Despite the potential for tailored and adaptable learning within blended learning environments, the quality of these experiences is often compromised by unsatisfying social connections. NFAT Inhibitor inhibitor In this context, a robust sense of community offers significant academic and social advantages. Enhancing the sense of community among students hinges on a deeper exploration of student and teacher viewpoints on blended learning, considering their experiences in this educational context. In conclusion, a qualitative case study was used as the method to explore this topic for three blended learning programs. Classroom observation, document analysis of course content, assignments, and assessments, and individual teacher interviews (n=3) and group student interviews (n=18) constituted our research methodology. Analysis of the results revealed the key factors that appeared to promote a sense of community within course-based group learning activities, activities outside the academic curriculum spanning multiple courses, and the physical campus setting, merging academic and social life in the post-COVID era. Furthermore, we found that while students appreciated collaborative learning, they encountered challenges in navigating group interactions, and despite instructors' attempts to foster self-directed learning, students consistently perceived teachers as the definitive authority figure in the educational process, leading to a tension in the instructor-student connection. In addition, this study demonstrated the limitations digital tools pose for fostering a feeling of community, with students questioning the tools' contribution to facilitating in-depth and intricate conversations. From the data gathered, we derived pragmatic recommendations for bolstering the development of a sense of community in future blended learning initiatives.
In response to the escalating requirement for online learning and a more expansive project management approach, needed to better align with the COVID-19 pandemic's impact, the critical need to discover new methodologies in STEM online education to optimize its impact has been underscored. This study, aiming to resolve the preceding problem, concentrates on various aspects of online STEM education project management, implemented through the E-NEST three-tiered structure throughout the COVID-19 period. Utilizing the Explorer, Scholar, and Teacher framework, two CUNY colleges, City Tech and BMCC, established remote teaching internships, professional development workshops, and mentorship programs. The remote learning model, grounded in the principles of engagement, capacity, and continuity (ECC), and team-based learning (TBL), demonstrably contributed to improved STEM education and project management practices. Zoom, Google Meet, Microsoft Teams, Blackboard Collaborate Ultra, Skype, and SurveyMonkey were the technological aids employed during the project's execution. The modified remote learning and management tools yielded effective results, as demonstrably shown by the project evaluation, online surveys, and focus group interview data, combining qualitative and quantitative approaches. Improved student success and faculty performance in online learning and project management meetings was a direct result of the E-NEST model's substantial support. The E-NEST STEM education project was scrutinized by comparing it to two other project management models, in addition to the prior NEST curriculum. The faculty's instruction prioritized proactive project management techniques, incorporating the finest classroom and time management best practices, as outlined within the Project Management Body of Knowledge (PMBOK) and Project Cycle Management (PCM) frameworks. Innovative and excellent online learning platforms for students, built by the E-NEST project with project management and ECC and TBL applications, are proven by comparison. Consequently, this research will be valuable in constructing and improving online STEM education learning models and platforms, incorporating new practices and technologies worldwide. K-12 and higher education institutions globally might benefit from the potential application of these research ideas in future STEM education projects.
The previous research presented the practical experience in structuring secondary school robotics curriculum, encompassing classroom instruction and group learning. This research, undertaken between 2019 and 2021, covered the period of remote instruction triggered by the COVID-19 pandemic and extended to the subsequent post-pandemic period, when online education continued for some pupils. Communications media School students' online learning experiences are examined in this study, with a focus on fostering computational thinking. We perceive computational thinking as a repertoire of cognitive abilities instrumental in resolving both educational and cognitive problems. Focused on the problem of educational robotics' impact on the development of computational thinking, the research questions were formulated. Through our research, we discovered that the adaptability of robots, educational robotics programs, individually tailored learning plans, and collaborative online learning platforms collectively function as effective instruments for enhancing and addressing the development of computational thinking. Within the three-year study of computational thinking, the key components identified are algorithmic reasoning, programming skills, and effective teamwork. The learning strategy we adopted profoundly impacted our ability to ascertain the level of computational thinking and its correlation with the study of Robotics. To consolidate the results of our study, we implemented a statistical approach. The statistics demonstrate advancement in the monitored indicator. Based on the experimental data received, we determined an approximation for both reliability (R²) and the relevant exponential equation (trend lines). Our research has demonstrably shown that educational robotics fosters a synergistic learning environment, boosting student motivation, collaboration, self-efficacy, and creativity.
Social network analysis, relying on abstract and intricate mathematical concepts, presents a formidable challenge for traditional learning approaches. Comparative studies of student performance in computer science disciplines demonstrate a recurring pattern of lower achievement among female students in comparison with their male peers. This research investigates the effectiveness of Jupyter notebooks, a web-based interactive programming tool, in promoting deeper conceptual understanding and higher attainment of course learning outcomes among females, thereby addressing these issues. This tool's contribution to the classroom experience, a source of enjoyment, is central to the work's findings. Methods for gathering data encompassed document analysis and questionnaire responses. A combined strategy was applied, entailing qualitative examination of the mid-term exam materials alongside quantitative analysis of the questionnaire's findings. Our analysis of student performance revealed that the majority correctly understood the educational outcomes and introduced knowledge in the Jupyter Notebook. Furthermore, Jupyter's interactive features fostered engagement and pleasure in the learning process.
Redesigning an online research methods module for taught postgraduate students using Universal Design for Learning (UDL): this paper chronicles the process and outcomes. Investigating the success of UDL-based design and practices in bolstering social, cognitive, and instructor presence, as described by the Community of Inquiry (CoI) framework, is also part of this study. Students in a Master of Arts (MA) program's research methods module participated in an online survey, the results of which form the foundation of this paper. The research demonstrates a variety of UDL-structured practices and approaches that fostered student participation within the module. The framework comprises these key aspects: (a) online learning resource availability, (b) structured weekly schedules with clear guidance, (c) fostering online peer interaction and collaboration, and (d) effective communication from the lecturers. Furthermore, the implementation of UDL in this module's redesign fostered the growth of cognitive, pedagogical, and social presence. This paper argues that UDL-driven design and practice can shape online learning in multiple and interwoven ways; through its inherent value and through its contribution to building cognitive, social, and teaching presence. The research results emphasize the positive effects of expanding UDL applications, particularly in the face of a growing student body diversity within higher education.
The everyday lives of higher education students frequently overlap with the use of social media platforms for educational purposes. Given social media's potential to transform teaching and learning, this quantitative online survey, based on the 5E instructional model, examines the social media usage patterns and perceived learning value of business school students specializing in accounting, finance, and economics. The survey yielded 423 valid responses. Results indicated that social media was deemed impactful by respondents in assisting their quest for study-related information. The system enabled students to learn comprehensively, gain access to information, share information, and communicate with their teachers. contrast media A notable disparity was found in how students of various backgrounds, such as gender, educational attainment, and place of residence, viewed social media for business learning, although no significant difference was observed when categorized by academic major. Research into the use of social media in education has been extensive, but little attention has been paid to business school students, particularly Asian students, in the context of the 5E instructional model.
Curricular reforms, particularly in the realm of Digital Education (DE), face a significant obstacle in consistently adapting teachers' practices. Longitudinal studies that predict and analyze the sustained influence of factors on teachers' continuing absorption of digital education pedagogical content are absent, primarily due to the fragmented nature of the sustainability literature.