Hasil untuk "Education (General)"

M. Ott, L. Freina

Since the first time the term "Virtual Reality" (VR) has been used back in the 60s, VR has evolved in different manners becoming more and more similar to the real world. Two different kinds of VR can be identified: non-immersive and immersive. The former is a computer-based environment that can simulate places in the real or imagined worlds; the latter takes the idea even further by giving the perception of being physically present in the non-physical world. While non-immersive VR can be based on a standard computer, immersive VR is still evolving as the needed devices are becoming more user friendly and economically accessible. In the past, there was a major difficulty about using equipment such as a helmet with goggles, while now new devices are being developed to make usability better for the user. VR, which is based on three basic principles: Immersion, Interaction, and User involvement with the environment and narrative, offers a very high potential in education by making learning more motivating and engaging. Up to now, the use of immersive-VR in educational games has been limited due to high prices of the devices and their limited usability. Now new tools like the commercial "Oculus Rift", make it possible to access immersive-VR in lots of educational situations. This paper reports a survey on the scientific literature on the advantages and potentials in the use of Immersive Virtual Reality in Education in the last two years (2013-14). It shows how VR in general, and immersive VR in particular, has been used mostly for adult training in special situations or for university students. It then focuses on the possible advantages and drawbacks of its use in education with reference to different classes of users like children and some kinds of cognitive disabilities (with particular reference to the Down syndrome). It concludes outlining strategies that could be carried out to verify these ideas.

T. Shanafelt, S. Boone, Litjen L J Tan et al.

R. Kessler, J. Green, M. Gruber et al.

Abdelsalam M. Maatuk, Ebitisam K. Elberkawi, Shadi A. Aljawarneh et al.

The spread of COVID-19 poses a threat to humanity, as this pandemic has forced many global activities to close, including educational activities. To reduce the spread of the virus, education institutions have been forced to switch to e-learning using available educational platforms, despite the challenges facing this sudden transformation. In order to further explore the potentials challenges facing learning activities, the focus of this study is on e-learning from students’ and instructor’s perspectives on using and implementing e-learning systems in a public university during the COVID-19 pandemic. The study targets the society that includes students and teaching staff in the Information Technology (IT) faculty at the University of Benghazi. The descriptive-analytical approach was applied and the results were analyzed by statistical methods. Two types of questionnaires were designed and distributed, i.e., the student questionnaire and the instructor questionnaire. Four dimensions have been highlighted to reach the expected results, i.e., the extent of using e-learning during the COVID-19 pandemic, advantages, disadvantages and obstacles of implementing E-learning in the IT faculty. By analyzing the results, we achieved encouraging results that throw light on some of the issues, challenges and advantages of using e-learning systems instead of traditional education in higher education in general and during emergency periods.

T. Judge, C. A. Higgins, Carl J. Thoresen et al.

J. Kotter

B. Bernstein

This book, the fifth in the series developing Bernstein’s code theory, presents a lucid account of the most recent developments of this code theory and, importantly, shows the close relation between this development and the empirical research to which the theory has given rise. Pedagogy, Symbolic Control and Identity addresses the central issue of Bernstein’s research project: are there any general principles underlying the transformation of knowledge into pedagogic communication? In Bernstein’s view, we have studied only pedagogic messages and their institutional and ideological base. We have not studied the nature of the relay which makes messages possible. The discussion of this research forms part II of this book, where Bernstein makes explicit the methodology of the research and, in particular, the crucial significance of languages of description. This new edition of Bernstein's classic book is updated with three new chapters: on discourse, on official knowledge and identities, and a wide ranging interview with Joseph Solomon. The new edition, published as Volume Five in his Class, Codes, and Control Series, builds on the continuing tradition of Bernstein's highly influential work on class, education, language, and society.

中華人民共和国国家統計局

J. Os, M. Hanssen, R. Bijl et al.

S. Mattar, Adnan Alseidi, Daniel B. Jones et al.

N. Roy, R. Merrill, S. Thibeault et al.

Chengming Zhang, Jessica Schießl, Lea Plößl et al.

Over the past few years, there has been a significant increase in the utilization of artificial intelligence (AI)-based educational applications in education. As pre-service teachers’ attitudes towards educational technology that utilizes AI have a potential impact on the learning outcomes of their future students, it is essential to know more about pre-service teachers’ acceptance of AI. The aims of this study are (1) to discover what factors determine pre-service teachers’ intentions to utilize AI-based educational applications and (2) to determine whether gender differences exist within determinants that affect those behavioral intentions. A sample of 452 pre-service teachers (325 female) participated in a survey at one German university. Based on a prominent technology acceptance model, structural equation modeling, measurement invariance, and multigroup analysis were carried out. The results demonstrated that eight out of nine hypotheses were supported; perceived ease of use (β = 0.297***) and perceived usefulness (β = 0.501***) were identified as primary factors predicting pre-service teachers’ intention to use AI. Furthermore, the latent mean differences results indicated that two constructs, AI anxiety (z = − 3.217**) and perceived enjoyment (z = 2.556*), were significantly different by gender. In addition, it is noteworthy that the paths from AI anxiety to perceived ease of use (p = 0.018*) and from perceived ease of use to perceived usefulness (p = 0.002**) are moderated by gender. This study confirms the determinants influencing the behavioral intention based on the Technology Acceptance Model 3 of German pre-service teachers to use AI-based applications in education. Furthermore, the results demonstrate how essential it is to address gender-specific aspects in teacher education because there is a high percentage of female pre-service teachers, in general. This study contributes to state of the art in AI-powered education and teacher education.

L. Verschaffel, S. Schukajlow, J. Star et al.

G. Tran, Xiu-di Sun, C. Abnet et al.

Arifin, I Nyoman Jampel, Dewa Bagus Sanjaya et al.

Principal learning leadership is an important factor in improving the quality of education, but its implementation in remote areas still faces various structural and resource limitations. This study aims to describe the learning leadership practices of school principals in schools in remote areas of South Central Timor Regency, analyze adaptive strategies applied in managing learning in the midst of limitations, and formulate its conceptual contribution to the development of educational leadership theory. This study uses a qualitative approach with a multi-case study design in three schools. Data were collected through in-depth interviews with principals and teachers, observations, and documentation, then analyzed thematically to identify patterns of practice and leadership strategies. The results of the study show that learning leadership practices run in diverse and contextual forms. School principals continue to carry out the functions of supervision and management of learning, but their intensity and quality are influenced by personal capacity, structural support such as infrastructure and access to training, and government policies. Adaptive strategies that emerge include strengthening internal solidarity, self-training, and orientation to the sustainability of educational services in the midst of limitations. This study concludes that learning leadership in remote areas is adaptive and contextual, so its development needs to consider geographical, social, and structural factors to be in harmony with the reality of the field.

P. Sahlberg

Bi - Claude Évariste ZAN , Laminou OUMAROU

L’étude explore les perceptions des populations locales face au développement du tourisme balnéaire à San Pedro (Côte d’Ivoire). En se distinguant par une méthodologie mixte de type exploratoire, elle identifie trois sortes de perceptions : positive, négative et ambivalente. L’hypothèse, selon laquelle les perceptions sont simultanément favorables et défavorables, est rejetée en raison d’une distribution statistique non significative. L’étude met en lumière le décalage entre les textes réglementaires encadrant le tourisme et les réalités vécues sur le terrain, en ouvrant la voie à une réflexion sur la nécessité d’une gouvernance inclusive, d’une régulation renforcée et d’une valorisation des savoirs locaux.

Feyat Kaya, Caner Kasap, Havva Aysun Karabulut et al.

Bu araştırmada özel eğitim öğretmenlerinin yardımcı teknolojileri kullanmaya ilişkin deneyimlerinin belirlenmesi amaçlanmıştır. Alanyazında özel eğitim öğretmenlerinin yardımcı teknolojileri kullanmaya ilişkin deneyimlerini belirlemeye yönelik sınırlı sayıda çalışma olması araştırmanın gerekçesini oluşturmaktadır. Betimsel bir çalışma olarak tasarlanan bu araştırmaya altısı erkek ikisi kadın olmak üzere toplam sekiz öğretmen katılmıştır. Araştırma kapsamında elde edilen veriler, yarı yapılandırılmış görüşme tekniği ile toplanmış ve bu veriler içerik analizi tekniği ile çözümlenmiştir. Araştırma sonucunda elde edilen bulgular genel olarak, öğretmenlerin sınıflarında kullandıkları yardımcı teknoloji türleri ve kullanım amaçları, bu teknolojilere erişim durumları, yardımcı teknolojileri kullandıkları öğrencilerin yetersizlik grupları ve kullanılan dersler, yardımcı teknolojileri kullanırken dikkat ettikleri noktalar, yardımcı teknolojileri kullanma yeterlilikleri, yardımcı teknoloji kullanımı hakkında aldıkları eğitimler, yardımcı teknolojilerin öğretmen ve öğrenciler açısından avantaj-dezavantajları ile önerileri şeklindedir. Araştırma sonucunda elde edilen bulgular alanyazın doğrultusunda tartışılmıştır.

Bethany Hodge, Rochelle H Holm

Doctors are well-trained in the collection, analysis, and interpretation of individual stool or urine sample data; however, wastewater-based epidemiology (WBE) combines the excretion of many community members into an anonymous health sample tied to a geographic location. We advocate for the inclusion of WBE in medical education. WBE offers physicians an opportunity to better care for patients with diseases seen at health clinics and doctors’ offices, customize and inform treatment, and accept positive results as true positives, backed by the contextual information provided by wastewater findings. It is also a tool to combat biased or misinformed risk perceptions. Medical education should include how to evaluate wastewater information presented, detect inconsistencies, and determine applicability; just as medical students are taught to do with data from other sources.

Augustine S. J. Park, Jasmeet Bahia, Alex Bing

Despite significant research on racialized inequity in higher education, little research examines the experiences of TAs who are Black, Indigenous or people of colour (BIPOC) in Canada. Based on 37 semi-structured interviews with BIPOC domestic graduate student TAs, this article explores the racialized and colonial oppression of BIPOC TAs: They confront racism from students (disrespect, challenges to their authority and expertise; microaggressions and discrimination; exposure to racist and colonial discourse in students’ work). They also experience challenges with TA supervisors (not being heard; discriminatory discipline; political alienation). Finally, BIPOC TAs face racism within administration (“unthinking” racism; discrimination). Yet, BIPOC TAs also experience TAing as a source of meaning (love of teaching; pride in their pedagogy; desire to help students) and transformation (fostering critical thinking; reflecting students’ identities; being a role model). Although BIPOC TAs are marginalized by institutional whiteness-coloniality, they engage in resistance from the position of marginality. Given the vital role TAs play in today’s universities, attention is needed to address the inequities faced by BIPOC TAs and to support their role in transforming the university.