Journal articles on the topic 'Education, Higher Web-based instruction Victoria'

Purpose The purpose of this paper is to use a heutagogical approach to determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses, in addition to identifying demographic predictors of academic success in college courses involving Web-based modes of instruction. Design/methodology/approach Mixed models regression evaluated predictors of grade in terms of age, gender, instruction mode, graduate vs undergraduate status and full-time vs part-time load across 2,174 students (M = 27.6, SD = 9.54 years) enrolled in Web-based courses for a single term at a mid-sized public university in the northeastern USA. Findings In accordance with expectations, a significant main effect indicated higher grades among students enrolled in blended relative to completely online courses. Other predictors of academic success in Web-based courses included older age, female gender, graduate student status and part-time academic load. An interaction between age and gender on grade indicated the difference in performance between men and women diminished among older compared to younger students. Another interaction between age and instruction mode on successful course completion indicated a higher probability of success in blended courses among older students relative to their younger counterparts. Research limitations/implications This study is limited by its cross-sectional design of large scope, which is incapable of addressing differences in online instructional styles and student motivation factors. Originality/value The current study offers newfound evidence that students enrolled in Web-based college courses may benefit from a blended instructional format, a finding that may be particularly evident among older students.

Pedagogical research on Web-based learning and instruction has not kept pace with the proliferation of Web-based courses offered by colleges and universities. Consequently, we encourage the application of the “Seven Principles of Good Practice in Undergraduate Education” (American Association of Higher Education, 1987) to guide the design and implementation of Web-based courses. We offer concrete suggestions on how instructors can apply each principle to maximize the potential of Web-based technologies and promote positive learning outcomes in the virtual classroom.

The COVID-19 pandemic led to the abrupt transition from the traditional face-to-face instruction to distance learning. Although Web-based and computer-mediated learning continues to be scrutinized because of the long-believed perception that it is inferior to face-to-face instruction, the wake of the current COVID-19 pandemic has led University leaders to make online learning mandatory. Despite the rapid growth of Web-based/online instruction in higher education, many faculties do not see the potential of Web-based instruction in improving student learning and achievement This paper seeks to investigate students’ perception of synchronous, asynchronous, and face-to-face instruction during the distance-learning phase of education and the implications for public policy. the study employed a quantitative research design. The participants for this study were graduate and undergraduate student groups enrolled in public four-year institutions of higher learning. assess student perceptions of effective learning environments across the dimensions of synchronous online instruction with SOIV, asynchronous online instruction, and face-to-face instruction. The rationale behind this research was based on an assessment of the elements of quality instruction found throughout the dimensions of SOIV, asynchronous online instruction, and face-to-face instruction. The results show that students would prefer asynchronous online learning environments rather than SOIV.

There are two revolutions sweeping through higher education today: the first one is the move from teacher- to learner-centered education. The second one is the move from the traditional to the virtual classroom. This article examines the most recent literature on Web-based instruction by looking at authors who, based on their own personal experiences, take a positive approach to Web-based education, and who feel that Web-based instruction is learner-centered. Characteristics of learner-centeredness as related to Web-based education are: access anywhere and any time, and student engagement. Student engagement is accomplished through the creation of active learning modules, collaboration among students, and close teacher-student interaction. Virtual classes are effective since they address different learning styles. The article concludes that assessment of learning outcomes is a topic that needs to be addressed in future research.

Quality education considered as a crucial factor to produce a competent professional to build a strong nation and to bring out the best way to get along with global competition. Thus, this study aimed to determine the current practices in using Web 2.0 tools in 15 selected Higher Education Institutions in CALABARZON, Philippines concerning communication and collaboration, creativity and innovation, and instructional design. It also considered its level of acceptability for classroom instruction as assessed by administrators, teachers, and students. The level of seriousness of the problems met in the integration relative to teachers’ preparation, curriculum content and administrative support also evaluated. The research design was descriptive survey method with the use of a researcherconstructed questionnaire as the data gathering instrument. The method and instrument employed were deemed appropriate to determine the viability of providing the students with an alternative delivery of learning through Web 2.0 tools for instruction. Weighted mean, T-test and Probability values, Percentage and Standard Deviation, were the statistical tools used to test the hypothesis posited in this study. The hypothesis tested the significant differences between two groups of respondents regarding the extent of use of Web 2.0 tools in classroom instruction. Results revealed that to a very great extent, integration of Web 2.0 tools in the classroom promotes learner to interact, build a learning community and promotes active student participation in the classroom and increases student’s productivity. Based on the findings and conclusions, the researcher developed an offline game-based interactive instructional material that supports instruction and collaboration and could be used to enhance students’ critical thinking and problem-solving skills to achieve better learning outcomes.

This quasi-experimental study investigated whether a strategy-oriented media-based reading program could improve English as a Foreign Language (EFL) students’ reading comprehension. Eighty-five students who were registered for English Reading at a university were recruited through convenience sampling to take part in the study. In this study, a web-based Strategy-oriented Multimedia-Assisted Reading Training (SMART) program was designed and implemented. On the basis of a literature review, four instructional strategies were selected and implemented in this program. The SMART program was used by students in the experimental group but not by students in the control group. Students in both groups were taught by the same instructor with the same instructional materials. The experiment lasted for 10 weeks, and the effects of the SMART program on students’ reading comprehension were investigated. A questionnaire on students’ attitudes toward the use of the strategies was given only to the experimental group. The results show that mean score of the reading test was significantly higher for the experimental group than for the control group. Students’ feedback about using the SMART program was positive and encouraging.

The innovative use of information and communication technology is becoming increasingly popular among higher education institutions in Hong Kong. The motivation for adoption is expedited by great promotive efforts within the academic communities that accompany the current high level of financial, hardware, and software resources deployed in all education sectors. Web-based course management tools are also available campus-wide. Novice Web-adopters are likely to rely on these tools to develop on-line instruction because of the relative ease to get started. Since not much is known about local Web users, this study aims to explore how university instructors in Hong Kong adapt to this new mode of instruction and make use of the Web-based learning tools in teaching. Seventeen instructors from a university in Hong Kong who are novice Web-adopters were interviewed. Their perceptions toward Web-based instruction, reasons of adoption, degree to which their expectations were met at the end of the semester, and their evaluations of the Web-based course delivery system were examined. Some instructors tended to look at technology and innovation from a “performance enhancement” perspective. However, the present findings suggested that it is also necessary to be aware of the potential limitations resulting from using technology to implement learning activities. Finally, the support needs for instructors are discussed based on the research findings.

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

With the continuous development of the network technology, a Web-based distance learning system and its use is appealed more and more attention, data mining, artificial intelligence and other technologies’ application in distance teaching Systems are becoming more extensive and more in-depth. Association rules, statistical analysis, classification, etc., these data digging techniques used in teaching system have improved the system's intelligence, Better to improve distance education services, so to help students improve learning efficiency much higher.

Abstract: The spread of pandemic Covid-19 has definitely upset each part of human life including training. It has made an extraordinary test on training. In numerous instructive organizations around the globe, grounds are shut and educating learning has moved on the web. Internationalization has eased back down significantly. In India, around 32 crore students halted to move schools/universities and every instructive action finished. Regardless of every one of these difficulties, the Higher Education Institutions (HEIs) have responded emphatically and figured out how to guarantee the congruity of instructing learning, exploration and administration to the general public with certain devices and methods during the pandemic. A few estimates taken by HEIs and instructive specialists of India to offer consistent instructive types of assistance during the emergency are examined. Due to Covid-19 pandemic, numerous new methods of learning, new points of view, new patterns rise and the equivalent may proceed as we proceed to another tomorrow. The Covid-19 pandemic encouraged the whole society on how need is the mother of development by permitting instructive organizations to embrace internet learning and present a virtual learning society. The pandemic has been guiding the instruction area forward with mechanical development and headways. The pandemic has essentially upset the advanced education segment. An enormous number of Indian understudies who have tried out numerous Universities abroad, particularly in most noticeably awful influenced nations are currently leaving those nations and if the circumstance continues, over the long haul, there will be a critical decrease in the interest for worldwide advanced education moreover. The ongoing pandemic made an open door for change in instructive methodologies and presentation of virtual training in all degrees of training. As we don’t have a clue how long the pandemic circumstance will proceed, a steady move towards the on the web/virtual training is the interest of the current emergency. UGC and MHRD have eaten numerous virtual stages with online vaults, digital books and other web-based educating/learning materials. A mix of the conventional innovations (radio, TV, landline telephones) with portable/web advancements to a solitary stage with all vaults would upgrade better openness and adaptability to training. Virtual training is the most favoured method of instruction during this season of emergency because of the flare-up of Covid-19. The post-Covid-19 instruction is by all accounts training with broadly The COVID-19 scare is giving sleepless nights to students who were to appear in entrance examslike JEE for B. Tech admissions and/ or to class 12 students appearing for Board exams. KCET, GUJCET & MHT CET (supposed to be conducted in April) are expected to be postponed to May tentatively. CBSE has also postponed its exam for now and will release the revised dates on March 31, 2020. It is not incorrect to assume that we will soon see many other organisations follow suit and a whole lot of entrance exams in India be further postponed due to Coronavirus. Looking at the state of affairs, it is a matter of concern what the impact of COVID-19 (Coronavirus) will have on the higher education system in India.

Web-Based Instruction (WBI) has already become a popular option in many higher education institutes, although its efficiency has not been studied. Students will be influenced by many factors while studying through the network. These factors can result in various learning results. The aim of this paper is to discuss the factors affecting the efficiency of WBI by using the method of questionnaire survey. 50 students from the Department of English and 50 students who are not from the Department of English in Anqing Normal College are research subjects. The influencing factors investigated include independent learning capability (ILC), study conditions in college, and students’ family conditions. The investigation results are analyzed and some methods to improve the learning efficiency are proposed.

It is generally believed that assessment has important impact on instruction and learning (Gibbs, 1999; Scouller, 1998). The existence of gaps between educational system and the real world of work cause to materialize e-assessment as an essential component of teaching contexts. In fact, virtual and practical e- assessment provides feedbacks for students to meet what they need for regulation of good performance in the authentic environments. The expansion of virtual e-assessment is one of the controversial issues among training administrators to generate valid and reliable assessments results in higher education contexts by undertaking purposes such as providing a basis for evaluating the quality of instructional context and serving feedback loops for learners by associating themselves in self-assessment to actualize their desires. In the same line, the present paper has an attempt to discuss a conceptual framework for implementation of reliable and valid e-assessment in web-based courses by highlighting viewpoints of different scholars with regard to the role of e-assessment as an integral part of teaching and learning process.

The availability of technological tools, the Student and Teacher Technology Competency (STTC) are the essential considerations for the effective use of technology integration in ELT. However, these three aspects are closely interrelated as the key indicators of successful teaching English with technology. This paper reports on the result of an investigation on STTC involving 6 English lecturers and 80 students across the multidisciplinary courses at a vocational higher education setting. The survey is concerned with four domains of technology competencies, they are 1) basic technology operation, 2) personal/ professional use of technology tools, 3) social, ethical, and human issues, and 4) application of technology in instruction (classroom and web-based technology in instruction). This study’s implications call for an inclusion of technological literacy skills in pre-service and in-service EFL teacher professional development programs and education.

The Information Literacy Test (ILT) was developed to meet the need for a standardized instrument that measures student proficiency regarding the ACRL Information Literacy Competency Standards for Higher Education. The Web-based, multiple-choice ILT measures both lower- and higher-order skills. Evidence is presented that the ILT scores provide reliable and valid measures of information literacy. In addition, a rigorous standard setting method was used to identify score values corresponding to various absolute levels of proficiency. The ILT can be used to help institutions measure student information literacy outcomes and determine the effectiveness of instruction programs.

Background: Most institutions in the Pakistan face many educational troubles that innovation can offer assistance to overcome. A digital source, such as Zoom, LMS and Moodle e-learning stage has been actualized at national level in Pakistan. These learning makes a difference to supply e-content and to appear distinctive conceivable results for executing a synchronous e learning modules This paper appears highlighted the elearning increments which motivate the undergrad for online learning. Objectives: To evaluate the minimum inhibitory concentration of Oenothera biennis seed extract against staphylococcus aureus by using different concentrations. Study Design: Descriptive, cross sectional study design. Settings and Duration: The study was conducted during the period of six months from March 2020 to August 2020 at Mohi-ud-Din Islamic Medical College Mirpur Azad Kashmir. Methodology: Non probability convenient sampling technique was used and all the students of 1st and 2nd year MBBS were invited for the study. Approval of institutional ethical review committee and informed consent from the participants were obtained. The collected data was organized, entered on SPSS version 21 to analyze by the use of statistical tools. Results: Total 200 study participants, 43.5% were females and 56.5 % were males, 50% were from 1st year and 50% were from 2nd year of MBBS class. The majority of participants (63%) were from urban area. Father’s occupation of participants was businessman (35%), professionals including doctor, teachers and engineers (25%), landlord and farmers (15%), other Government employees (25%). Education level of fathers was bachelor degree or above in (75%) and among mother of the participants it was found as (54.5%). Conclusion: This review highlighted several important discoveries in the near-online learning mode, disproved others, and made a number of predictions about long-term online innovation for instructional purposes. Key words: e-learning, higher education, inspiration, web-based instruction

Education helps increase socioeconomic mobility and is an important way of leaving poverty according to the United Nations, especially since COVID-19 hit the world hard in early 2020. A Mobile System of Formative Tests with Handwriting Revision is proposed in the paper, called the MSFT system. The MSFT is developed from the cognitive apprenticeship theory (CAT) in instructional design. The instruction model can be utilized for higher education mathematics teaching/studying for quiz-oriented instruction inside traditional classrooms as well as for distance-learning modes. The MSFT platform provides college undergraduates and graduates an app for a handheld device, which is used to upload their answer sheets with captured photos to the cloud database server. Moreover, instructors can use the platform to revise or assess answer sheets with instructors’ handwriting through web interfaces or apps. Important features of the integrated platform for teachers are (1) grading answer sheets by handwriting, (2) correcting mistakes in the answer sheets by handwriting, (3) writing down instructors’ comments on students’ answer sheets directly, and (4) choosing examples to demonstrate during class presentation, in a single window through web applications. To evaluate MSFT performance and service level for students, a questionnaire survey was conducted for 51 students and separated into an experimental group and a control group. Results from the experiment show that learning attitudes and learning satisfaction were significantly increased with the MSFT system in the experimental group compared to the control group.

Everything is changing rapidly and the development of technology and information has changed significantly in the last few decades. Education, like other aspects of society, needs to change and adapt appropriately. Online teaching and learning is a new approach for the authors to use information technology via distance learning programs, especially the way relationships and interactions altered between students and teachers or instructors when the Coronavirus disease (COVID-19) pandemic occurred last year. Mahidol University responded to the situation rapidly and announced that academics can use online teaching of students free of charge. The authors of this paper have identified the advantages and disadvantages we have encountered while applying this method of instruction. The online program has made teaching possible but it has disadvantages which may decrease the quality of education. Nevertheless, it was used to replace traditional teaching methods by utilizing the web–based program, Webex Meetings, across the whole university. This new approach has changed and opened horizons earlier than the authors thought and far beyond our beliefs concerning traditional education methods for future generations.

Purpose – The use of web-enhanced teaching of the English as a foreign language in higher education in Greece is addressed in this case study which examines the student's perceptions of online instruction using Moodle as a learning management system (LMS), with and without the use of Facebook (FB) as an adjunctive learning platform. The merging of this collaborative and interactive social platform with a LMS is explored, examining the attitudes of higher education foreign language learners toward Moodle as a LMS, and FB as an adjunctive informal learning environment. The paper aims to discuss these issues. Design/methodology/approach – Results are drawn from a pre-FB questionnaire after a term using Moodle only, and a post-FB questionnaire following a term using Moodle and FB. Findings – Results suggest that the use of web-based tools and social media changed the way students viewed the role of internet technology in the development of their English language learning. Most students (76 percent) agreed that the addition of FB to the course helped build a sense of community within a learning environment, while 69 percent suggested it enhanced the learning process. Originality/value – Results suggest FB may reinforce communication skills and engagement in the learning process and may support participation and collaborative learning in the formal learning environment provided by Moodle.

Abstract The generation-consciousness of Montagu Burrows (1819–1905), first a naval officer and later Chichele Professor of Modern History in Oxford, illustrates how Victorians located themselves at the juncture of biological and socially constructed historical generations and had overlapping and conflicting generational affiliations. As a historian Burrows believed in progress: the flow of generations connected past, present, and future, and each generation advanced to a higher position. As a professor, Burrows was marginalized and this essay suggests that generational affinities played a role in this. Spending his adolescence at sea, he missed out the vital formative experience of early Oxford education. By adopting the romantic ideal of a historian as a moral guide he cultivated the persona of an instructor rather than a researcher. This persona, embraced by earlier generations, appeared antiquated to Burrows’s near contemporaries who endeavoured to make history a research-based discipline. By exploring how Burrows negotiated the generational belonging and unbelonging he experienced as an historian, this essay shows that generation could function as an important category of inclusion and exclusion for professional communities.

Computer technology allows horticultural educators to convey information more flexibly and visually to a greater audience. However, accessing and making use of technological teaching tools is as much a hurdle as it is an opportunity. HortBase provides the framework for educators in horticulture to easily access and contribute to quality chunks of horticultural educational by computer. Engaging computer-based instruction such as HortBase in distance or on-campus teaching is a three-step process. First, before assembling the teaching material, the educator must decide on who the target audience is and what information to convey. Audiences on campus often have higher expectations of how they want to learn, being accustomed to face-to-face instruction and guidance, but may not have a clear idea of what they want to learn. Off-campus audiences may have lower expectations but generally are more focused on the information they want. Second, the educator then must decide on how much of the information to bring into digital form oneself and what to draw from elsewhere. Chunks of digitized information can be created by scanning existing images into the computer or created on computer with drawing programs. Once digitized, images can be manipulated to achieve a desired look. This is laborious, so much effort can be saved by taking created chunks from HortBase. Finally, choose a medium for dissemination. Course content can be presented with slide-show software that incorporates digitized slides, drawing, animations, and video footage with text. Lectures can then be output to videotape or broadcast via an analog network. Alternatively, the digitized information can be incorporated into interactive packages for CD-ROM or the World Wide Web.

Peer instruction (PI) is an interactive teaching strategy that has been widely implemented in a variety of disciplines and institutions to improve students’ learning through discussions and collaboration among peers. The main objective of this study paper is to provide an overview of the impact of PI on students’ learning in cognitive and affective domains. The methodology was carried out based on a literature review search strategy through an online database of ERIC and other web-based service providers such as ScienceDirect, Springer Link, IEEE Xplore Digital Library and Google Scholar. The keywords used in the search included peer instruction, peer instruction in primary school, peer instruction in secondary school and peer instruction in higher education. The results of this meta-analysis revealed that most studies tend to focus more on the cognitive domains as PI could enhance students’ achievement, problem-solving skills, conceptual understanding, learning gain as well as critical and creative thinking skills. For affective aspects, students perceived greater satisfaction along with a positive shift in attitudes and beliefs. Most studies were focused on students at the tertiary level and were mainly conducted in the western contexts. The findings from this meta-analysis will give a clear picture to educators regarded the benefits of implementing PI to achieve a successful teaching and learning process.

Purpose – The purpose of this study is to investigate the degree to which business schools, in particular MBA programs, have developed academic programs and centers specifically focused on corporate social responsibility and sustainability (CSRS) and, for those that have, promote them on their Web sites. The instruction of CSRS in institutions of higher education is increasing worldwide. The extent to which US MBA programs have developed academic programs and centers focused on CSRS could potentially be a way for business schools to distinguish themselves from other schools. Design/methodology/approach – The authors use a Web-based search of the Web sites of the top-100 US MBA programs to ascertain the extent to which they have developed CSRS-related academic programs and centers. They then look specifically at the full-time MBA main Web page to ascertain to what extent these programs promote CSRS material. Findings – The results suggest that schools in the top quarter and bottom quarter, as well as private schools, are more likely to have CSRS academic programs and centers. The authors also find that very few full-time MBA programs promote CSRS on their main MBA Web pages. Originality/value – This study is unique in its focus on the top-100 US MBA programs and the collection of primary data directly from their Web sites. Additionally, a summary of the data gathered from the MBA programs is provided in Table I of the study.

Educational research has reported a multitude of goals for academic institutions of higher education. Specific academic goals focus in various directions. A common theme permeates throughout mission statements, strategic planning documents, and planning committees objectives. That is, to provide an enhanced environment in which students will become actively engaged in the process of learning, achieve their highest possible level of understanding of scientific and theoretical concepts, and develop a sense of ownership of the knowledge that they create. The accessibility of the World Wide Web to students creates a virtual learning environment that facilitates the construction of scholarly activities without traditional restrictions of time, geographic limitations, and facilitates expedience of data collection. This article addresses the five fundamental obstacles faced by students and faculty as they attempt to achieve goals of academic institutions via Web-based support and instruction.

The transformation of Islamic higher education into State Islamic University (Universities Islam Negeri/UIN) necessitates the changing of scientific thoughts. Before this transformation, Islamic higher education 's core business is commonly concerned with the teaching of Islamic sciences, while UIN includes the instruction of general sciences, e.g., natural and social Sciences. In fact, the two (Islamic and natural-social science) should be integrated into the Islamic high education to establish a new integrated scientific paradigm. This study focuses mainly on the philosophy and the integration of science and Islamic methodologies in Indonesia. Based on the phenomenological qualitative approach, the current study critically examines Islam and science integration. Grounded on the study of three UINs, the article shows a novel paradigm that enables the integration of science and religion in those universities. Each university offers a specific character of the integration. UIN of Malang, for example, initiates the integration which is reflected in “tree of science”. UIN of Yogyakarta offers the metaphor of “spider web” for its interconnected and integrated Islam and science project while UIN of Surabaya proposes multidisciplinary-integration with the metaphor of integrated twin towers.

Introduction:The Stop the Bleed campaign in the United States aims to teach bleeding control techniques, such as tourniquets, to the public. Educational consortium guidelines advocate using brief web- or video-based material. Another option is posters or flyers distributed at, for example, workplaces or public spaces.Aim:The aim of the current study was to evaluate the relative efficacy between a flyer and a video to teach tourniquet application skills to members of the public in Sweden.Methods:A total of 38 participants (27 male, 11 female) from the general public completed the study. Their ages ranged from 19 to 73 (M=32, SD=14). None had prior experience with tourniquet applications. One group (n=18) received tourniquet instructions on a flyer and one (n=20) received a 5-minute video instruction. Both groups completed pre- and post-questionnaires and a practical tourniquet application test.Results:Independent samples t-tests showed that the video-based instructions resulted in fewer application errors (M=1.40 out of 10, SD=1.19) compared to the flyer group (M=3.61, SD=2.40), t(36)=3.651, p=0.001, and higher post-task satisfaction (M=3.89 out of 5, SD=0.74 compared to M=3.39, SD=1.15). However, the flyer-group was faster (M=86.22 seconds, SD=27.28) compared to the video group (M=112.25, SD=42.22), t(36)=2.229, p=0.032.Discussion:Video instructions appear superior to flyers in terms of teaching correct tourniquet application to the general public. The longer total application time includes steps taken after bleeding control has been achieved (e.g. securing tourniquet straps and time notation), which may have contributed to the application time difference. The results support the educational guidelines that suggest video-based instructions for teaching basic tourniquet skills to laypeople are more effective.

Abstract The genomic revolution has been compared to the industrial revolution, with caveats that it has happened faster and will have a far greater impact on our lives. Interpreting and using knowledge emanating from this revolution requires unique skills. Providing education in quantitative genetics that keeps pace with that need, particularly where expertise and funds are limited, remains challenging. One solution is sharing resources and capacities across-institutions to deliver high-quality instruction online. Beginning with 4 universities in 2007, expanding to 7 in 2012, a multi-state U.S. consortium built an online Masters-level curriculum in quantitative genetics and genomics. Sixteen courses were developed, each revised based on review by 2 academic peers and an instructional designer. Over 330 students from 34 U.S. and 5 international institutions have completed over 1,200 credit hours. Anonymous student feedback has been overwhelmingly positive. The curriculum was established with funding from two USDA-NIFA Higher Education Challenge grants. In 2015 it was integrated into AG*IDEA, a national consortium offering online courses in agriculture. A permanent infrastructure was thereby established with students earning formal academic credit. Only students matriculated at one of 19 AG*IDEA member universities can enroll directly, sadly limiting access, especially to international students. A potential constraint of online instruction is a disconnect with students. In some courses, a blended-learning format has been introduced with a weekly virtual recitation session. To increase engagement, an experiential learning opportunity also is offered. This entails a web-based simulation game—CyberSheep—where students apply genetic principles to a virtual breeding cooperative. Additionally, CyberSheep is typically played by 400 undergraduate students at 5 U.S. universities each academic term, contributing to their learning of animal genetics. Outcomes of these initiatives demonstrate that online training can be an effective tool to fill knowledge gaps in quantitative genetics, with opportunity to reach a wider audience.

Turkish Higher Learning institutions have embraced ICT skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. The purpose of the study was to establish the Outcomes of Technology Integration in Instruction by Higher Learning Institutions in Asia with a focus on Turkey. The paper was a literature based in which comprehensive review of existing literature on technology integration in Education was interrogated to come up with study themes. The empirical literature was reviewed to identify main themes and conclusion drawn based on the reviewed literatures. The study found that factors that influenced integration of ICT in the primary teacher training colleges in Turkey included: adequacy of internet connectivity, adequacy of computer hardware, adequacy of computer software, maintenance of ICT infrastructure, training of personnel in ICT, teacher workload, teacher gender, teacher age, presence of ICT policy and adequacy of fund. Additionally, lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness. This paper concludes that integrating technology in instruction will serve as a strategy for leveraging education in Turkey if first-order barriers such as insufficient ICT infrastructure, limited ICT competency among teachers and tutors and lack of comprehensive ICT training are addressed effectively. The study recommends that, the managements of higher learning institutions in the country should provide teachers with regular trainings and seminars on how to adopt ICT in the teaching and learning process. Key words: Technology integration, higher learning institutions, ICT, Turkey

The rising costs of higher education, along with the learning styles and needs of modern students, are changing the instructional landscape. Students of today do less and less well in the “lecture only” format, and staffing this format with live faculty is extremely expensive. MOOCs and other technology-heavy options are low cost but quite impersonal. Blended instruction has promise, with the ultimate goal of cost-efficient student engagement. This paper reports on a major course transformation to achieve student engagement in a large, formerly lecture-only course. The resulting blended-learning course features clickers, web-based operationalization of students helping students, media-rich interactive online materials, event credit, and newly added student-produced video tutorials. Results show that the addition of the student-produced video tutorials increased the student engagement in the course.

In the present decade, education is entering to the world of online learning and focusing to a learner as the center of education. To manage learning system successfully, the education courses: Learning management system (LMS) based on the online learning has been developed. In this study, LMS was developed for Programming Language course for the students of Rajamangala University of Technology Phra Nakhon by using the principle of software development life cycle (SDLC) process. Additionally, the development of the program was done via important major phases of planning analysis, design, implement and evaluated by experts in this field. From 60 randomly selected students of the Faculty of Science and Technology, online Programming Language course providing modules based on LMS model via the Internet showed higher efficiency of 85% than the control in the standard usual instruction procedure. All these aspects of system performance evaluated by the students were also at high level and satisfied with the developed lesson described on the web. Therefore, this online learning system is helpful for all learners in the present information technology world. This system would be further applied for other courses with other additional interactive systems.

Background Mobile learning has become an essential instruction platform in many schools, colleges, universities, and various other educational institutions across the globe, as a result of the COVID-19 pandemic crisis. The resulting severe, pandemic-related circumstances have disrupted physical and face-to-face contact teaching practices, thereby requiring many students to actively use mobile technologies for learning. Mobile learning technologies offer viable web-based teaching and learning platforms that are accessible to teachers and learners worldwide. Objective This study investigated the use of mobile learning platforms for instruction purposes in United Arab Emirates higher education institutions. Methods An extended technology acceptance model and theory of planned behavior model were proposed to analyze university students’ adoption of mobile learning platforms for accessing course materials, searching the web for information related to their disciplines, sharing knowledge, and submitting assignments during the COVID-19 pandemic. We collected a total of 1880 questionnaires from different universities in the United Arab Emirates. Partial least squares-structural equation modeling and machine learning algorithms were used to assess the research model, which was based on the data gathered from a student survey. Results Based on our results, each hypothesized relationship within the research model was supported by our data analysis results. It should also be noted that the J48 classifier (89.37% accuracy) typically performed better than the other classifiers when it came to the prediction of the dependent variable. Conclusions Our study revealed that teaching and learning could considerably benefit from adopting remote learning systems as educational tools during the COVID-19 pandemic. However, the value of such systems could be lessened because of the emotions that students experience, including a fear of poor grades, stress resulting from family circumstances, and sadness resulting from a loss of friends. Accordingly, these issues can only be resolved by evaluating the emotions of students during the pandemic.

This study examined the level of expertise of Technical and Vocational Education Training (TVET) educators to use e-learning technologies for the delivery of TVET curriculum at higher levels of education. Gender influence on the TVET educators’ competencies to use the technologies for their educational duties was also examined. The descriptive survey research design was adopted. Two research questions and one hypothesis were posed to guide the study. A total of Ninety Three (93) TVET educators made up of 67(72%) male and 26 (28%) female drawn from the authors of articles and participants in panels at all the proceedings and workshops of the International Conferences on e-learning technologies for innovative education organized by the: Online Learning consortium (OLC); Association for Talent Development (ATD) and Association for Educational Communications and Technology (AECT) between the periods of 2010 to 2019 were screened and used through convenience random and purposive sampling methods. The data collected through questionnaire were analyzed and tested using frequency count, percentage, mean, standard deviation and T-test. The instrument had face validity and reliability co-efficient of 0.81 obtained using Cronbach Alpha formulas. The findings revealed that TVET educators were highly competent users to the use of most of the studied e-learning technologies (such as: Use of Projectors and power point presentation; Using Online networking sites..; Utilizing Learning Objects; Creating/delivering web-based instruction; etc) with average mean score greater than 3.5.However, the study reported a low level of expertise by the TVET educators in the use of smart (electronic) Board to deliver instruction (31.2%) with average Mean score of 1.96.In addition to this, the study revealed a significant difference between the level of expertise/competence of male and female TVET educators on the use of e-learning technologies (t-calculated (12.702) > t-tabulated (1.960) at 0.05 level of significant).Conclusively, the study recommended that more customized e-learning technologies for the teaching and learning of TVET courses should be made available in the higher education and TVET educators be professionally trained on how to use them for their core business of teaching.

The nursing staff's skills proficiency is associated with healthcare outcomes. The cornerstone of any nursing curriculum is preparing graduates to deliver safe, high-quality nursing care. The COVID-19 pandemic has, indeed, revolutionized nursing education with the adoption of innovative pedagogical strategies like blended learning. This research aims to evaluate the effectiveness of video-based instruction to determine students’ performance and confidence levels in selected nursing procedures. It also intends to investigate the factors that influencing students' nursing skills performance and confidence level. This study employed a quasi-experimental research design. This study included a total enumeration of 44 enrolled students in the nursing diploma program. The researcher divided the students into two groups by quota selection. The control group had a face-to-face teaching session in the lab. For the study group, the students recorded videos of the said procedures three times and submitted them to the faculty through the Blackboard platform. The study group scored significantly higher than the control group in different demonstration times. Specifically, the students from the study group got handwashing performance scores higher in both the first, second trials and during the final evaluation than those in the control group. This study concluded how students’ motivation and participation could improve learning outcomes. This blending of web-based training and audio-visual media provides numerous benefits. The mean self-confidence score is significantly higher in the study group than in the control group. This experience illustrates how audio-visual material can be employed to teach other nursing subjects.

Education has been one of the areas most affected by the consequences of the COVID-19 pandemic since December 2019. This bibliometric review presents “the big picture” of the knowledge production on educational research conducted between January 1, 2020, and October 31, 2021. For this purpose, the current status of the related knowledge base, the intellectual structure, and topical foci were analyzed through descriptive and bibliometric analyses using VOSviewer, Tableau, and Web of Science (WoS) analytical tools. The data set included a total of 3774 articles accessed through WoS. The findings reveal a rapidly growing global interest in educational studies related to the pandemic outbreak. However, highly skewed geographical distribution indicates an imbalance in the number of documents. Almost one-fifth of all researchers are from the USA, and authors from the top ten most productive countries published more than half of all publications. Citation and co-citation analyses shed light on the most prominent components of the related knowledge base. The intellectual structure is based on five “schools of thought” labelled “Global Perspectives to Education”, “Medical Education”, “Educational Psychology”, “Instructional Technologies for the 21st Century Education” and “Higher Education Studies”. Similarly, topical foci of the knowledge base yielded four distinct clusters concentrated on “Digitalization of Education”, “The Impacts of Psychological Variables”, “Medical Studies”, and “Curriculum and Instruction”. The current research fronts, the lack of topical coverage and other remarkable results are discussed in order to provide a baseline for further studies.

Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.

Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.

A Review of: Roberts, L. (2017). Research in the real world: Improving adult learners web search and evaluation skills through motivational design and problem-based learning. College & Research Libraries, 78(4), 527-551. https://doi.org/10.5860/crl.78.4.527 Abstract Objective – To determine whether the use of the ARCS (Attention, Relevance, Confidence, and Satisfaction) Model of Motivational Design, combined with the Problem-Based Learning approach, improves the skills, confidence, and perception of workshop relevance among non-traditional students in information literacy sessions. Design – Experimental study, one group pre-test and post-test. Setting – Community college in Denver, Colorado, United States. Subjects – 41 community college students. Methods – A convenience sample of three community college student groups each attended an information literacy session. The session was constructed using principles and strategies outlined in the ARCS Model of Motivational Design and the Problem-Based Learning approach. Pre-test and post-test instruments were developed by the author after a literature review. The students were given the information literacy-related pretest before the session. After receiving instruction, the comparable posttest (with different literacy challenges) was administered. Main Results – A comparison of the pre-test and post-test results showed that there were increases in the students’ search skills; their confidence in their own search skills; and their perceptions of workshop relevance in relation to their needs and to real-world situations. Conclusion – This study focuses on the use of motivational design for information literacy instruction. It addresses a gap in the research literature, as it explicitly examines issues of concern regarding the instruction of non-traditional students. The conjunction of the ARCS Model and Problem-Based Learning is considered to be an effective strategy for improving learning and perceptual outcomes for non-traditional students in information literacy contexts. This is important because: 1) information literacy skills are a central aspect of successfully transitioning from the educational setting to the modern workplace; 2) increased confidence can enhance students’ sense of self-empowerment and self-efficacy, as well as decreasing “library anxiety”; and 3) establishing a sense of the personal relevance of information literacy engages students with tools that they can and will actually use in work and life situations. In addition, the author connects these findings to two other areas. One is the new ACRL (Association of College and Research Libraries) Framework for Information Literacy for Higher Education; the author notes that “threshold concepts”, defined by Roberts as “big picture ideas that are foundational to the field”, relate best to teaching techniques such as problem-based learning. The other is the concept of metacognition, which is an aspect of metaliteracy; the author states that the study’s information literacy session addressed three of four metaliteracy goals being considered. Future avenues of research and collaboration will include librarians working with learning scientists around the Framework content; finding new and engaging methods for teaching literacy concepts and assessing learning; incorporating metacognitive awareness into teaching and assessment; and specifically focusing on transferable skills and knowledge, in the service of preparing non-traditional students for the world of work.

Background With the rapid development of information technology and mobile devices, an increasing number of mobile medical services and platforms have emerged. However, China’s current mental health situation necessitates further discussion and research on how to provide more patient-centered services in the face of many challenges and opportunities. Objective This study aims to explore the attitudes and preferences of mental health service stakeholders regarding mobile mental health services and discuss the challenges and opportunities faced by mobile technology developers in China. Methods A web-based survey was conducted by following the Checklist for Reporting Results of Internet E-Surveys (CHERRIES) checklist. A total of 586 valid questionnaires were collected. Respondents included 184 patients or their family members, 225 mental health professionals, and 177 people from the general population. Data analysis was completed using SPSS 24.0. Results Among the various problems perceived regarding the current mental health medical environment, difficulty in finding appropriate psychologists and limited visit times ranked highest. Social media (n=380/586, 64.9%) was the most preferred platform among all participants, whereas professionals showed a higher preference for smartphone apps (n=169/225, 75.1%). Professional instruction, psychological consultation, and mental health education (ranked top 3) were the most commonly identified needs. Mental health professionals generally emphasized more on treatment-related mobile mental health service needs, especially medication reminders (χ22=70.7; P<.001), symptom monitoring (χ22=24.0; P<.001), and access to mental health resources (χ22=38.6; P<.001). However, patients and their family members focused more on convenient web-based prescriptions (χ22=7.7; P=.02), with the general population interested in web-based psychological consultation (χ22=23.1; P<.001) and mental health knowledge (χ22=9.1; P=.01). Almost half of the participants regarded mobile mental health services as highly acceptable or supported their use, but less than 30% of participants thought mobile mental health services might be very helpful. Concerns about mobile mental health mainly focused on information security. Service receivers also suspected the quality and professionalism of content, and mental health professionals were worried about time and energy consumption as well as medical safety. Conclusions In terms of service flow, mobile services could be used to expand service time and improve efficiency before and after diagnosis. More individualized mobile mental health service content in more acceptable forms should be developed to meet the various needs of different mental health stakeholders. Multidisciplinary training and communication could be incorporated to facilitate the integration and cooperation of more well-rounded service teams. A standard medical record system and data format would better promote the development of future intelligent medical care. Issues such as ensuring service quality, solving safety risks, and better integrating mobile services with regular medical workflows also need to be addressed.

Background: E-learning is a method of teaching and learning using electronic media. It is also called web-based learning, online learning, distributed learning, computer-assisted instruction and internet-based learning. With the development of information technology, the use of e-learning has rapidly increases. E-learning is becoming omnipresent in higher education and increases the student’s motivation and satisfaction in learning.Methods: The descriptive cross sectional study was conducted at three different health science colleges among bachelor level students of Public Health, Pharmacy and Nursing at Kathmandu, Nepal. Total 135 respondents were randomly selected. The self administered questionnaire was used for the data collection and the obtained data were analyzed by using SPSS version 16.Results: Study shows that majority of respondents were from 19-22 years and 71.9% were female. All the respondents use electronic devices for learning and majority (97.8%) believes that electronic device influence the academic performance of students. Laptop is the commonly used electronic device followed by smart phone. Among the respondents only 63.7% follow the correct posture. Similarly, majority (80.7%) of the respondents spent 1-4 hours on electronic device for learning purpose that is mainly used for searching clinical guidelines, reference drug guidelines and journal articles.Conclusions: The use of electronic device is common among the health science students for learning. The uses of such devices have positive effect on their education since they get updated information quickly as needed. However necessary guidance is necessary to get appropriate sites and for limiting excessive use such devices.

By using Manx taxation and postal privileges, radicals and other activists were able to avoid the “taxes on knowledge,” to continue the campaign for a cheap press that mainland publishers, veterans of the “war of the unstamped,” had been forced to abandon in 1836. Free of stamp duty, paper duty, and advertizement tax, papers published on the Isle of Man were entitled to free postage throughout mainland Britain, a privilege extended to include re-postage in 1840. Taking advantage of these Manx facilities, publishers were able to defy commercial pressures to re-launch the “unstamped,” briefly recapturing its original political and educational mission. This paper seeks to recover this neglected episode in newspaper history. It highlights the use of Manx facilities by three broad groups of reformers, each of whom looked to the medium of the cheap press to redefine the reform agenda of early-Victorian Britain. First, those who promoted individual behavioral reform, a project that extended from temperance through various “alternative” remedies and regimes, physical and mental, to a bewildering array of “faddist” nostrums. Second, those involved in the increasing formalization of popular politics and associational culture, a process that placed print above traditional oral and visual modes of communication. Third, and closely related, those radicals who wished to expurgate earlier errors and excesses, to replace the transient tumult of the collective mass platform by individual commitment to rational reform. Each of these groups sought to benefit from Manx publication and postal privileges: through the widespread distribution of inexpensive propaganda; by the production of cheap “in-house” journals, which would provide channels of information for members of affiliated friendly societies, amalgamated trade unions, and political organizations; and by the packaging of news in cheap and attractive formats to reach the individual family home. These categories often overlapped, as did their formats; in the publications of William Shirrefs, the most enterprising of the Manx-based printers and publishers, newspaper, magazine, and “agitational” journal merged into one, providing a lively mixture of news, education, politics, information, fiction, amusement, and recreation, a comprehensive cheap package for the working-class reader. At a time of commercialization—the rise of the penny dreadful, the advent of the family magazine, and the dominance of the lurid Sunday press—the Manx press pointed towards the higher ideals of mid-Victorian Britain, providing its readership with the information and instruction to allow their personal and political development within the privacy of the home.

A Review of: Bowen, A. (2014). LibGuides and web-based library guides in comparison: Is there a pedagogical advantage? Journal of Web Librarianship, 8(2), 147-171. doi:10.1080/19322909.2014.903709 Abstract Objective – This study compares two versions of an online information literacy tutorial – one built with Springshare’s LibGuides and one built as a series of web pages – in order to determine if either platform provides a pedagogical advantage in delivering online instruction. Design – Experimental, posttest only. Setting – Large, public, primarily undergraduate four-year university in the Western United States of America with 16,000 full time equivalent student enrollment. Subjects – The sample consists of 812 students enrolled in 25 sections of a 100-level Communications Studies course. Of those students, 89 responded to the study’s posttest survey (11% response rate). Of the 89 respondents, 53 viewed the LibGuide tutorial: 12 respondents were male, 33 respondents were female, and 8 respondents did not report their gender. Of the 53 LibGuide participants, 47 responded to other demographic questions, and were primarily 18-20 years old (94%), first-year students (79%), and non-Communication Studies majors (91%). The remaining 36 respondents viewed the web page tutorial: 7 respondents were male, 25 respondents were female, and 4 did not report their gender. Of the 32 respondents that provided demographic information, all participants were 18-20 years old, 31 of 32 were first-year students, and the majority were non-Communication Studies majors (78%). Methods – Students completed an online tutorial designed to teach them information literacy skills necessary to find resources for a class debate. Each section was randomly assigned to one of two information literacy tutorials: 12 sections viewed a tutorial built with LibGuides and 13 sections viewed a web page tutorial. The two tutorials included identical instructional content and worksheet. Each of the tutorials’ six sections were tied to the ACRL Information Literacy Competency Standards for Higher Education. A seventh section in both tutorials administered a voluntary survey. Six knowledge-based survey questions tested students’ abilities on the six skills covered in the tutorials. Three affective questions asked students to use a four-point Likert scale to report ease (1 = very easy, 4 = very difficult), clarity (1 = very clear, 4 = very unclear), and convenience (1 = very convenient, 4 = very inconvenient) of six research skills, including: identifying keywords and main concepts in a topic, identifying scholarly versus non-scholarly sources, finding relevant scholarly articles, locating a book’s call number in the library catalog and on the shelf, finding newspaper articles, and constructing an annotated bibliography. Two affective survey questions asked students to use a four-point Likert scale (1 = very significant increase, 4 = no increase) to rate the impact the tutorial had on their knowledge of and satisfaction with using the library in each of the six areas of research. Main Results – The overall response patterns for the six information literacy knowledge-based questions were similar for both groups. Students who viewed the LibGuides tutorial performed better than the web page group on four of the six knowledge-based questions. The web page group performed better than the LibGuides group on two of the six knowledge-based questions. Across the board, students performed poorly on the first question, which measured students’ abilities to form a search string (39.2% correct in the LibGuides group; 25.7% correct in the web page group), and on the fifth question which asked students to identify the best source of current information from a list of resources (32% correct in the LibGuides group; 17% correct in the web page group). Response means on the first three affective questions indicate that students in both groups found searching for relevant scholarly articles and constructing an annotated bibliography to be more difficult than the other four skills. Additionally, students in the LibGuide group reported slightly higher means than the web page group concerning the clarity of finding newspaper articles, and were therefore less clear on the task. Students in the web page group reported slightly higher means than the LibGuide group when reporting the convenience of constructing an annotated bibliography, suggesting they found creating a bibliography more inconvenient. Students in both groups also responded similarly to the final two affective questions measuring the perceived impact the tutorial had on their knowledge of and satisfaction with using library resources.

The main aim of the study was to investigate Computer Engineering and Information Technologies undergraduate students’ attitude towards the most important job skills of tomorrow and to provide methodology for their enhancing in the process of learning English. To collect data essential for developing methodology aimed at enhancing top job skills of tomorrow in the process of learning English, 295 Computer Engineering and Information Technologies undergraduate students aged from 17 and 21 were selected to take part in the web-based survey. In total, research sample was presented by 64 female students and 231 male students. The team of researchers developed the educational content of the English elective course targeted at developing top job skills of tomorrow among undergraduate students. Taking into account the fact that English holds great didactic potential for developing knowledge, skills and aptitudes among students of different specialties at higher education institutions necessary for reaching success in the future, the educational content of the English elective course is oriented towards increasing motivation to master English among undergraduate students of the mentioned specialties, on the one hand, and to boost the identified job skills of tomorrow, on the other hand. The realization of the proposed educational content is based on the integration of the fundamental principles of action-oriented, competence-based, mastery-based and project-based approaches. Considering English as an efficient medium of instruction we can suggest the following idea: upgrading the educational content can provide endless opportunities for professional development of undergraduate students. To be exact, on their way of gaining professionally valuable knowledge and skills generally subdivided into two groups (soft skills and hard skills) they are involved in the activities that could guarantee the development of abovementioned skills. Thus, the created English elective course could serve as an example to follow.

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). 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It is the great honor for us to edit proceedings of “10th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2019)” held on 01-03 November, at the Novotel Conference Center Athens –Greece. This privileged scientific event has contributed to the field of educational sciences and research for ten years. As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, Constructivist Learning, Content Development, Counseling Underperformers, Course and Programme Evaluation, Critical Thinking and Problem Solving Development, Curriculum and Instruction, Democracy Education, Desktop Sharing, Developmental Psychology, Digital Content, Creation, Preservation and Delivery, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Educational Technology, E-learning, E-Learning Strategies, E-Library and Learning Resources, Embedding Soft Skills in Curriculum Development, Enhancing and Integrating Employability, Environmental Education, ESL Education, E-teaching, Evaluation of e- Learning Technologies, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and, Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Resources Management, Human Rights Education, Humanistic Learning, Information Literacy Support for Teaching, Learning and Assessment, Innovation and Changing in Education, Innovations in e-Assessment, Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Instructional Design,, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Disabilities, Learning Psychology, Learning Skills, Learning Theories, Lifelong Learning Strategies, Mathematics Learning and Teaching, Measurement and Evaluation in Education, Middle School Teacher Education, Mobile Learning, Multi-cultural Education, Multiple Intelligences, Music Learning and Teaching, New Learning Environments, New Learning Web Technologies, Nursery Education, Outcome-based Education, Performance Assessment, Physics Education, Portfolio Assessment, Pre-school Education, Primary School Education, Professional Development, School Administration, Science Education, Science Teaching, Social Networking and Interactive, Participatory Applications and Services, Social Sciences Teaching, Special Education, Sport and Physical Education, Strategic Alliances, Collaborations and Partnerships, Student Diversity, Student Motivation, Supporting Students Experience, Table of Specifications, Teacher skills, Teacher Training, Technology and the Learning Environment, Virtual Classroom Management, Vocational Education, Web Conferencing and etc. Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 82 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 26 high quality research papers were selected and accepted for publication. I hope that you will enjoy reading the papers. Guest Editors Prof. Dr. Jesús Garcia Laborda, University of Alcala, Spain Editorial Assistant Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey

Purpose – The purpose of this study is to determine whether the use of online puzzles in the instructional process has an effect on student achievement and learning retention. This study examined students ' perception and experiences on use of puzzle as an alternative evaluation tool. To achieve this aim, the following hypotheses were tested: using puzzle activities in lessons increases student achievement, using puzzle activities in lessons increases retention of information learned by the students and students have positive attitudes toward using puzzle activities in lessons. This study uses an online puzzle system (OPS) by which instructors can prepare puzzle activities for students to solve online. The technical and functional properties of the OPS developed and used are beyond the scope of this study. Design/methodology/approach – A pre- and post-test with control group experimental research design was implemented. Study participants were tenth-grade students in the Information Technologies Department of Gazi Anatolia Technical and Industrial Vocational School in Elazig during the 2011-2012 year. Thirty students each were chosen for the experimental and control groups, totaling 60 students. During the study, a traditional instruction method was used for the control group, while the experimental group received both traditional instruction and performed activities using the OPS. The subject Fundamentals of Networking was chosen, and the implementation period lasted six weeks. Four weeks after completion of the study, the achievement level of students was calculated again to test learning retention. Findings – The first hypothesis of the study is, “Using puzzle activities in the lessons increases the achievement of the students”. In the teaching of the Networking Fundamentals Module of Information Technologies Course for tenth graders, a significant difference in favor of the experimental group was seen, where online puzzle activities were used in terms of student achievement. The second hypothesis of the study is, “Using puzzle activities in the lessons increase the retention of the information learned by the students”. Four weeks after completion of the study, the achievement levels of the students were calculated again to test learning retention. The learning retention of the students in the experimental group is higher than that of the students in the control group. In addition, students in the experimental group had positive attitudes toward online puzzle activities. Doing online puzzle activities accelerates learning for students and helps them learn networking terms by creating an enjoyable environment. Research limitations/implications – The current study was limited to six weeks of implementation during the 2011-2012 school year at Gazi Anatolia Technical and Industrial Vocational High School in Elazig. Similar studies could be conducted in other schools for longer periods and at different levels, so the findings can be compared with those of the current study. This study is further limited to an Information Technologies Course. Studies can be conducted with various courses using appropriate online puzzle activities. Puzzle types other than the crossword used in the OPS of the current study should be developed and added. The system should also be developed by visual multimedia objects, allowing it to be more interactive. Moreover, in the development process of such an OPS, educators, software designers, psychologists and scholars from other fields should work together. Usability tests should be conducted to improve user-friendliness of the system by adding various features related to functionality and visuality. Practical implications – From the findings of the study, it can be concluded that online puzzle activities help students understand subjects better and aid in exam preparation. Moreover, these activities are effective for students in terms of increasing understanding and retention of learned terms in and outside class, forming valuable learning experiences. Doing online puzzle activities in class as a course-end activity can be said to be more effective in students’ learning than doing them outside of class. Crossword puzzles offer opportunities for students to accelerate learning by quickly mastering new words and phrases and by directing students to more actively interact with computer-related vocabulary and terminology as compared with the rote learning method. Originality/value – Paper-based puzzles are frequently used, and there are few Web-based puzzles. Despite their frequent use, preparing and evaluating paper-based puzzles can require a significant time investment; another disadvantage is the lack of immediate feedback. Based on the literature review, there is no dynamic OPS used for educational purposes. This study uses an OPS by which instructors can prepare puzzle activities for students to solve online. The originality of this study is OPS features and puzzle generation mechanism. The system presents a user-friendly interface with Turkish character (or any language) support and number-writing properties.

Context: Current practice in management of the spine-injured athletes appears to be inconsistent with literature. Moreover, evidence expands faster than integration into instruction, practice, and evaluation, likely leading to an overall lack of knowledge, both perceived and actual. Objective: The primary purpose was to evaluate athletic trainers' (ATs), paramedics', emergency medical technicians' (EMTs), and dual-credentialed personnel's actual and perceived knowledge regarding management of the spine-injured athlete. Design: Cross-sectional. Setting: Web-based knowledge assessment Patients or Other Participants: We recruited participants (N = 1305) from the National Athletic Trainers' Association, Facebook, and Twitter. Only those participants (N = 785, 60.2% completion rate) who completed the actual knowledge assessment were used in analysis (age = 35.5 ± 10.8 years, male = 378 [48.2%], female = 375 [47.8%], sex not indicated = 32 [4.1%], ATs = 726, emergency personnel = 30, dual credentialed = 29). Main Outcome Measure(s): We measured perceived and actual knowledge (10 items, 9 scored) among participants and compared subgroups (ATs, emergency personnel [paramedics and EMTs], and dual credentialed [AT and either paramedic or EMT]). Results: Participants performed poorly on the actual knowledge assessment (5.5 ± 1.2, 60.8% ± 13.5%). Participants had limited change between preassessment perceived knowledge (5.0 ± 0.7) and postassessment perceived knowledge (4.7 ± 0.8). Conclusions: We identified that participants performed poorly on the actual knowledge assessment, indicating the need for more preparation and continued training in managing spine-injured athletes. Interprofessional practice and education may improve knowledge and behavioral skills, given that diverse training and increased exposure to spine boarding likely contributed to higher performance. A lack of actual knowledge, particularly regarding life-preserving skills for spine-injury management, has potentially serious consequences for patients.