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Volume 16 Issue 2 July - September 2019

Research Paper

Characteristics of Leading Groups on a Professional Social Network

Smadar Bar-Tal* , Tami Seifert**

* Center for Innovation and Excellence in Teaching, Levinsky College, Israel.

** Kibbutzim College of Education, Tel-Aviv, Israel.

Bar-Tal, S., and Seifert, T. (2019). Characteristics of Leading Groups on a Professional Social Network. i-manager’s Journal of Educational Technology, 16(2), 1-13. https://doi.org/10.26634/jet.16.2.15043

Abstract

"Shluvim" is a professional social network (hereinafter: PSN) in Israel. It serves as a space for educational professionals to collaborate and share knowledge, empower their professional development and receive emotional support. The authors aimed to characterize the groups operating in this network and the role played by the groups' leaders over the first four years of its operation, investigating motives for the groups' creation and the extent of group activity and created a model for policymakers and members of PSNs. Qualitative-phenomenological and quantitative data gathered from 16 semi-structured interviews, and a focus group indicated different rates of participation in the groups, distinguishing open and closed groups and identifying motives for their creation. The findings indicate the importance of social networking groups for members' personal and professional development, the importance of the group managers' activity, and reasons for a group's success or failure. Group members' were informed on the recommendations for successful group management.

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Research Paper

Student Interactions with Prerequisite Knowledge Tools: How Students’ Daily-Usage Patterns Can Inform Pedagogy in Calculus I

James Folkestad * , Mary E. Pilgrim , Ben Sencindiver *, Priya Harindranathan ****

* School of Education, Colorado State University, USA.

Department of Mathematics and Statistics, San Diego State University, USA.

* Department of Mathematics at Colorado State University, USA.

**** Center for the Analytics of Learning and Teaching (C-ALT), Colorado State University, USA.

Folkestad, J. E., Pilgrim, M. E., Sencindiver, B., and Harindranathan, P. (2019). Student Interactions with Prerequisite Knowledge Tools: How Students’ Daily-Usage Patterns Can Inform Pedagogy in Calculus I. i-manager’s Journal of Educational Technology, 16(2), 14-34. https://doi.org/10.26634/jet.16.2.15799

Abstract

Many factors play a role in a students' learning experience, but students' course interaction behaviors are particularly important toward fostering success. Instructors build learning tools (such as videos, online quizzes, etc.) that provide students with the opportunity to extend their learning outside the classroom. These tools require students to self-regulate their learning behaviors, taking initiative to incorporate them into their study routine. However, measuring how students actually use the tools is a challenge. In this paper, online tools were designed around Precalculus content and tested in the first two weeks of a introductory calculus course. Our intent was to identify students who may or may not be engaged in behaviors associated with self-regulation by collecting data on student interaction with online tools. If at-risk students could be identified early in a semester, then it might be possible to intervene in order to change engagement and behaviors. Data was partitioned into behavior-based clusters and interpreted based on course outcomes. This paper discuss about the cluster-based findings in relation to student performance measures and student self-assessments of self-efficacy for learning and performance in the course. This paper concludes with a discussion of how findings may inform pedagogical choices and future study.

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Research Paper

Video Annotated Technology: Exploring Teacher Candidates’ Adaptation to a New Tool in Student Teaching

Jillian Ardley * , Lisa Repaskey**

*-** Department of Early Childhood, Elementary, and Special Education (EESE), Norfolk State University (NSU), Virginia, USA.

Ardley, J., and Repaskey, L. (2019). Video Annotated Technology: Exploring Teacher Candidates’ Adaptation to a New Tool in Student Teaching. i-manager’s Journal of Educational Technology, 16(2), 35-49. https://doi.org/10.26634/jet.16.2.16195

Abstract

Web 2.0 technologies are very familiar to students who represent the group called the “millennials” in this society due to their birthdates. They are noted for their technological savvy and their ability to use new information and communication technologies without reservation. With this in mind, teacher educators who utilize culturally relevant practices modified a traditional practice of one-dimensional videotaping to support the proficiencies of the participating teacher candidates. The tool used to support traditional video recording was a video annotation software tool that allows the reviewer to type comments in synchronization with the viewed portion of a recording. This video annotation tool allowed the teacher candidates to: a) record their lessons via a smartphone application, b) invite their university supervisor to watch in real-time, c) send a link of the university's media storage location via a built-in compression tool, as well as d) receive text feedback/annotations from their university supervisor within the recording that was in synchronization with the reviewed behavior. Overall, teacher candidates saw the video annotation tool as an effective tool to support collaborations with their university supervisor. Challenges such as storage limitations on smart phones and sound quality are discussed as well as other possible implications in this pilot study.

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[44]. Zanchetta, M. S., Bailey, A., Kolisnyk, O., Baku, L., Schwind, J., Osino, E., ... & Hassan, A. (2017). Mentors' and mentees' intellectual-partnership through the lens of the transformative learning theory. Nurse Education in Practice, 25, 111-120.

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Causes and Solution to Poor Involvement of Post Graduates in Research Publication Enterprise: Case of a Rural-Based University in South Africa

Ishmael Obaeko Iwara*

University of Venda, South Africa.

Iwara, I. O. (2019). Causes and Solution to Poor Involvement of Post Graduates in Research Publication Enterprise: Case of a Rural-Based University in South Africa. i-manager’s Journal of Educational Technology, 16(2), 62-76. https://doi.org/10.26634/jet.16.2.16102

Abstract

This article was introduced due to a sharp decline in research publication output by 120.69 units at the University of Venda (UNIVEN). Because research publication output is necessary for income generation, ranking of an institution of higher learning and international networks for possible collaborations, UNIVEN may experience long run instabilities if the situation persist. Even though there might be several other issues responsible for the low output, suspicions have been on poor involvement of researchers in research publication enterprise of the University. Whereas this may be true, the reasons are yet unknown, which motivates the current study. The essence is to unpack issues around the phenomena with hopes of suggesting intervention measures. An exploratory sequential mixed research design was followed. A sample of 32 (Masters & PhD students) was drawn from the Institute for Rural Development (IRD) at the University. Data was collected using semi-structured and structured questionnaires of which thematic and descriptive analyses were performed through Atlas-ti v8 and Microsoft Excel 2013 statistical tool, respectively. The qualitative result yielded several issues clustered into three themes namely: student, supervisor and the management. The scores of the casual issues suggest 12 factors that should be taken into account. This include student rewards (17%), student conference attendance (13%), regulations on theft of student researches (11%), strengthening supervision ties (9%), research skills training (8%), and adequate service delivery (8%). Other factors fall between 7% and below.

References

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An Investigation of Faculty members’ Beliefs and Barriers to Successful ICT Integration into Teaching at Sultan Qaboos University

Abdelrahman Mohammed Ahmed* , Ahmed Yousif Abdelraheem , Zainab Asaid Al-Shedani *, Mohammed Sulaiman Al Aghbari****

*-**** Department of Instructional and learning Technologies, Sultan Qaboos University (SQU), Muscat, Oman.

Ahmed, A. M., Abdelraheem, A. Y., Al-Shedani, Z. A., and Al-Aghbari, M. S. (2019). An Investigation of Faculty Members’ Beliefs and Barriers to Successful ICT Integration into Teaching at Sultan Qaboos University. i-manager’s Journal of Educational Technology, 16(2), 50-61. https://doi.org/10.26634/jet.16.2.16240

Abstract

There are many essential factors affecting the integration of information and communication technology (ICT) into teaching and faculty learning, including faculty members' beliefs regarding ICT integration. The present study examines the beliefs of (N= 220) faculty members from eight different colleges at Sultan Qaboos University (SQU) in Oman. A quantitative-qualitative design was used in this study, including an open-ended questionnaire asking teachers about their beliefs about integrating ICT into teaching and the barriers impeding ICT use in education. The findings show that the faculty members at SQU held positive beliefs regarding using ICT elements as tools for teaching and learning. However, this does not necessarily mean that they currently integrate ICT into their teaching processes. The results also showed that the faculty members perceived a moderate degree of barriers that were preventing them from integrating ICT in the classroom. No significant differences were found among the variables of gender and the year of experience. The ANOVA test indicated that there were no significant differences among the four academic ranks: lecturer, assistant professor, associate professor and professor on their beliefs on barriers to ICT integration. This result could be hypothetically attributed to the fact that SQU provides learning resources for all faculty members, including software, hardware, internet connectivity, training and administrative, and technical support.

References

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Research Paper

An Analysis of Alternative Digital Credential

Ajit Kumar N Shukla*

PSIT College of Engineering, Kanpur, India.

Shukla, A. K. N. (2019). An Analysis of Alternative Digital Credential. i-manager’s Journal of Educational Technology, 16(2), 77-86. https://doi.org/10.26634/jet.16.2.15757

Abstract

Higher Education Institutions (HEI) are facing a potential challenge at questioning the means and method as to how education is delivered and learning is credited. The leading agent for this change is online learning and transfer of credit for potential employment. The aim of this paper is to look into these questions by raising the questions locally and getting the response at RK University, Rajkot, India. The responses present an answer on how fast the University is growing, how an educational institution able to adapt to this change by incorporating necessary credit to the transcript, are students ready to pay extra for this, is it noticed by the potential employer as essential skill acquired, and is HEI working in the right direction? This study compares questions with the global trend and proposes a line of action. It seems that as the students are increasingly being hooked to social media, the presence is getting reflected in their public profile enhancing the perception of stated skill. The true reflection of this will be seen after few years, especially if it solves more problems than those created in society. There is no doubt that it is building a new social association, which could never be thought to be formed earlier and now it is getting commented. This accumulation of data helps us to develop new knowledge colonies for all of us. The most detrimental factor in all these is the cult of evaluation of a fake credential. It is considered that the wisdom will prevail even above truth.

References

[1]. Acclaim (2013). Open badges for Higher Education.

[2]. Christ, C. T. (2016). Small liberal arts colleges and enrollment capacity at public universities: Imagining a Consortium Approach. Research & Occasional Paper Series: CSHE.2.16, University of California, Berkeley.

[3]. DeMilo, R. (2017). This will go on your permanent record! How blockchains can transform colleges in a networked world. The Evolllution.

[4]. Fong, J., Janzow, P., & Peck, K. (2016). Demographic shifts in educational demand and the rise of alternative credentials. Pearson Education and UPCEA.

[5]. Gaston, P. L. (2017). The not-so-little engine that can. Change: The Magazine of Higher Learning, 49(5), 57-65.

[6]. Grech, A., & Camilleri, A. F. (2017). Blockchain in Education. JRC Science for Policy Report, European Commission.

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[8]. Hickey, D. T. (2017). How open e-credentials will transform higher education. The Chronicle of Higher Education, 18.

[9]. Marklein, M.B. (2014). A cheaper, faster version of a College degree. USA Today.

[10]. Matkin, G. W. (2018). Alternative digital credentials: An imperative for higher education. CSHE Research & Occasional Paper Series: CSHE. 2.18. Center for Studies in Higher Education.

[11]. Orr, D., Weller, M., & Farrow, R. (2018). Models for online, open, flexible and technology enhanced higher education across the globe – a comparative analysis. International Council for Open and Distance Education.

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Volume 16 Issue 2 July - September 2019

Characteristics of Leading Groups on a Professional Social Network

Smadar Bar-Tal* , Tami Seifert**

* Center for Innovation and Excellence in Teaching, Levinsky College, Israel. ** Kibbutzim College of Education, Tel-Aviv, Israel.

Bar-Tal, S., and Seifert, T. (2019). Characteristics of Leading Groups on a Professional Social Network. i-manager’s Journal of Educational Technology, 16(2), 1-13. https://doi.org/10.26634/jet.16.2.15043

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Student Interactions with Prerequisite Knowledge Tools: How Students’ Daily-Usage Patterns Can Inform Pedagogy in Calculus I

James Folkestad * , Mary E. Pilgrim **, Ben Sencindiver ***, Priya Harindranathan ****

* School of Education, Colorado State University, USA. ** Department of Mathematics and Statistics, San Diego State University, USA. *** Department of Mathematics at Colorado State University, USA. **** Center for the Analytics of Learning and Teaching (C-ALT), Colorado State University, USA.

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Video Annotated Technology: Exploring Teacher Candidates’ Adaptation to a New Tool in Student Teaching

Jillian Ardley * , Lisa Repaskey**

*-** Department of Early Childhood, Elementary, and Special Education (EESE), Norfolk State University (NSU), Virginia, USA.

Ardley, J., and Repaskey, L. (2019). Video Annotated Technology: Exploring Teacher Candidates’ Adaptation to a New Tool in Student Teaching. i-manager’s Journal of Educational Technology, 16(2), 35-49. https://doi.org/10.26634/jet.16.2.16195

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Causes and Solution to Poor Involvement of Post Graduates in Research Publication Enterprise: Case of a Rural-Based University in South Africa

Ishmael Obaeko Iwara*

University of Venda, South Africa.

Iwara, I. O. (2019). Causes and Solution to Poor Involvement of Post Graduates in Research Publication Enterprise: Case of a Rural-Based University in South Africa. i-manager’s Journal of Educational Technology, 16(2), 62-76. https://doi.org/10.26634/jet.16.2.16102

Abstract

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An Investigation of Faculty members’ Beliefs and Barriers to Successful ICT Integration into Teaching at Sultan Qaboos University

Abdelrahman Mohammed Ahmed* , Ahmed Yousif Abdelraheem **, Zainab Asaid Al-Shedani ***, Mohammed Sulaiman Al Aghbari****

*-**** Department of Instructional and learning Technologies, Sultan Qaboos University (SQU), Muscat, Oman.

Abstract

References

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An Analysis of Alternative Digital Credential

Ajit Kumar N Shukla*

PSIT College of Engineering, Kanpur, India.

Shukla, A. K. N. (2019). An Analysis of Alternative Digital Credential. i-manager’s Journal of Educational Technology, 16(2), 77-86. https://doi.org/10.26634/jet.16.2.15757

Abstract

References

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* Center for Innovation and Excellence in Teaching, Levinsky College, Israel.

** Kibbutzim College of Education, Tel-Aviv, Israel.

James Folkestad * , Mary E. Pilgrim , Ben Sencindiver *, Priya Harindranathan ****

* School of Education, Colorado State University, USA.

Department of Mathematics and Statistics, San Diego State University, USA.

* Department of Mathematics at Colorado State University, USA.

**** Center for the Analytics of Learning and Teaching (C-ALT), Colorado State University, USA.

Abdelrahman Mohammed Ahmed* , Ahmed Yousif Abdelraheem , Zainab Asaid Al-Shedani *, Mohammed Sulaiman Al Aghbari****