Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 34)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 12)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 30)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 19)
Higher Education Studies     Open Access   (Followers: 59)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 39)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 7)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 30)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 6)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 3)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 6)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 61)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 11)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

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Number of Followers: 4  

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ISSN (Online) 1758-3608
Published by Taylor and Francis Homepage  [2648 journals]
  • Secondary school students’ perception according to their learning style
           of a mathematics Flipped Classroom

    • Authors: Vicent Fornons, Ramon Palau, Raúl Santiago
      Pages: 227 - 244
      Abstract: The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.
      PubDate: 2021-04-27
      DOI: 10.3926/jotse.1092
      Issue No: Vol. 11, No. 2 (2021)
       
  • How classroom acoustics influence students and teachers: A systematic
           literature review

    • Authors: Jordi Mogas Recalde, Ramon Palau, Marian Márquez
      Pages: 245 - 259
      Abstract: Acoustics in schools have been studied during years, but nowadays there are more possibilities than ever before to introduce improvements. This study presents a systematic literature review determining what acoustic parameters are present in classrooms and how they affect both teachers and students. Following the analysis, we put forward a two-block classification: the physical parameters of the sound or noise in the classroom and the consequences of the acoustics on the people in the classroom. Advances in the design of learning spaces and the use of technologies ranging from devices and green material to advanced automation systems make it possible to direct acoustic solutions toward smarter learning spaces. This review also highlights the acoustic parameters to consider in smart classrooms (noise, reverberation, speech transmission and speech clarity) and the main effects of acoustics on teachers and students. Some conclusions and recommendations are drawn, but more research is needed in terms of school improvement considering acoustics influence and smart classrooms possibilities.
      PubDate: 2021-04-27
      DOI: 10.3926/jotse.1098
      Issue No: Vol. 11, No. 2 (2021)
       
  • Launching a solidarity campaign: Technology-enhanced project-based
           language learning to promote entrepreneurial education and social
           awareness

    • Authors: Melinda Dooly, Dolors Masats, Maria Mont
      Pages: 260 - 269
      Abstract: To promote social consciousness and a sense of responsibility, educational proposals organised around the principles of technology-enhanced project-based language learning (Dooly & Sadler,2016) should engage students in a process of reflecting upon and responding to crucial social issues. Thus, in this paper we will present a project carried out by two groups of primary students who launched a solidarity campaign to collect money for four Syrian children living in a refugee camp in Greece. The project was implemented in a cross-disciplinary Arts and Crafts class taught through English and resulted in significant outputs in English (those addressed to the Syrian children) and in Catalan (those targeted at the local community). First, we outline the student-led project and then we analyse some fragments of student plurilingual practices during the project development that demonstrate their learning gains. Our findings reveal that our meaningful contextualised cross-disciplinary project favoured the natural integration of multiple skills, competences, and field knowledge form various disciplines while promoting a sense of social consciousness and empathy. First, it enabled children to put their plurilingual competence into play and take decisions regarding language choices to meet particular communicative objectives. Second, it contributed to the acquisition of 21st century knowledge, competence, and skills, while helping the learners gain social values. Third, it engaged learners in processes of problem solving, decision making and creative thinking that lead to the development of entrepreneurial competencies. To conclude we argue that when young learners are given responsibilities and opportunities to take up socially relevant challenges learning becomes meaningful for them and those around them.
      PubDate: 2021-04-29
      DOI: 10.3926/jotse.1224
      Issue No: Vol. 11, No. 2 (2021)
       
  • The effectiveness of the use of the Android-based Carom games comic
           integrated to discovery learning in improving critical thinking and
           mathematical representation abilities

    • Authors: Mega Septiana Ika Rahayu, Heru Kuswanto
      Pages: 270 - 283
      Abstract: This research aims to reveal the effectiveness of the use of the Android-based carom games comic integrated to discovery learning (MIKIMOM) in improving critical thinking and mathematical representation in the teaching of physics. It is quantitative research with the   quasi experimental research design. It was conducted in two phases, with the first phase for empirical try out of the test and second phase for the application of MIKIMOM to reveal the effectiveness of the developed media in teaching. The empirical try out was conducted to 261 grade XI MIA students, while the application of the media was conducted to 32 grade X MIA students of State Senior High School (SSHS) 2 Banguntapan using the Power Points materials. The data were collected using a critical thinking and mathematical representation test which was valid and reliable according to the empirical testing. The data were analyzed using the QUEST program to see the validity and reliability of the test items, and the MANOVA test to see the effectiveness of the media. The research finding shows that MIKIMOM is effective in improving the critical thinking and mathematical representation of the students with the scores of 0.287 (large effect size) and 0.179 (medium effect size).
      PubDate: 2021-05-04
      DOI: 10.3926/jotse.1151
      Issue No: Vol. 11, No. 2 (2021)
       
  • Web-based ionic liquids learning media to measure the competence of the
           Polytechnic student

    • Authors: Ina Yulianti, Ida Hamidah, Mumu Komaro, Ahmad Mudzakir, Maizam Alias
      Pages: 284 - 294
      Abstract: The rapid development of technology and information has influenced students' learning styles and has led to a shift in information seeking from paper books to e-books. The purpose of this study is to measure the competence of students on the ionic liquid material, including ionic liquid knowledge, attitude, and skills, as well as website knowledge. The research sample is Chemical Engineering students in a private polytechnic in Indonesia and taken through a purposive sampling technique. This website-based learning is tested on students through the experiential learning model. Data collection was carried out by filling out a Likert scale competency test at the beginning and the end of the study. The results revealed that website-based ionic liquid learning attracted the attention of students, but not all students can do it independently yet. The learning still has to be combined with lecturers' explanations as reinforcing concepts. The implications of this research are expected to be used as recommendations in enriching the Chemical Engineering education curriculum by adding website-based ionic liquid material.
      PubDate: 2021-05-04
      DOI: 10.3926/jotse.1145
      Issue No: Vol. 11, No. 2 (2021)
       
  • Students’ perceptions of the project based on the potential of their
           region: A Project-based learning implementation

    • Authors: Syahril Syahril, Rahmat Azis Nabawi, Dian Safitri
      Pages: 295 - 314
      Abstract: Developing engineering students whose ability to work and make a real contribution to the development of technology can be done not only after they have graduated from college but also when they are still in college. One of the strategies is by implementing project-based learning with the project based on the potential of the student's region. This study aims to reveal students’ perceptions of learning and soft skills acquisition toward the implementation of the strategy to answer whether the project is effective to implement. This study was conducted on fifty-one Indonesian college students who took Mechanical Drawing course. It belongs to a one-shot case study with mixed-method approach. The result shows that the project based on the potential of the student’s region is effective to raise their perception of motivation, interest, real-world, very beneficial, learning more lecture and enjoyable so that they learn more actively and provide more time to study. It also develops students’ soft skills, including teamwork, project management, communication, and interpersonal skills. The results may have pedagogical implications in improving learning quality in Mechanical Drawing course by enriching project references used in implementing project-based learning. Furthermore, the project given can be a solution in developing the potential of the students’ regions.
      PubDate: 2021-05-04
      DOI: 10.3926/jotse.1153
      Issue No: Vol. 11, No. 2 (2021)
       
  • Engineering instructor perception of problem- and project- based learning:
           Learning, success factors and difficulties

    • Authors: Mikel Garmendia, Zaloa Aginako, Xabier Garikano, Eneko Solaberrieta
      Pages: 315 - 330
      Abstract: This work considers three research objectives: to analyze the perception of instructors of the incidence of PBL/PrBL on content learning and skill development; to identify the success factors that they believe promote learning when using them, as well as their importance; and to identify the difficulties they face, and the frequency with which they occur. The responses to a questionnaire administered to 50 instructors who participated in a specific training program were analyzed. The results show that the instructors’ perception is that both models contribute to a better understanding of the contents with regard to their practical application, and to a high level of skill development in their students, with the most favored being group work, decision-making, autonomous learning and problem solving. The instructors consider important success factors to be student involvement in their own learning from the very beginning, feedback from the professor, the tasks having been well-designed and team work and cooperation among students. The most common difficulties identified in our study correspond to the excessive workload associated with monitoring the students, and managing and developing within the established time the planning of their tasks and activities, although there is a medium level of incidence in this regard, and it may be due to the characteristics of the training program received. Exploring these aspects in greater depth in future investigations could facilitate the development of more effective teaching practices.
      PubDate: 2021-05-13
      DOI: 10.3926/jotse.1044
      Issue No: Vol. 11, No. 2 (2021)
       
  • Virtual escape room and STEM content: Effects on the affective domain on
           teacher trainess

    • Authors: Félix Yllana Prieto, Jin Su Jeong, David González-Gómez
      Pages: 331 - 342
      Abstract: In recent times, there has been growing disinterest by students in STEM disciplines (science, technology, engineering, and mathematics). This trend is especially acute in those students who do not take STEM content during their secondary or high school education. This disinterest might be conditioned by negative emotions towards science developed by students during the different educational stages, even from an early age. In this sense, active teaching methodologies, such as gamification, play a fundamental role in fostering positive emotions towards learning STEM content. Within the wide range of gamification methodologies, we find educational Escape Rooms. Due to the current situation generated by COVID-19, many of the lessons have had to be adapted to a virtual format through various online platforms. In this study, in a preliminary manner, we aim to analyze the effects on the affective domain produced by a virtual Escape Room used in a STEM course as an instructional tool to teach contents about the Universe to teachers in training. According to the results obtained, the positive emotions of “happiness”, “satisfaction” and “fun” are significantly increased after the intervention. At the same time, some negative emotions, such as “nervousness”, “frustration” and “worry” also increase, partly due to the components typically found in this type of games. Based on these results, it is concluded that, despite the existence of both positive and negative emotions, the results are promising and the intervention is motivating and stimulating for the students.
      PubDate: 2021-05-18
      DOI: 10.3926/jotse.1163
      Issue No: Vol. 11, No. 2 (2021)
       
  • Developing computer-assisted formative feedback in the light of resource
           theory: A case on heat concept

    • Authors: Ahmad Suryadi, Sentot Kusairi
      Pages: 343 - 356
      Abstract: Every student needs feedback to understand a scientific concept deeply. However, with a large number of students in each class, individual feedback is a challenge for teachers in Indonesia. Although there have been many studies conducted to maximize the giving of personal feedback, studies conducted by ensuring the consistency of a student's knowledge of a concept before providing feedback are rarely disclosed. This study aims to develop computer-assisted formative feedback (CAFF) based on students’ cognitive resources. Besides, this study also intends to determine student perceptions related to the use of CAFF. This current study involved two experts as advisers in the development process and 31 high school students who acted as participants in the pilot phase. CAFF could identify the students’ cognitive resources and then provided interactive feedback to students based on it. Therefore, it will be beneficial to associate students’ prior knowledge with scientific concepts. Instead of giving feedback by showing whether or not students' answers are correct, displaying the exact concept text, or providing general instructions to the right concept, CAFF presents feedback by showing students' cognitive resources then followed by the interactive explanation associated with specific cognitive resources. Students shared positive perceptions about the program. Cognitive resource diagnoses and forms of feedback in the CAFF model can be further developed on more nuanced topics.
      PubDate: 2021-05-20
      DOI: 10.3926/jotse.1100
      Issue No: Vol. 11, No. 2 (2021)
       
  • The effect of digital eco-learning in student worksheet flipbook to
           environmental project literacy and pedagogic competency

    • Authors: Sumarmi Sumarmi, Muhammad Aliman, Tuti Mutia
      Pages: 357 - 370
      Abstract: The study aimed to determine 1) the effect of digital eco learning in student worksheet flipbooks on environmental literacy projects, and 2) the effect of digital eco learning in student worksheet flipbooks on student ecological competence. The research is a quasi-experimental study using a Pretest-Posttest Non-equivalent Control Group. The research subjects were students in the Environmental Geography course semester 6 of 2020, divided into the experimental and control groups. The research was conducted at the Geography Education study program, Social Science Faculty, State University of Malang, Indonesia. Data were analyzed using the independent sample t-test in SPSS version 23 for windows. The results found: 1) there is a significant effect of digital eco learning with student worksheet flipbook on environmental project literacy competence, and 2) there is a significant effect of digital eco learning with student worksheet flipbooks on ecological competence.
      PubDate: 2021-06-16
      DOI: 10.3926/jotse.1175
      Issue No: Vol. 11, No. 2 (2021)
       
  • Analysis of science process skills of chemical education students through
           self project based learning (SjBL) in the pandemic COVID 19 era

    • Authors: Rusmini Rusmini, Suyono Suyono, Rudiana Agustini
      Pages: 371 - 387
      Abstract: Research has been implemented related to the analysis of the students’ science process skills through project-based learning in a pandemic era. The prohibition of face-to-face lectures causes obstructed trial activities conducted on campus. This condition encourages project-based learning to carry out extraction experiments independently (Self Project Based Learning-SjBL). The method used in this study was the Pre-Experimental Design One-Shot Case Study with 94 students involved in major of chemistry education in the 4th semester. The instruments used in this study were the science process skills assessment sheet, the activity observation sheet, and the students’ response to the questionnaire. The results showed that the ability of students' science process skills was the highest on the indicators of determining tools and materials and also the ability to determine research variables in excellent categories. To determine the work steps, and to make a data table including good categories. Making research objectives, hypotheses, analyzing and drawing conclusions on quite good categories and making problem formulations in bad categories. In general, students' science process skills were in the good category. The activity of implementing student projects received an excellent category and students gave a positive response to project implementation during a pandemic.
      PubDate: 2021-06-29
      DOI: 10.3926/jotse.1288
      Issue No: Vol. 11, No. 2 (2021)
       
  • On assessment and evaluation of teaching computer networks to electrical
           engineering students by the aid of a lab course

    • Authors: Atef Abdrabou, Walid Shakhatreh
      Pages: 388 - 402
      Abstract: In the era of Internet-of-everything, learning the principles of data communications and networking is inevitable for many electrical engineering disciplines. The paper addresses the effectiveness of teaching the fundamentals of data communications and networking using a dedicated lab course as a co-requisite to a classic lecture-based course. In the introduced lab course, the students are asked to do a variety of tasks using real hardware and a network simulator. The paper introduces quantitative measures of an outcome-based learning approach applied to both courses. Based on students’ achievements, the role of the lab course in the attainment of both the course learning outcomes and the electrical engineering program learning outcomes is measured in comparison with the case where the lab course is not taken. Our findings reveal a general enhancement trend in the attainment of the course and program learning outcomes with a significant increase in the program outcome related to solving engineering problems. Also, a slight increase is noticed in meeting the lab course outcomes for the students who attended the lab with the course in the same semester, which indicates an improvement in gaining practical knowledge.
      PubDate: 2021-06-29
      DOI: 10.3926/jotse.1186
      Issue No: Vol. 11, No. 2 (2021)
       
  • Prospective primary teachers’ views on the nature of science

    • Authors: Rafael Amador-Rodríguez, Agustín Adúriz-Bravo, Jorge Alberto Valencia Cobo, Roberto Reinoso Tapia, Jaime Delgado Iglesias
      Pages: 403 - 418
      Abstract: This article presents the results of a piece of research that analyzed the views on the nature of science (NOS) among student teachers enrolled in programs of Primary Education at two public universities in Spain. Previous studies have reported that science teachers maintain ‘eclectic’ epistemological perspectives on science; in this article, we test if such a hypothesis holds when teachers’ NOS ideas are ‘anchored’ in specific periods and topics of the philosophy of science. We studied 114 prospective teachers attending an undergraduate teaching course with emphasis on the natural sciences at the Universities of Burgos and Valladolid in the period of 2017-18. A Likert-scale questionnaire with 50 items was applied to determine trends in those teachers’ epistemological views on science. The results showed that teachers’ views are mostly correlated with the philosophical period of Logical Positivism/Received View, and to some extent to the period of Recent and Contemporary Accounts. Regarding the classical epistemological topics of correspondence, methodologies, intervention, evolution and representation, teachers’ views could be related to the period of Logical Positivism/Received View and Critical Rationalism, but also to the New Philosophy of Science. The main conclusion of this study is that teachers’ expressed views on NOS are epistemologically eclectic to a much smaller degree when examined with more detail concerning specific periods and topics of the philosophy of science.
      PubDate: 2021-07-21
      DOI: 10.3926/jotse.1271
      Issue No: Vol. 11, No. 2 (2021)
       
  • The integration of dilemmas stories with STEM-project-based learning:
           Analyzing students’ thinking skills using Hess’ cognitive rigor matrix
           

    • Authors: Yuli Rahmawati, Afrizal Afrizal, Devina Dwi Astari, Alin Mardiah, Dyah Budi Utami, Sukro Muhab
      Pages: 419 - 439
      Abstract: This study aimed to analyze students’ thinking skills through integrating dilemmas stories with a Science, Technology, Engineering, and Mathematics (STEM) project in polymers topic. The participants were 47 Grade 12 students from a public senior high school in West Java Province. The research employed a qualitative method to obtain data through classroom observations, reflective journals, interviews, and a concept test. Students’ thinking skills were assessed using Hess’ Cognitive Rigor Matrix, which combines Bloom's taxonomic and Webb's depth of knowledge. The results show that most students reach level C2 of Bloom's taxonomy and level 1 of Webb’s depth of knowledge, meaning that most students understand and recall the information. The results indicate that integrating dilemmas stories with STEM-PjBL enables students to explain using simple sentences and prior knowledge. In addition, this approach provides an opportunity for students to develop their critical thinking, creativity, and argumentation skills through problem-solving and project making.
      PubDate: 2021-07-26
      DOI: 10.3926/jotse.1292
      Issue No: Vol. 11, No. 2 (2021)
       
  • Perception of the Next Generation Science Standard instructional practices
           among Vietnamese pre-service and in-service teachers

    • Authors: Nguyen Thi Thuy Hang, Niwat Srisawasdi
      Pages: 440 - 456
      Abstract: STEM education has been emphasized in many countries around the world because of its benefits for students in the new century. In response to STEM education, Next Generation Science Standard (NGSS) has released for a new vision of science education in which learning disciplinary content and crosscutting concepts is through engaging science and engineering practices. Educational reforms lead to a need for science teacher education programs and professional development. To prepare better for pre-service teachers, it is necessary to know their perception about these science and engineering practices. Therefore, this study aims to investigate the perception of pre-service teachers and in-service teachers’ implementation of instructional practices that align with NGSS as well as school principals’ views of science teaching. To get the goal, a convergent parallel mixed-method research design was employed in which quantitative data is a survey of science instructional practices from 187 pre-service teachers and 100 in-service teachers and qualitative data is interviews of 10 school principals in Can Tho city, Vietnam. The finding indicated that pre-service teachers highly evaluated science and engineering practices in teaching science while in-service teachers’ implementation of these practices was lower. In-service teachers tend to use more traditional instruction and incorporate students’ prior knowledge in their teaching. Although school principals revealed their appreciation toward teaching science through practices, they admitted that currently, implementation of these practices has been still limited.
      PubDate: 2021-07-26
      DOI: 10.3926/jotse.1154
      Issue No: Vol. 11, No. 2 (2021)
       
  • Science and engineering practices in the content of Greek middle school
           physics textbooks about forces and motion

    • Authors: Margarita Papakonstantinou, Michael Skoumios
      Pages: 457 - 473
      Abstract: It has been argued that students’ understanding of science ideas and concepts is based on their engagement in science and engineering practices. However, research studying science and engineering practices engaging in the content of school science textbooks is particularly limited. The aim of the present study is to develop a framework and investigate (through it) the level at which science and engineering practices engage in the content of Greek middle school Physics textbooks about forces and motion. The analysis was carried out on a total of 61 reports and activities on forces and motion that are included in school textbooks (student’s book and lab workbook) used for teaching Physics to 13-year-old middle school students in Greece. Reports and activities were analyzed using content analysis. An assessment rubric called “Science and Engineering Practices Analytic Rubric” (SEPAR), which evaluates the level at which science and engineering practices engage in the above reports and activities, was used throughout the analysis. The analysis demonstrated the low level at which science and engineering practices engage in the analyzed content of these school textbooks. The SEPAR can be used for analyzing science instructional material. The results mean that no opportunities are provided to the students through the content of these school textbooks so that the students could use science and engineering practices and become familiar with them in order to better understand ideas and concepts about forces and motion.
      PubDate: 2021-07-26
      DOI: 10.3926/jotse.1286
      Issue No: Vol. 11, No. 2 (2021)
       
  • Chemical bonding successful learning using the “Chebo collect
           game”: A case study

    • Authors: Achmad Lutfi, Rusly Hidayah, Sukarmin Sukarmin, Kusumawati Dwiningsih
      Pages: 474 - 485
      Abstract: The use of games in the chemistry learning process has a positive effect on students’ behavior, understanding, and interest in the discussed topics. A Chebo Collect (chemical bonding collects) game, which has met validity, practicality, and effectiveness criteria, is used as a medium to learn chemical bonds. This study aims to assess the use of computerized games as learning media on chemistry subjects based on the learning activities, students’ responses, and the impact of learning objectives achievement. This study was conducted on high schools in East Java, Indonesia with 32 students as the subject for a game teaching method and 30 students as control using a traditional method. The students’ activities were observed during the learning process and the tests were done using a questionnaire. The results revealed that the learning activities were more student-centered method’s and the learning outcomes reached classical completeness with the significant differences between the initial and final test scores. Students also gave positive responses to the use of Chebo collect game as a medium to learn chemical bonds. Chebo Collect game has succeeded in helping students to learn chemical bonds by making the learning a student-centered one and improving students’ learning outcomes.
      PubDate: 2021-07-28
      DOI: 10.3926/jotse.1265
      Issue No: Vol. 11, No. 2 (2021)
       
  • Incorporating Kahoot! in core engineering courses: Student engagement and
           performance

    • Authors: Victor Chernov, Sivan Klas, Yael Furman Shaharabani
      Pages: 486 - 497
      Abstract: Technology-enriched lessons can contribute to improving student engagement and learning in engineering courses. In this study we systematically incorporated Kahoot!, a game-based response system, in two mandatory content-intensive undergraduate engineering courses. In both courses, short quizzes were incorporated regularly at the beginning of the lesson. The questions were mostly about concepts, and students earned bonus points. At the end of the course, the students filled in an anonymous survey regarding their perceptions of the Kahoot! part of the lessons. In addition, the students’ grades in the final test were compared to their gains in the Kahoot! quizzes. We found that student satisfaction with the systematic incorporation of the Kahoot! quizzes was high in both courses. Most students were motivated to review the course content before class and about half were motivated to attend class. Most students perceived Kahoot! quizzes as contributing to their understanding of the course content. We also found a positive association between student success in the quizzes and their performance in the final exam in both courses. The frequent Kahoot! quizzes supplied continuous feedback to the students and lecturers, and the students became more engaged in the course content. Our findings indicate that technology-enriched strategies, specifically gamification techniques, contribute to increased student engagement, motivation, and performance in content-intensive engineering courses.
      PubDate: 2021-07-29
      DOI: 10.3926/jotse.1269
      Issue No: Vol. 11, No. 2 (2021)
       
  • Development of material contents and online assessment based on the SEVIMA
           EdLink platform for online learning of program evaluation subject during
           Covid-19 pandemic in Indonesia

    • Authors: Dewa Gede Hendra Divayana, Agus Adiarta, P. Wayan Arta Suyasa
      Pages: 498 - 512
      Abstract: One of the free platforms made by IT companies in the education sector in Indonesia can be used to facilitate online learning at home during the Covid-19 pandemic. The platform is called the SEVIMA EdLink. This platform needs to be known by academics and the wider community of education in the world. This platform provides facilities to make it easier for users to input material content and online assessment forms. The purpose of this research was to demonstrate the development of material contents of the ‘Program Evaluation’ subject and its assessment form that was embedded into the SEVIMA EdLink platform. The approach used in this research was a development based on the 4D model (Define, Design, Develop, and Disseminate). Subjects who were involved in testing the material contents were 29 students. The measuring instruments used in testing the material contents were questionnaires. Subjects who were involved in the content validity test for multiple-choice test questions were six experts, and two experts were involved in the content validity test for essay test questions. The tools used in testing the content validity of multiple-choice test questions or essay test questions were checklist documents. The analysis technique of the test results of the material contents was descriptive quantitative. The analysis technique for multiple-choice test questions and essay test questions was the comparison of content validity test results with the standard scores of content validity based on Guilford. This research results showed the quality percentage of material contents in the subject of ‘Program Evaluation’ was a good category. The content validity results of the multiple-choice test questions and essay test questions were both in the excellent category.
      PubDate: 2021-09-13
      DOI: 10.3926/jotse.1243
      Issue No: Vol. 11, No. 2 (2021)
       
  • Development and validation of web-based STEAM online platform to improve
           learning quality in pre-service Chemistry teacher

    • Authors: Elda Frediana Rety Kartika, Elfi Susanti VH, Nurma Yunita Indriyanti
      Pages: 513 - 525
      Abstract: STEAM learning was design to promote student’s interest in learning chemistry. Integration STEAM into chemistry learning is often seen as a challenge, such as not familiar and lack of knowledge on STEAM in chemistry. Coping, for this reason, a web-based STEAM online platform was designed. This paper reports the use of design-based research (DBR) to develop a web-based STEAM online platform. The paper focuses on two studies that step on the development and validation of the platform. In an attempt to implement theoretically designed learning environments in real-world classrooms, DBR was employed as an overarching framework of inquiry. The two cycles of DBR inquiry provide deep insights into the platform's readability, comprehensibility, and feasibility. The implementation of the framework is specified along with further implications for researchers and practitioners.
      PubDate: 2021-09-13
      DOI: 10.3926/jotse.1316
      Issue No: Vol. 11, No. 2 (2021)
       
  • The use of physics pocketbook based on augmented reality on planetary
           motion to improve students' learning achievement

    • Authors: Nadi Suprapto, Handal Setyo Ibisono, Husni Mubarok
      Pages: 526 - 540
      Abstract: This article is one of the results of the augmented reality (AR)-based pocketbook development on the planetary motion which focuses on student learning achievement. The study used the ADDIE model: "Analysis-Design-Development-Implementation-Evaluation". In the Spring Semester 2020, researchers took these steps in producing an AR-based pocketbook on planetary motion materials. The trial carried out on 30 students at a public high school in Surabaya, Indonesia. Evaluation parameters included the quality of AR-based pocketbook, students' learning achievement, and research outputs. The results showed that: (1) the process of developing an AR-based pocketbook on planetary motion fulfilled the product quality criteria: validity, practicality, and effectiveness; (2) students' learning achievement increase as seen from the results of the pretest-posttest scores with the average Gain score was 0.63 in the moderate category; (3) through the development of an AR-based pocketbook, it resulted in some articles in journals and pocketbook media based on Augmented reality. Planetary motion in physics learning is an abstract concept and requires high reasoning. Therefore, the recommendation of this study is the use of AR as a media for learning in other abstract physics concepts.
      PubDate: 2021-09-15
      DOI: 10.3926/jotse.1167
      Issue No: Vol. 11, No. 2 (2021)
       
  • Evaluation of self-regulated learning on problem-solving skills in online
           basic Physics learning during the COVID-19 pandemic

    • Authors: Ahmad Abtokhi, Budi Jatmiko, Wasis Wasis
      Pages: 541 - 555
      Abstract: The problems of learning physics have experienced increasingly complex obstacles amid the demands of online learning due to the COVID-19 pandemic. The purpose of this study is to explain the basic physics learning process through an online system during a pandemic, by evaluating the Self-Regulated Learning (SRL) approach to Problem-solving Skills (PSS). Data were collected through distributing questionnaires, interviews and documentation studies, then analyzed. This study shows that the applied SRL has been implemented well, but has not been optimal in improving PSS in online Basic Physics learning. The unpreparedness of technological devices and the competence of educators and students become obstacles that result in difficulties in solving physics problems so that the expected results are not following the expected learning targets. Also, this study shows the difficulty of learning physics online during the pandemic. Thus, a responsive physics learning model is needed with conditions that allow the delivery of physics material to be well understood, even though it is delivered through digital media. This is a demand that needs the attention of all parties so that the achievement of online learning targets remains optimal and effective in increasing the problem-solving skills of students during the COVID-19 pandemic.
      PubDate: 2021-09-15
      DOI: 10.3926/jotse.1205
      Issue No: Vol. 11, No. 2 (2021)
       
  • The impact of developing a blended learning sub-system on students online
           learning engagement

    • Authors: Mewati Ayub, Hapnes Toba, Maresha Caroline Wijanto, Roy Parsaoran, Ariyanto Sani, Yolanda Trixie Hernita
      Pages: 556 - 568
      Abstract: In this research, we show a development process of engagement sub-systems in a blended-learning management system and evaluate the impact of student interaction in the whole system. We develop special sub-systems for engagement purposes via forum, course rating, and class assignment modules. During the system development process, we employ continuous improvement methodology which helps to shorten the software delivery time without disturbing the overall operation. We evaluate the impact of engagement processes in terms of behavioral, emotional and cognitive aspects. Our evaluation results show that by employing the engagement sub-systems we have increased a 0.30 satisfaction point on average (1-5 Likert scale) for 11 evaluation survey questions distributed to 305 students during 2 times evaluation period. Another interesting finding from the surveys is that behavioral (discussion forum and attendance list sub-system) and cognitive (course rating sub-system) aspects have great influences for the students’ activities (class assignment sub-system) which finally has a great impact on their cognitive performances.
      PubDate: 2021-09-15
      DOI: 10.3926/jotse.1196
      Issue No: Vol. 11, No. 2 (2021)
       
  • The effect of guided discovery instructional strategy on grade nine
           learners' performance in chemical reactions in Mankweng circuit,
           South Africa

    • Authors: Israel Kibirige, Rebecca Mampageti Maake
      Pages: 569 - 580
      Abstract: Teaching strategies play a vital role in improving learners’ performance. This study investigated the effect of Guided Discovery Instructional Strategy (GDIS) on Grade nine learners’ performance in chemical reactions and determined the effect of GDIS on gender. A quasi-experimental design was used with a sample comprised 75 Grade nine learners purposively selected from two schools in Mankweng Circuit based on Grade 12 poor performances. Learners were randomly assigned to the Experimental Group (EG) (N = 40) and Control Group (CG) (N = 35) taught for two weeks using GDIS for EG, and Talk and Chalk Method (TCM) for CG. The results show that there were statistically significant differences between CG post-test (T-test: t(78) = 19.89; p = 0.05); Cohen d = 4.40 for EG and CG T-test: t(68) = -1.03; p > 0.05; Cohen d = 0.2. EG taught using GDIS outperformed those using TCM (ANCOVA: F = 361.49, p = 0.05). GDIS did not discriminate against gender in EG because no statistically significant differences in performance after the intervention (Mann Whitney U-test: U = 178.50, p = 0.58), suggesting that GDIS improved all learners’ performance in chemistry, but not CTM. The findings provide teachers and stakeholders with empirical evidences on a strategy that improved learners’ performance. Also, GDIS did not discriminate against gender like the TCM, suggesting that the strategy encourages girls to study science, which contributes to narrowing the existing gender gap of male and female in Science, Technology, Engineering and Mathematics (STEM) subjects.
      PubDate: 2021-09-20
      DOI: 10.3926/jotse.1295
      Issue No: Vol. 11, No. 2 (2021)
       
  • The effect of the use of indigenous knowledge-based Physics comics of
           Android-based marbles games on verbal representation and critical thinking
           abilities in Physics teaching

    • Authors: Almira Eka Damayanti, Heru Kuswanto
      Pages: 581 - 593
      Abstract: This research aims to reveal the effectiveness of the use of an indigenous knowledge-based physics comic of Android-based marbles games on verbal representation and critical thinking abilities. It is a quasi-experiment applying the pretest-posttest control group design. The research sample consists of two classes: the control and experimental classes, each of which consists of 35 students established using the cluster random sampling technique. The effectiveness of the indigenous knowledge-based physics comic of marbles games was analyzed using the quantitative method applying the effect size analysis. The result of the effect size analysis obtained from Cohen’s f in verbal representation ability is 0.11 interpreted as medium effect size and critical thinking ability is 0.43 interpreted as large effect size. This shows that the developed indigenous knowledge-based physics comic of Android-based marbles games in physics teaching gives effects to verbal representation and critical thinking abilities of the students. In other words, the developed comic is effective in improving verbal representation and critical thinking abilities.
      PubDate: 2021-09-21
      DOI: 10.3926/jotse.1142
      Issue No: Vol. 11, No. 2 (2021)
       
 
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