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EdMedia + Innovate Learning

Jul 06, 2021

Editors

Theo J. Bastiaens

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File: Table of Contents

Table of Contents

Number of papers: 134

  1. The Effect of Perceived Interaction and Task Value on Intention of Course Re-selection through Student Engagement in Flipped Learning

    Yuyang Yuan, Hae-Deok Song & Hyejoo Yun, Chung-Ang University, China

    Flipped learning has been actively applied in university, but learners’ intention to retake flipped learning has been decreasing. Therefore, this study aims to prove the structural relationships of... More

    pp. 878-883

  2. Student Perceptions of Online Learning Environments in Higher Education

    Mthobisi Jula, UKZN, South Africa; Indira Padayachee, University of KwaZulu-Natal, South Africa

    Currently the use of Information Communication Technology (ICT) has become increasingly popular especially in the year 2020. Higher education institutions in South Africa have migrated all their... More

    pp. 884-891

  3. The Effect of Academic Self-Efficacy, Perceived Usefulness, Perceived Ease of Use, and Acceptance Attitude on Learning Persistence through Student Engagement in MOOC

    Ha-Eun Kim, Hae-Deok Song & Ye-chan Lee, Chung-Ang University, Korea (South)

    The purpose of this study was to investigate how learners’ academic self-efficacy, perceived usefulness, perceived ease of use, acceptance attitude, and student engagement affect learning... More

    pp. 892-897

  4. Online and Face-to-Face Yoga Instruction: How Do These Compare in the Areas of Anxiety and Flexibility?

    Robyn Miller, Bowling Green State University, United States; Judy Lambert, The University of Toledo, United States

    This study employed a nonequivalent pretest-posttest comparison group design to measure whether online yoga is equal to or better than face-to-face yoga in terms of decreased anxiety, increased... More

    pp. 898-906

  5. Teaching and Learning Digital Design Thinking

    Francesca Mastrogiacomi, LUISS Business School, Italy

    This contribution aims at reflecting on the teaching and learning challenges faced at LUISS Business School, where Digital Design Thinking tools and techniques have been experienced both by... More

    pp. 907-916

  6. Technological Pedagogical Content Knowledge (TPACK) Scale for Language Teachers

    Yu-Rou Huang, Shu-Ching Yang, Chiao-Ling Huang & Yi-Fang Luo, National Sun Yat-sen University Institute of Education, Taiwan

    This study is to develop Technological pedagogical content knowledge (TPACK) scale for Language teachers. The research focuses on 472 English teachers’ understanding the differences in TPACK, to... More

    p. 917

  7. Innovation to Improve Information Literacy Skills of Nurse Educator Students

    Melissa Scott, April Matthias, John Osinski & Tammy Ivins, University of North Carolina-Wilmington, United States

    Information literacy (IL) is a complex set of skills and ideas required for scholarly inquiry. It goes beyond simply finding an article on a chosen or assigned topic and expands to the ability to... More

    pp. 918-920

  8. A Study on the Modernization of Basic Education Problems and trends for Ubiquitous environment in three Southern border provinces

    Riana Wadtan, King Mongkut's Institute of Technology Ladkrabang, Bangkok, Thailand, Thailand

    This study aimed to analyze the state of problems, study the modernization of education in Thailand, including education problems in the three southern border provinces, and to summarize issues and... More

    pp. 921-927

  9. Effects of competition in gamified online distance learning on intrinsic motivation: A comparative case study

    Klaudia Bovermann & Sebastian Habla, FernUniversität in Hagen, Germany; Joshua Weidlich, DIPF | Leibniz Institute for Research and Information in Education, Germany

    Gamification is a popular instructional approach to foster students’ motivation in distance education. However, there are still open questions regarding the effectiveness of different gamification ... More

    pp. 928-937

  10. Distance Education during the COVID-19 pandemic

    Patricia Fidalgo, Emirates College for Advanced Education, United Arab Emirates; Joan Thormann, Lesley University, United States; Oleksandr Kulyk, Oles Honchar Dnipro National University, Ukraine; José Lencastre, University of Minho, Portugal; Maria Joao Figueiras, Zayed University, United Arab Emirates

    The COVID-19 pandemic led many Institutions of Higher Education (IHE) to transition to an online learning model. This change has increased the need to assess students' opinions about Distance... More

    pp. 938-940

  11. Hands-on Cybersecurity Labs in online learning

    Bogdan Ksiezopolski, Damian Rusinek, Marek Miskiewicz & Aneta Wroblewska, Maria Curie-Sklodowska University in Lublin, Poland

    Cybersecurity is frequently mentioned today as one of the necessary competences of the future in the field of information technology. Along with the global digitization of services, the demand for ... More

    pp. 941-949

  12. Using Phenomenography to Understand STEM Doctoral Students’ Meaning-Making with Discussion Board Postings

    Richard Pineau, Wayne State University - Department of Mathematics, United States; Jazlin Ebenezer, Wayne State University - Teacher Education Division, United States

    This study examines the discussion board posts of doctoral students who took a seminar related to STEM education as part of their coursework for their program. Twelve weeks’ worth of CANVAS... More

    pp. 950-955

  13. Cross-cultural learning in Global Read Aloud

    Xiaoying Wang, University of Missouri Saint Louis, United States; Shea Kerkhoff, University of Missouri - St. Louis, United States; Jeffrey Carpenter, Elon University, United States

    In a digitally developed world, students must cultivate the ability to communicate, collaborate, think critically, and solve problems. The Global Read Aloud (GRA) is a project where classrooms... More

    pp. 967-977

  14. The effect of online teaching workshops on lecturers' readiness to teach online (before and at the beginning of the Covid-19 outbreak)

    Efrat Pieterse & Yehuda Peled, Western Galilee College, Israel

    This study examined the contribution of asynchronous teaching workshops held at an Academic College in Israel, approximately a year and a half prior to the Covid-19 outbreak. The research continued... More

    pp. 985-991