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Journal Article

Managing e‑Learning: What are the Real Implications for Schools?  pp11-18

Helen Boulton

© Mar 2008 Volume 6 Issue 1, Editor: Shirley Williams, pp1 - 75

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Abstract

This paper is concerned with the use of e‑learning in secondary education. It is based on research that has taken place over a period of two years with students aged 14‑16 (Key Stage 4). The paper considers the current research in e‑learning and identifies the challenges faced by students, the changing role of the learner, and the impact e‑ learning can have on students. The author argues that preparation needs to be carried out at the school level prior to introducing e‑learning into the Key Stage 4 curriculum. It concludes by discussing the findings of the research which identifies a range of issues schools may want to consider, when embracing e‑learning.

 

Keywords: e-Learning, secondary, curriculum development, teaching, learning

 

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Journal Article

An e‑Class in Action: Experiences with ICT‑intensive Teaching and Learning of Discrete Dynamical Models at Secondary School  pp41-53

André Heck, Harm Houwing, Cor de Beurs

© May 2009 Volume 7 Issue 1, Editor: Shirley Williams, pp1 - 85

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Abstract

In 2007, a small team of university and secondary school teachers jointly developed and piloted an e‑class for 4 and 5 grade students (age: 16‑17yrs) at both pre‑university and general vocational level. The goal was to develop and try out innovative ways of teaching mathematics that would enable schools to offer optional courses for small numbers of students. The e‑class can be summarized as web‑supported instruction in a blended learning approach. The instructional material consisted of the chapter on discrete dynamical models from a brand‑new mathematics textbook, supplemented by investigative activities. Students could build and simulate dynamical models with the computer learning environment Coach. Instructions for learning to work with software were given through screen casts created by the teacher to gear with students' needs and made available in the Sakai‑based virtual learning environment. Students got weekly on‑line assignments, which they submitted digi‑ tally. At home they could get assistance from peers and the teacher in a chat room. We discuss some of the e‑ ingredients of the e‑class and their potential for teaching and learning mathematics and science in terms of principled design approaches to multimedia learning and pedagogical arrangements. We report the experiences of the participants of the project and present the future plans based on this work.

 

Keywords: e-learning, blended learning, multimedia learning, e-learning implementation, screen casts, secondary mathematics education, discrete dynamic models

 

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Journal Article

Escalating the use of Web 2.0 Technology in Secondary Schools in the United Kingdom: Barriers and Enablers Beyond Teacher Training  pp91-100

Alison Hramiak, Helen Boulton

© Jun 2013 Volume 11 Issue 2, Editor: Roy Williams, pp80 - 167

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Abstract

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Keywords: pre-service teacher education, secondary school teachers, technology uses in education, teaching methods, weblogs, blogs

 

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Journal Article

Implementing a Game for Supporting Learning in Mathematics  pp230-242

Aikaterini Katmada, Apostolos Mavridis, Thrasyvoulos Tsiatsos

© Jun 2014 Volume 12 Issue 3, Special Edition for ECGBL 2013, Editor: Carlos Vaz de Carvalho and Paula Escudeiro, pp227 - 311

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Abstract

Abstract: This paper focuses on the design, implementation and evaluation of an online game for elementary and middle school mathematics. Its aim is twofold: (a) the development of the prototype of a flexible and adaptable computer game, and (b) the e valuation of this prototype, as to its usability and technical aspects. The particular computer game was created in an attempt to facilitate the teaching of mathematics, a subject that is often regarded as complicated by students of all ages. Apart from t he game, an administration website was also constructed, so that the educator can configure the game, without that requiring any programming skills. More specifically, the educator can use the administration website in order to alter several of the games parameters, such as the content and total number of its questions.The game was evaluated in real school settings, both through a pilot study with 12 students and a longterm intervention with 37 students that lasted 14 weeks. The results indicated that th e students opinion about the game was positive, and suggest that with some extensions the game could be used as an effective learning tool. Finally, some corresponding conclusions and future improvements to the game are being discussed on the basis of th e findings.

 

Keywords: Keywords: 2D Digital Game Based Learning, Primary education, Secondary Education, Mathematics

 

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Journal Article

Pilot Program of Online Learning in Three Small High Schools: Considerations of Learning Styles  pp353-366

Abigail Garthwait

© Jul 2014 Volume 12 Issue 4, Editor: Dr Rikke Ørngreen and Dr Karin Tweddell Levinsen, pp313 - 410

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Abstract

Abstract: This case study was conducted in three schools in Maine, United States. The goal of this qualitative research was two‑fold: to describe the process used by a small educational consortium as it initiated formal online education, and to view this experience through the lens of students' preferred learning styles. The United States does not have a national curriculum. While the government of Maine offers some state‑level support for schools, many educational issues and initiatives are controlled a t the local level. Additionally, Maine is one of the most rural states in the country and the isolated nature of these schools adds to the dearth of curricular opportunities for students ages 14‑18. Data was collected using the Felder & Solomon (1993) Learning Styles Questionnaire and semi‑structured, bi‑semester interviews with ten students. Open and axial coding was used to identify themes, which were subsequently triangulated with a document review and the two sets of interviews with the three adul t coordinators. Findings fell within two groupings: data that substantiated prior research, and data that offer contradictory conclusions. Learning styles have an important place in online learning. However transactional distance, teacher response time, group work, and school filtering issues also emerged as critical. Conclusions carry implications for online educators, school administrators, and policy makers

 

Keywords: Keywords: online education, secondary education, learning styles, case study, transactional distance

 

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Journal Article

Bring Your Own Device to Secondary School: The Perceptions of Teachers, Students and Parents  pp66-80

David Parsons, Janak Adhikari

© Apr 2016 Volume 14 Issue 1, ECEL 2015, Editor: Amanda Jefferies and Marija Cubric, pp1 - 80

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Abstract

Abstract: This paper reports on the first two years of a Bring Your Own Device (BYOD) initiative in a New Zealand secondary school, using data derived from a series of surveys of teachers, parents and students, who are the main stakeholders in the trans formation to a BYOD school. In this paper we analyse data gathered from these surveys, which consists primarily of qualitative data from free text questions, but also includes some quantitative data from structured questions, giving insights into the chal lenges faced by teachers, students and parents in moving to a BYOD classroom, and the potential benefits for teaching and learning, and preparing students for a digital world. We frame our analysis from a sociocultural perspective that takes account of st ructures, agency and cultural practices and the interactions between these domains. Thematic analysis was performed by considering these domains from the responses of the three stakeholder groups. We found that there were some tensions in these domain rel ationships, with contexts and practices having to be renegotiated as the BYOD classroom and the structures within which it operates have evolved. On the surface, it appears that many of the changes to cultural practice are substitution or augmentation of previous activities, for example using one‑to‑one devices for researching and presenting material. However, when we look deeper, it is evident that apparently straightforward adoption of digital media is having a more profound impact on structure and agen cy within the classroom. While the structural impact of digital infrastructures does raise some concerns from all stakeholders, it is clear that it is the curricular structure that is the most contentious area of debate, given its impact on both agency an d cultural practice. While the majority of respondents reported positive changes in classroom management and learning, there were nevertheless some concerns about the radical nature of the change to BYOD, though very rarely from teachers. If there is an a rea where agency may be most problematic, it i

 

Keywords: Keywords: BYOD, secondary school, survey, sociocultural framework

 

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Journal Article

Effect of a Metacognitive Scaffolding on Information Web Search  pp91-106

Adriana Huertas-Bustos, Omar López-Vargas, Luis Sanabria-Rodríguez

© Oct 2018 Volume 16 Issue 2, Editor: Rikke Ørngreen and Heinrich Söbke, pp79 - 160

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Abstract

The objective of the research was to determine the effect that a metacognitive scaffolding for Web information searches exercises on the development of school students, through a general chemistry course in a blended learning modality. One hundred and four students from a school of the city of Bogotá D.C.‑Colombia participated in the study. The research followed a quasi‑experimental design with a pretest and posttest. Three tenth‑grade groups, previously established, worked with a b‑learning environment with three versions: the first group worked with a fixed scaffolding, the second with an optional scaffolding, and the third group interacted with a b‑learning environment without any type of scaffolding whatsoever. The Metacognitive Awareness Inventory (MAI) test was used to measure metacognitive abilities before and after data treatment. To analyze the data, a Multivariate Analysis of Covariance (MANCOVA) was conducted, which showed that the fixed scaffolding favors the development of metacognitive abilities, especially those related to procedural knowledge, planning, organization, monitoring, and evaluation. This tool, possibly based on the analysis and reflection of their own performance in task development, allowed students to consolidate structured strategies in Web information searches. In contrast, the use of the optional scaffolding did not exhibit the expected results since it was not used by a high percentage of students. These findings, among others, are discussed in the study.

 

Keywords: Scaffolding, information search, metacognitive ability, b-learning environment, secondary education.

 

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Journal Article

An Explanatory Sequential Study on Indonesian Principals’ Perceptions on ICT Integration Barriers  pp1-10

Lantip Diat Prasojo, Akhmad Habibi, Mohd Faiz Mohd Yaakob, Amirul Mukminin, Septu Haswindy, Muhammad Sofwan

© Jan 2019 Volume 17 Issue 1, Editor: Rikke Ørngreen and Heinrich Söbke, pp1 - 65

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Abstract

This explanatory sequential study investigated secondary school principals’ perceptions on barriers regarding the Information and Communication Technology (ICT) integration in a developing country, Indonesia. For the quantitative phase, we administered a survey instrument to 250 Indonesian secondary school principals. The survey instrument was developed based on previous related literature validated through content validity and piloted before being distributed. Following the quantitative process, three Focus Group Discussions (FGDs) with 30 participants were conducted to obtain more in‑depth information. Each FGD was attended by 10 participants. The findings revealed that the most highly identified barriers are teachers’ knowledge of ICT, funding for ICT, traditional teaching style, professional development, as well as district and school culture. Recommendations are offered for the improvement of technology integration for educational purpose.

 

Keywords: barriers, Indonesia, technology integration, secondary school principals, developing country

 

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