The pandemic is the right momentum for developing countries to shift their education system towards blended learning adoption despite all the potential challenges. This study aims at investigating the effects of flipped and flex blended learning models on mathematics abilities as well as the role of gender and self-efficacy. A pre-post-test quasi-experimental design with 128 eighth-grade students who were equally divided into the flipped and flex classroom models was employed. PROCESS Macro model 1 analysis revealed that flipped classroom students performed better in their problem-solving abilities than those in the flex class. A similar effect was not observed in students’ conceptual understanding. Self-efficacy belief was also a strong predictor of mathematics abilities. However, it did not significantly moderate the relationship between blended models and math-related achievement. Furthermore, gender was also not associated with the effectiveness of blended learning models. This study provides insights into the potential of blended learning adoption as a future education system in developing countries.

Presentation skills are considered as important skills in the workplace, in which the ability to give impressive presentations is needed. Therefore, it is necessary to evaluate how the presentations are performed in order to develop and improve presentation skills. This article aims to determine what evaluations can be used to evaluate student presentations in the online context learning. This research was conducted using a Systematic Literature Review (SLR) and a mapping approach, a process of identifying, categorizing, analyzing, evaluating, and interpreting articles that have been indexed in a well-known databases within a timeframe of 2012-2022. The literature review in this study was reviewed based on the Scopus databases as the primary source. The results indicate that teacher evaluation, peer evaluation, self assessment, team assessment, and formative tests can be used effectively for evaluating online presentations using video, live online meetings, online platforms, social media, and game-based applications. The findings are expected to be useful in developing students’ oral presentation skills and transferable skills. In light of these findings, this article also offers a number of implications and recommendations for further research.

Employers need qualified human resources with high competitiveness and employability skills to compete in the age of technological disruption especially collaborative work. IT Students could fill the profile. Nevertheless, teachers still face challenges in teaching object-oriented programming (OOP) to students who struggle with complexity that involves a level of abstraction necessary to understand the concepts. The objective of this paper is to discern and study the overall effects non-real-time collaborative programming using Media Wiki in OOP courses. According to the quasi-experimental method conducted among 56 students majoring in Informatics, and utilizing Media Wiki, a collaborative programming learning model has been applied. The study was divided into an experimental class of 30 students and a control class of 26 students. The survey results show that students get better programming achievement. There is a decrease in the level of OOP abstraction by students. Students’ collaborative experience increases and indirectly improves their collaboration skills. After the experiment, students were asked to complete an online questionnaire mainly occurred to assess the effectiveness of the teaching and learning method using of Media Wiki for collaborative programming. As results, the students report that they are able to assimilate complex concepts and code more easily in collaborative learning using Media Wiki.

The COVID-19 pandemic, brought with a number of problems in different sectors, one of the most affected was the education sector, especially in engineering programs, since these have a practical nature and need laboratories to consolidate meaningful learning. In many cases, the virtualization generated some anomalous behavior in the academic indicators that could be used for the analysis of the successes and errors that could lay the foundations for a modern education in engineering careers. The main objective of this research is to analyze the average academic performance per course of a mechanical-electrical engineering program, for which some data was taken from 2018 to 2021. To explain the behavior of the curves, a qualitative survey was applied to 357 students. Three academic indicators are used in the study: grades average, “not pass” rate, desertion rate. The results of the analysis showed that in the first period of the year 2020 (starting period of confinement) they presented very different parameters from those already known in previous years, which could be based on three main causes. The first was due to the full-time dedication of the students to carry out their academic activities, the second is based on the proper technology, resources and strategies adopted by the university and finally, the economic aid from the Peruvian government.

This research aimed to investigate if the application of the virtual learning (VL) platform, developed VRChat in teaching and developing students’ English listening skills is highly effective. Other different variables namely genders, majors of study, and the number of hours the students spent on the screen were also investigated. The VRChat platform has been employed as a research tool in the study for developing undergraduate students’ English listening skills. The forty students themselves have been purposively randomly selected. They were from different majors of social sciences and sciences, divided 24 females and 16 males. They were studying English course at the university as a compulsory required subject. The students took the test of english for international communication (TOEIC) Listening test as the pre-test at the beginning of the semester and participated in the English language classes to practice for developing their listening skills by typically interacting with the English contents, having discussion in the VRChat platform virtually followed the instructional design with the teacher as a facilitator. The students were later asked to take the TOEIC Listening test again at the end of the semester as the post-test. The data has been analyzed through the t-test and ANOVA. The findings showed that students with different backgrounds have developed their English listening skills. Therefore, applying the VL platform of the VRChat for developing students’ English language skills was highly recommended.

Comics provide a visual, inventive, and sequential reading experience for students learning on their own. Both comics and history present narratives in chronological order. Students pay less attention to reading historical literature, requiring them to put more emphasis on their thinking skills. The author intends to determine how historical comic learning affects students’ critical thinking skills. This quasi-experimental mixed-method design included pre- and post-tests and interview group. A total of 184 students were divided evenly between two groups, each consisting of N=92 members: a control group and an experimental group. While members of the control group were taught to read textbooks through online instruction, members of the experimental group read historical comics learning media. The N-Gain test showed the treatment group’s critical thinking skills was 61.8% (Moderate) and the control group’s was 38.2% (Low). The ANOVA findings demonstrated a statistically significant relationship between historical comics learning media and critical thinking skills (F = 49.749; p = 0.000). The results indicate that using historical comics makes reading material more enjoyable, adds intrigue to stories, and improves students’ attention. In order to maximize critical thinking students’ skills, it is important to pay greater attention to the provision of engaging, interactive, and appropriate learning media.

During the epidemic period, colleges and universities in China have launched online teaching practices. Online teaching can break through geographical restrictions, with flexible class times and locations, and students can watch it repeatedly after class, which is an important advantage compared with traditional classroom teaching. However, in teaching practice, the teaching effect of online teaching is not very good. Through literature research and interviews with teachers and students, it is found that the inconsistent and imperfect functions of online teaching platforms, the poor autonomy and self-discipline of students’ online learning, and the low online teaching ability of teachers are important factors that affect the effect of online teaching. Based on this, corresponding countermeasures from the perspectives of colleges, students and teachers are proposed to help the development of online teaching in the future and improve the effect of online teaching: First, to strengthen the support of colleges and universities for teaching platforms and course resources, and accelerate the construction of a stable and efficient unified online teaching platform. The second is to strengthen the guidance of students to enhance their autonomy and self-discipline in online learning. The third is to improve teachers’ online teaching level and information technology literacy to ensure the quality of online teaching.

Higher education institutions have opted for online teaching due to COVID-19 Pandemic as delivering classes online was the only available option to continue their teaching and learning activities. Higher education institutions were found to be more dynamic during their utilization of electronic platforms in delivering their activities and due to the unclarity of COVID, it seems that online teaching and learning will remain a crucial part of higher education due to its flexibility, accessibility, and convenience. However, to determine whether online teaching is the best choice for higher education institutions, it’s imperative to shed some light on the challenges and limitations of teaching online to enable institutions in Oman to decide on the future of their teaching and learning activities. Therefore, this study intends to examine the limitations and challenges of online teaching in Oman. The study data was collected by employing a questionnaire survey and distributed to all higher education institutions in Oman. We have received responses from a total of 25 higher education institutions that have participated in the study of which 12 are private universities representing 48%, 9 are public private colleges accounting for 36%, and 4 are university colleges accounting for 16%. The study revealed that the challenges faced by HEIs were student participation and active involvement, evaluation of performance, absenteeism, and insufficient knowledge of the use of online tools, and technologies both by instructors and students. Some of the limitations identified in using technological tools for teaching and learning were the efficiency of internet connectivity which disrupts the teaching engagement, restricted access to some of the technological tools, ineffective ways to gauge academic integrity, and inability to exhibit the capabilities and skills of learners.

Global educators in higher education are increasingly using massive open online courses (MOOCs) as a platform to convert traditional degree programs into short courses and certification programs. This study aims to investigate how Thai MOOCs were created and delivered, to teach learners about sustainability, a topic that academics, policymakers, practitioners, and the public in Thailand are interested in. A mixed methods approach was used to evaluate the creation and delivery of a sustainability course in Thai MOOC Platform. According to the findings, most participants in the instructor-led course were satisfied with their course experience. The format of the course, the complexity of the material, and how well a student interacted with the instructors were all factors that affected how well they could complete the course. The course’s survey revealed that Thai MOOC learners came from a variety of backgrounds. This demonstrates how crucial course personalization is for enabling self-paced online learning.

The importance of a paradigm shift in the current traditional teaching strategies is becoming of high importance. Integrating disruptive technologies into undergraduate civil engineering students can improve their performance and motivation levels. Students were assessed on their ability to identify mistakes in a concrete design developed using Autodesk Revit®. The students were divided into three different groups and assessed using three different media: 2 dimensional plans (2D), 3 dimensional models (3D) and virtual reality (VR). The results have shown that 3D and VR students managed to score 54.9% and 62.5% respectively. 2D students scored 20.5%. This shows a substantial difference between VR and 3D relative to the 2D group. From the surveys conducted, it was also perceived that students found 3D and VR methods more motivating than the 2D traditional method. Spearman correlation also indicated a positive and medium to strong correlation between the level of motivation and performance of VR students. The results show that VR is a valid alternative to conventional methods of teaching. This study is part of an ongoing research effort related to utilization of VR in engineering education.