistics and the Modified Priority Needs Index. Qualitative data from the interviews were analyzed using content analysis. The results revealed a very high level of need to enhance both active citizenship and media literacy skills among pre-service teachers. Specifically, the “attitudes and values” characteristic of active citizenship and the “ability to analyze media” characteristic of media literacy were of the utmost importance.

The aim of this study is to identify the relationship between pre-service preschool teachers’ metacognitive awareness and creative thinking domains and the predictive level of metacognitive awareness on creative thinking domains. This study following creative domains were examined: scholarly, performance (art), everyday/self and artistic creativity. The study conducted on 374 pre-service preschool teachers, 314 female and 60 male, were reached out through purposive sampling method. Ages ranged from 18 to 36 (Mean= 19,27, SD=6.96). “Kaufman Domains of Creativity Scale” (K-DOCS) and “Metacognitive Awareness Inventory” were used as data collection tools. Descriptive statistic was performed. Correlation analysis was run to determine the relationship between metacognitive thinking and creativity and creative domains. And also regression analysis was performed to identify the predictive level of the metacognitive thinking on creative thinking domains. Findings show that significant relationship was found between metacognitive awareness and creative thinking domains sub-dimensions of the scale (scholarly, performance, everyday/self and artistic), Metacognitive awareness significantly predicted creative thinking domains. The predictive levels varied by creative domains. Metacognitive awareness predicts scholarly and everyday\self creativity at the highest rate. The findings obtained in the present study yielded similar results of studies on metacognitive thinking and creativity in the literature.

Effective engagement and monitoring of students’ online self-learning capacity and application of their acquired knowledge in the final year project is a challenging task for the educators worldwide. The author builds an evaluation framework to assess the stage-wise performance of students in this undertaken project. The primary objective of this research study is to classify the rubric reference predictors of the stage wise project performance assessment metrics for the learning analytics based decision support system and effective academic decision making. The students of the post graduate computer applications degree programme, supervisors, external industry guide, internal faculty members of the peer review committee, external examiner and Head of the Department are the major stake holders of the proposed evaluation framework. The proposed framework computes the students’ individual as well as class attainment level of learning outcomes in their final year capstone projects. The author adopts blended Learning approach based on the principles of Blooms’ taxonomy using Google classroom as the LMS. The correlation matrices of the assessment predictors, mapping with course outcome and blooms’ levels are also obtained. The students’ attainment level of course outcomes are assessed using effective cognitive sequencing of the assessment methods and the respective rubric referenced predictors with the stage-wise feedback system.

In this study, it was aimed to determine the relationship between high school teachers’ perceptions of quality of work life and their level of job satisfaction. The study population of the research consisted of 1548 teachers working in high schools in Elazig Province Center in Turkey, and the sample consisted of 320 high school teachers selected by proportional cluster sampling method. Work life quality and job satisfaction scales were used as data collection tools in the research.According to the results of the research; The perceptions of teachers about the quality of work life in general are at the level of “I am undecided”, and the perceptions of the sub-dimensions of the Quality of Work Life; I agree on job career satisfaction”, on general well-being dimension “I am undecided”, on job control dimension “I am undecided”, on working conditions dimension “I disagree” on work life stress dimension, and on family-work life balance dimension on “agree” level; It has been determined that there is no statistically significant difference between teachers’ perceptions of work life quality and gender and educational status variables, and there is a statistically significant difference between teachers’ perceptions of age, marital status, professional seniority and opportunity, and work life quality. Teachers’ job satisfaction perceptions are at the level of “agree”, teachers’ job satisfaction perceptions do not differ according to gender and educational status variables; It has been determined that there is a statistically significant difference in terms of age, marital status, professional seniority and level of opportunity variables, and there is a positive, moderate and linear relationship between teachers’ perceptions of work life quality and their perceptions of job satisfaction.

This study aims to investigate the advantages of implementing multimedia resources in the teaching and learning environment of mathematics and statistics. It examines the use of tablet PCs to create video learning resources. Such practices allow lecturers to provide additional learning support to students via the learning platform Moodle. This paper discusses the experiences of three lecturers in developing a technology-based, interactive teaching method to support student learning. The results found that “solved examples” in the video resources are useful in demonstrating topics about statistics. Furthermore, the paper encourages lecturers to learn from their experiences and develop learning resources to enable students to better engage in the learning process.

In this study, the researcher investigated the impact ofsocial, metacognitive, and cognitive strategies on developing learner autonomy in foreign language learning. 150 EFL students participated in this study. In the selection of the participants, a simple random sampling technique was used. The aim of this study was to find the relationship between students’ autonomy and foreign language achievement. Also, the researcher tried to show the impact of age and genderfactors on using strategy. A quantitative method was followed in this study. Descriptive statistics revealed using metacognitive strategies more than other strategies by students. There was a positive correlation between students’ grade point average and using strategies. According to the results of the Mann-Whitney U and the Kruskal-Wallis tests, gender and age factorshad not a significant effect on using strategy.

In the 21st century classroom, teachers are facilitator of student knowledge and creators of dynamic classroom environment. Teaching in the 21st century is a general different experience; website is an easiest way of sharing and exchanging knowledge and experiences for teachers. In this article the authors will introduce the professional development web tools for teachers. It is creating a professional development for teachers and make learning is easiest way for students.