Educational Technology Quarterly

22/07/2024

Fan, Y., 2024. Integrating online and offline teaching to promote creativity for STEM learners. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.723

This research extends previous findings by proposing an online and offline integrated teaching framework to enhance creativity for STEM learners. The framework integrates key elements from both modalities, featuring a combination of virtual and physical resources to support a comprehensive learning experience. The study introduces a "smart flowerpot" project as a practical application, detailing the instructional design, learning resources, and assessment strategies. It highlights the challenges in resource selection and the increased workload for teachers transitioning from traditional classroom settings. While the framework offers a promising approach, it acknowledges the need for empirical testing and consideration of external factors that may influence its effectiveness. The research advocates further exploration to validate the framework and its potential to transform STEM education.

15/07/2024

Bolinget, M. and Soliba, B., 2024. Management practices in the implementation of police curriculum through blended learning. Educational Technology Quarterly [Online], 2024(2), pp.166–194. Available from: https://doi.org/10.55056/etq.719

Few studies were found to have focused on curriculum implementation and management in police education vis-à-vis utilization of blended learning. Thus, this study, utilizing the embedded mixed-method design, determined the commonly employed management practices of the police training centres in implementing their curriculum through the blended learning approach in the Philippines and further identified the challenges encountered during the implementation. This study revealed that training centres have commonly employed management practices in classroom instruction, examination administration, non-academic activities, and management. Likewise, they effectively achieve the curriculum goals, deliver the subject matter, and provide learning experiences. However, minor challenges such as technological concerns, financial constraints, and human resource concerns emerged. Henceforth, providing appropriate infrastructure, promoting personnel welfare, enhancing learning experiences, investigating the causes of challenges, and adopting adaptive ways were suggested.

08/07/2024

Adewale, S., 2024. Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?. Educational Technology Quarterly [Online], 2024(2), pp.152–165. Available from: https://doi.org/10.55056/etq.713

The planned global migration to the Fourth Industrial Revolution (4IR) and the unplanned incidence of the COVID-19 pandemic have necessitated the indispensability of virtual learning adoption in tertiary institutions. The success of virtual learning is premised on many factors, including the quality of virtual learning platforms (VLPs) and users' satisfaction. This study, therefore, examined the association between VLPs and pre-service teachers (PST) satisfaction in the post-COVID-19 era. The study adopted a quantitative design using multi-stage sampling to select 200 final-year students in education faculty. The analytical methods used were Pearson product-moment correlation and independent t-test using SPSS version 29 statistical software. The findings indicated a moderately positive link between the quality of virtual learning platforms and pre-service teachers’ satisfaction. However, satisfaction levels differed based on the gender of the participants. This study recommends a regular collection of feedback from the students to identify where there are hitches; higher institutions should consider creating a quality assurance department for monitoring and evaluation of the institutions' virtual learning; and training and retraining of students and instructors are essential for the update of knowledge as the new technologies continue to emerge. The uniqueness of this study is in the appraisal of pre-service teachers’ knowledge and satisfaction after the COVID-19 experience. There is no iota of doubt that pre-service teachers who are preparing to be engaged in different schools need to imbibe the culture of virtual learning. Therefore, further studies must be conducted on the best way to make virtual learning attractive.

04/07/2024

This month's popular DOIs:

2. Ngodu, A., Ndibalema, P.M. and William, F., 2024. Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools. Educational Technology Quarterly [Online], 2024(1), pp.20–37. Available from: https://doi.org/10.55056/etq.704

1. Bolinget, M. and Soliba, B., 2024. Management practices in the implementation of police curriculum through blended learning. Educational Technology Quarterly [Online], 2024(2), pp.166–194. Available from: https://doi.org/10.55056/etq.719

Management practices in the implementation of police curriculum through blended learning Authors Mildred Bolinget Saint Louis University https://orcid.org/0009-0001-5212-2750 Bernadette Soliba Saint Louis University https://orcid.org/0000-0001-5494-6545 DOI: https://doi.org/10.55056/etq.719 Keywords...

01/07/2024

Kalinga, T., 2024. Teachers’ technological literacy for ICT integration to implement competence-based curriculum in public secondary schools in Tanzania. Educational Technology Quarterly [Online], 2024(2), pp.135–151. Available from: https://doi.org/10.55056/etq.708

This study investigated teachers’ understanding of ICT integration in implementing a competence-based curriculum (CBC) among public secondary schools. Interviews and focus group discussions were used to collect the data from 139 teachers, academic teachers and the head teachers. Simple random and purposive sampling was used to obtain participants. The thematic analysis covers the whole process of data analysis. The study findings revealed that most teachers are aware of the Education and Training Policy and ICT Policy. However, they could not link their teaching practices in the classroom to meet policy goals, 85% of teachers did not integrate ICT as a pedagogical tool in their teaching and learning process, most teachers did not use online assessment, and the most used ICT devices were smartphones, computers and laptops. The study found that most teachers understand the benefit of ICT in implementing a competence-based curriculum. The study recommends aligning our policies and practices, especially in real school environments.

24/06/2024

Meziane Cherif, K., Azzouz, L. and Bendania, A., 2024. Algerian secondary school students’ preferences for the use of YouTube in their informal learning. Educational Technology Quarterly [Online], 2024(2), pp.120–134. Available from: https://doi.org/10.55056/etq.697

Various technological tools are adopted in the learning process to help students access available knowledge on the net. Due to the COVID-19 pandemic, many Algerian teachers relied more on social network sites, such as YouTube and other applications, to provide their students with lessons. The current study sought to determine the types of videos that Algerian secondary school learners prefer. The study sample included 413 secondary-level students (66% females and 34% males). A short four-question questionnaire was used to collect data. The results indicated that students spent more than 4 hours online daily. They preferred educational content in short videos of 10 minutes at maximum, as well as videos containing content related to materials and exercises pertinent to baccalaureate exercises and/or a presentation about methods of solving exercises without the presence of a teacher's picture. The study suggested recommendations on the importance of using the available technological tools and training teachers in ICT in education.

20/06/2024

Vol. 2024 No. 2 (2024)

In this issue:

Algerian secondary school students' preferences for the use of YouTube in their informal learning
Teachers' technological literacy for ICT integration to implement competence-based curriculum in public secondary schools in Tanzania
Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?
Management practices in the implementation of police curriculum through blended learning
Implementing communication technologies to enhance learning efficiency at a technical vocational education and training college in Cape Town
Adoption and use of MOOCs by undergraduates in selected universities in Ibadan, Nigeria

DOI: https://doi.org/10.55056/etq.v2024.i2
Published: 20-06-2024

This journal is published by the Academy of Cognitive and Natural Sciences (ACNS) and distributed under the terms of the Creative Commons License Attribution 4.0 International (CC BY 4.0).

07/06/2024

This month's Top 5 popular DOIs:

5. Kovalchuk, V.I., Maslich, S.V. and Movchan, L.H., 2023. Digitalization of vocational education under crisis conditions. Educational Technology Quarterly [Online], 2023(1), pp.1–17. Available from: https://doi.org/10.55056/etq.49

4. Adewale, S., 2024. Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.713

3. Dzvapatsva, G.P., Chinhamo, E., Yan, B. and Matobobo, C., 2024. Implementing communication technologies to enhance learning efficiency at a technical vocational education and training college in Cape Town. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.653

2. Meziane Cherif, K., Azzouz, L. and Bendania, A., 2024. Algerian secondary school students’ preferences for the use of YouTube in their informal learning. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.697

1. Bolinget, M. and Soliba, B., 2024. Management practices in the implementation of police curriculum through blended learning. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.719

Management practices in the implementation of police curriculum through blended learning Authors Mildred Bolinget Saint Louis University https://orcid.org/0009-0001-5212-2750 Bernadette Soliba Saint Louis University https://orcid.org/0000-0001-5494-6545 DOI: https://doi.org/10.55056/etq.719 Keywords...

23/05/2024

Adewale, S., 2024. Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers?. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.713

The planned global migration to the Fourth Industrial Revolution (4IR) and the unplanned incidence of the COVID-19 pandemic have necessitated the indispensability of virtual learning adoption in tertiary institutions. The success of virtual learning is premised on many factors, including the quality of virtual learning platforms (VLPs) and users' satisfaction. This study, therefore, examined the association between VLPs and pre-service teachers (PST) satisfaction in the post-COVID-19 era. The study adopted a quantitative design using multi-stage sampling to select 200 final-year students in education faculty. The analytical methods used were Pearson product-moment correlation and independent t-test using SPSS version 29 statistical software. The findings indicated a moderately positive link between the quality of virtual learning platforms and pre-service teachers’ satisfaction. However, satisfaction levels differed based on the gender of the participants. This study recommends a regular collection of feedback from the students to identify where there are hitches; higher institutions should consider creating a quality assurance department for monitoring and evaluation of the institutions' virtual learning; and training and retraining of students and instructors are essential for the update of knowledge as the new technologies continue to emerge. The uniqueness of this study is in the appraisal of pre-service teachers’ knowledge and satisfaction after the COVID-19 experience. There is no iota of doubt that pre-service teachers who are preparing to be engaged in different schools need to imbibe the culture of virtual learning. Therefore, further studies must be conducted on the best way to make virtual learning attractive.

Is virtual learning still virtually satisfactory in the post-COVID-19 era for pre-service teachers? Authors Sulaimon Adewale University of Johannesburg https://orcid.org/0000-0003-2271-7443 DOI: https://doi.org/10.55056/etq.713 Keywords: post-COVID-19, pre-service teacher, virtual learning, virtual....

05/05/2024

This month's popular DOIs:

3. Dzvapatsva, G.P., Chinhamo, E., Yan, B. and Matobobo, C., 2024. Implementing communication technologies to enhance learning efficiency at a technical vocational education and training college in Cape Town. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.653

2. Meziane Cherif, K., Azzouz, L. and Bendania, A., 2024. Algerian secondary school students’ preferences for the use of YouTube in their informal learning. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.697

1. Chasubuta, A.R., Ndibalema, P.M. and Loisulie, P., 2024. Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities. Educational Technology Quarterly [Online], 2024(1), pp.76–96. Available from: https://doi.org/10.55056/etq.695

Algerian secondary school students' preferences for the use of YouTube in their informal learning Authors Khabbab Meziane Cherif National Institute for Research in Education https://orcid.org/0000-0003-1869-447X Lahcene Azzouz National Institute for Research in Education https://orcid.org/0000-0001-...

01/05/2024

Bolinget, M. and Soliba, B., 2024. Management practices in the implementation of police curriculum through blended learning. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.719

Few studies were found to have focused on curriculum implementation and management in police education vis-à-vis utilization of blended learning. Thus, this study, utilizing the embedded mixed-method design, determined the commonly employed management practices of the police training centres in implementing their curriculum through the blended learning approach in the Philippines and further identified the challenges encountered during the implementation. This study revealed that training centres have commonly employed management practices in classroom instruction, examination administration, non-academic activities, and management. Likewise, they effectively achieve the curriculum goals, deliver the subject matter, and provide learning experiences. However, minor challenges such as technological concerns, financial constraints, and human resource concerns emerged. Henceforth, providing appropriate infrastructure, promoting personnel welfare, enhancing learning experiences, investigating the causes of challenges, and adopting adaptive ways were suggested.

Management practices in the implementation of police curriculum through blended learning Authors Mildred Bolinget Saint Louis University https://orcid.org/0009-0001-5212-2750 Bernadette Soliba Saint Louis University https://orcid.org/0000-0001-5494-6545 DOI: https://doi.org/10.55056/etq.719 Keywords...

30/04/2024

Dzvapatsva, G.P., Chinhamo, E., Yan, B. and Matobobo, C., 2024. Implementing communication technologies to enhance learning efficiency at a technical vocational education and training college in Cape Town. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.653

This paper explores the impact of extending instructional time at technical vocational education and training (TVET) colleges using WhatsApp's mobile social network (MSN) application. In South Africa, there is relatively little discussion on extending instructional time within the TVET sector, yet instructional time loss is consistently mentioned as one of the most significant challenges. During the study, the subject of Computer Programming was examined in light of poor learner performance. This study employed mixed-methods research following a pragmatic paradigm to formulate educational policies potentially dealing with TVET instructional time losses in South Africa. Data were collected from two TVET centres (FB1 and FB2) involving two lecturers and 48 students in Cape Town. Despite the study's mixed results, qualitative data reflected the need to extend instructional time and improve the efficiency of applications like WhatsApp. Quantitative data reflected an overall percentage pass rate of 56% and 100% for FB2 and FB1, respectively. The messaging application, however, has challenges, such as disrupting conversations. By participating in learner WhatsApp groups, the paper believes lecturers can reap positive benefits from these initiatives. This study adds voice to mixed-method practices. To maximise pedagogical efficiency, this study recommends that educators provide practical guidance on using MSN applications to increase instruction time.

Implementing communication technologies to enhance learning efficiency at a technical vocational education and training college in Cape Town Authors Godwin P. Dzvapatsva University of Suffolk https://orcid.org/0000-0001-5534-2647 Edmore Chinhamo University of Greenwich https://orcid.org/0000-0003-46...

30/04/2024

Kalinga, T., 2024. Teachers’ technological literacy for ICT integration to implement competence-based curriculum in public secondary schools in Tanzania. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.708

This study investigated teachers’ understanding of ICT integration in implementing a competence-based curriculum (CBC) among public secondary schools. Interviews and focus group discussions were used to collect the data from 139 teachers, academic teachers and the head teachers. Simple random and purposive sampling was used to obtain participants. The thematic analysis covers the whole process of data analysis. The study findings revealed that most teachers are aware of the Education and Training Policy and ICT Policy. However, they could not link their teaching practices in the classroom to meet policy goals, 85% of teachers did not integrate ICT as a pedagogical tool in their teaching and learning process, most teachers did not use online assessment, and the most used ICT devices were smartphones, computers and laptops. The study found that most teachers understand the benefit of ICT in implementing a competence-based curriculum. The study recommends aligning our policies and practices, especially in real school environments.

19/04/2024

Meziane Cherif, K., Azzouz, L. and Bendania, A., 2024. Algerian secondary school students’ preferences for the use of YouTube in their informal learning. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.697

Various technological tools are adopted in the learning process to help students access available knowledge on the net. Due to the COVID-19 pandemic, many Algerian teachers relied more on social network sites, such as YouTube and other applications, to provide their students with lessons. The current study sought to determine the types of videos that Algerian secondary school learners prefer. The study sample included 413 secondary-level students (66% females and 34% males). A short four-question questionnaire was used to collect data. The results indicated that students spent more than 4 hours online daily. They preferred educational content in short videos of 10 minutes at maximum, as well as videos containing content related to materials and exercises pertinent to baccalaureate exercises and/or a presentation about methods of solving exercises without the presence of a teacher's picture. The study suggested recommendations on the importance of using the available technological tools and training teachers in ICT in education.

06/04/2024

This month's popular DOIs:

3. Fadieieva, L.O., 2023. Adaptive learning: a cluster-based literature review (2011-2022). Educational Technology Quarterly [Online], 2023(3), pp.319–366. Available from: https://doi.org/10.55056/etq.613

2. Carambas, J.R. and Espique, F.P., 2023. Lived experiences of teachers and students in distance education: shift from traditional to online learning. Educational Technology Quarterly [Online], 2023(4), pp.422–435. Available from: https://doi.org/10.55056/etq.606

1. Chasubuta, A.R., Ndibalema, P.M. and Loisulie, P., 2024. Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities. Educational Technology Quarterly [Online], 2024(1), pp.76–96. Available from: https://doi.org/10.55056/etq.695

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities Authors Aines Rodrick Chasubuta The National Council for Technical and Vocational Education and Training https://orcid.org/0009-0007-3067-9295 Pl...

14/03/2024

Ngodu, A., Ndibalema, P.M. and William, F., 2024. Context-relevant strategies for ICT integration in teaching and learning science subjects in Tanzania secondary schools. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.704

Information and Communication Technology (ICT) can improve science teaching and learning. However, understanding the contexts in which ICT is intended to be integrated for its effectiveness is limited. Therefore, the current study explored context-relevant strategies and challenges for ICT integration in the teaching and learning science subjects in secondary schools in Tanzania. Exploratory sequential design under mixed methods guided the study's conduct. 52 participants (45 science teachers, six heads of schools and one municipal education officer) were purposefully and conveniently involved. Data were collected in two phases: 1st phase was qualitative data through in-depth interviews, 2nd phase was quantitative data through a questionnaire. Thematic analysis guided qualitative data analysis where MS Excel in the form of pivotal charts were used to present the frequency of the responses. SPSS version 27 guided the quantitative data analysis, presenting the output descriptively. Participants presented various context-relevant strategies, including capacity building for teachers, building and equipping computer labs with ICT facilities, maintaining and repairing defective computers, deploying educational technology experts, and making ICT compulsory at all levels of education. On the other hand, participants identified a lack of ICT facilities, limited ICT training opportunities, and digital content as context-relevant challenges for ICT integration in science teaching and learning. The study recommends rigorous pre-service and in-service teacher training programmes on ICT pedagogical integration for science teaching and learning based on these findings. Again, we recommend the improvement of ICT infrastructure in schools to enhance the availability, access, and use of science teaching and learning. The study concludes that if sufficient infrastructures are available and science teachers are equipped with ICT knowledge, teaching and learning of science subjects will be effective.

08/03/2024

This month's Top 5 DOIs:

5. Acosta, C.P. and Soliba, B.L., 2024. Pedagogical approach of grade 7 teachers in teaching the learning competency of integers. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.652

4. Fadieieva, L.O., 2023. Adaptive learning: a cluster-based literature review (2011-2022). Educational Technology Quarterly [Online], 2023(3), pp.319–366. Available from: https://doi.org/10.55056/etq.613

3. Riabko, A.V. and Vakaliuk, T.A., 2024. Physics on autopilot: exploring the use of an AI assistant for independent problem-solving practice. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.671

2. Kovalchuk, V.I., Maslich, S.V. and Movchan, L.H., 2023. Digitalization of vocational education under crisis conditions. Educational Technology Quarterly [Online], 2023(1), pp.1–17. Available from: https://doi.org/10.55056/etq.49

1. Carambas, J.R. and Espique, F.P., 2023. Lived experiences of teachers and students in distance education: shift from traditional to online learning. Educational Technology Quarterly [Online], 2023(4), pp.422–435. Available from: https://doi.org/10.55056/etq.606

Lived experiences of teachers and students in distance education: shift from traditional to online learning Authors Janice R. Carambas Saint Louis University https://orcid.org/0000-0002-1937-5991 Felina P. Espique Saint Louis University https://orcid.org/0000-0002-1801-5599 DOI: https://doi.org/10.5...

08/03/2024

Chasubuta, A.R., Ndibalema, P.M. and Loisulie, P., 2024. Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.695

This paper aims to test the predictive power of facilitative conditions and technological literacy skills in using the Learning Management System (LMS) for learning in a Tanzanian university setting. The paper adopts a qualitative approach in which data were analysed using the linear regression model after securitising for multicollinearity, linearity, normality of data, homoscedasticity, and measurement reliability. The study’s findings indicate that the environmental context had more predictive power for technological literacy among students than the technological and organisational context. The paper provides insights to educational practitioners in HLIs to strengthen their systems so that the technological learning environment aligns with the student's technological literacy development needs. The findings also highlight the need for university authorities to adopt new technological innovations that could be used to enhance students’ digital literacy skills development and be able to cope with 21st-century skills. By examining the level of technological literacy, the research can shed light on the potential barriers students face in using LMS and point out some areas where interventions are needed. This, in turn, can enhance educational outcomes by improving students’ digital skills and their ability to engage with online learning resources.

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities Authors Aines Rodrick Chasubuta The National Council for Technical and Vocational Education and Training https://orcid.org/0009-0007-3067-9295 Pl...

26/02/2024

https://acnsci.org/journal/index.php/etq/announcement/view/26

19/02/2024

Acosta, C.P. and Soliba, B.L., 2024. Pedagogical approach of grade 7 teachers in teaching the learning competency of integers. Educational Technology Quarterly [Online]. Available from: https://doi.org/10.55056/etq.652

This research addresses the intricate challenges of teaching integers in middle school mathematics. Focusing on grade 7 teachers, the study explores strategies to enhance integers' teaching-learning competency, revealing nuanced approaches employed by three teachers. Through qualitative methods, specifically in-depth interviews, the research uses an exploratory approach to unravel the underlying strategies shaping the teaching of integers. Key findings underscore integers as a formidable learning competency for grade 7 students, particularly in operations like addition and subtraction. The most effective pedagogical approach, encapsulated in the 3Rs — Reaching, Representing, Recommending — involves drill exercises for foundational concepts, integrating manipulatives like algebra tiles and coloured tiles, and advocating for continuous manipulative use with persistent drill exercises and integrating technology. These identified themes emphasize the need for a uniform understanding among teachers during discussions to ensure a cohesive and effective teaching strategy. Recognizing these strategies is crucial for addressing the existing learning gap and advancing grade 7 students' competency in dealing with integers. The research contributes valuable insights to the academic discourse, offering effective pedagogical practices and fostering a more robust foundation for mathematical understanding at the middle school level.