ABSTRACT
The COVID-19 pandemic has forced teachers to implement fully online teaching. This study reviewed the popular technologies that are used in online learning, as well as the advantages and difficulties of applying fully online courses for formal education. Based on this research background, this study proposed a nested scaffolding design of an online course for 215 college students in China with the help of six technological tools, which effectively replaced face-to-face interactions and significantly improved the usage of the supporting learning platform. The inner-outer learning cycles supported by the technological tools improved the quality of the scaffolding conversations, reduced the scaffolding time cost that teachers had to expend and enhanced the effectiveness of the individualised scaffolding instructions.
ABSTRACT
COVID-19 pandemic had caused an unprecedented impact on teachers and students in their teaching and learning process. Diverse teaching and learning tools are essential to ensure that education continues. This confinement provides an opportunity to enculture a new norm for learning among Malaysian students and teachers. Usage of web 2.0 tools has indirectly encouraged students to study on their own and communicate dynamically with peers and teachers during online lessons. A mixed-method quasi-experimental study involving pre-test and post-test was conducted to investigate the impact of using web 2.0 tools on students’ achievement. 60 Form Two students were divided into control and experimental groups where the experimental group had lessons using The Product, Process, Person, and Press model of creative approach with web 2.0 tools while the control group was taught using the teacher-centered instruction. The creative approach using web 2.0 tools has not only produced advancement in students’ achievement in the science subject but has also motivated them to complete the assessments given during online lessons. The findings also emanated that students’ motivation to learn science through online learning was due to the usage of 2.0 tools. Hence, science teachers ought to be better prepared with the skills as well as better-designed learning modules and experiences to incorporate integrated online learning and face-to-face class with a blended learning approach seamlessly. © 2022 by the authors.
ABSTRACT
A myriad of studies related to the technology acceptance and use in different organisations have been conducted, but little is known from the perspective of the educators in Philippine public university. To address this gap in literature, this study aims to determine the factors that best influence the use Web 2.0 tools in teaching among educators prior to the onset of COVID-19 pandemic. To investigate this phenomenon, the data of this study was collected from 300 educators in a Philippine public university located in Northern Mindanao through online survey. The hypothesised model was analysed using Partial Least Squares Structural Equation modelling using the SmartPLS software. The data analysis revealed that performance expectancy and effort expectancy are significant determinants while social influence is not a significant determinant of behavioural intention;behavioural intention and facilitating conditions are significant determinants of the use behaviour with 46.9% and 22% explained variance, respectively. The results of the study contribute to further research on the use of Web 2.0 tools among educators investigating the influence of SI towards BI. Further implications and recommendations for future studies are discussed in this study. © Penerbit Universiti Sains Malaysia, 2021.
ABSTRACT
The effect of the COVID-19 pandemic shows that schools must adapt new approaches in order to continue to provide teaching and learning at schools. To achieve this, students must be equipped to learn in a multifaceted, multitasking, and technology-driven world, and the utilization of Web 2.0 tools has been revealed as important in this endeavor. The aim of this study is to introduce an educational website enriched with Web 2.0 tools designed for science teaching and in addition to show the effect on achievement and motivation. Therefore, the effect of an educational website supported by Web 2.0 tools on achievement and motivation was investigated in a quasi-experimental design with a pretest-posttest control group. The unit of “Force and Energy” was presented through an educational website enriched by Web 2.0 tools. The positive effects of using the website on the achievement and motivation of the students in the results brought to mind the use of an educational website supported by Web 2.0 tools as an alternative or support to online training during the COVID-19 pandemic. © 2022 IGI Global. All rights reserved.
ABSTRACT
It has been understood that these changing conditions must be adapted quickly to continue education and learning during the COVID-19 pandemic. After this process, students and teachers are expected to have teaching and learning skills in a versatile, multi-tasking, especially technology-focused world. In many countries, all teaching and learning from primary to higher education has evolved into distance and online education. The educational website mentioned in this study can be both a support and an alternative to online education. In the study, materials prepared in accordance with the Force and Energy unit acquisitions using web 2.0 tools were planned according to the 5E learning model and placed on the educational website named “Science World”. Teaching was carried out face-to-face through this site in the 2018-2019 academic year. The study is a case study based on the identification of student views about teaching using a web site enriched with web 2.0 tools according to the 5E learning model. A structured interview form was used as a data collection tool and it was examined with descriptive analysis. After the instruction, the students stated that they liked the science lesson more and found it more fun. In addition, it was observed that they said that they learned better and that their interest in the lesson increased. It is therefore recommended that science teachers use web 2.0 tools, and especially an educational website, in addition to online classes © 2022, Milli Egitim.All Rights Reserved.