/pdf/research-design-qualitative-quantitative-and-mixed-methods-1m92m1x5gg.pdf

Research Design: Qualitative, Quantitative, and Mixed Methods Approaches

Amidst the threat of COVID-19 pandemic in the Philippines, the educators, students, and the school are still coping and adjusting to the distance learning education. This study explored teachers' awareness about the COVID-19 pandemic and their opinion on their respective schoolsâ€™ readiness, as well as their response to the challenges of conducting distance learning education in the Philippines. A validated questionnaire was developed to collect the relevant data for this study. The initial reliability test obtained 8.9 Cronbachâ€™s alpha. Data gathering procedure was done through Google forms, which, after validation from the respective DepEd divisions and universities, were subsequently sent to the teachers via email. The results show that the teachers were highly aware of the presence and consequences caused by the COVID-19 pandemic. The correlation between teacherâ€™s demographic profiles and awareness to COVID-19 shows no relationship at all. Nevertheless, the length of teaching experience and specialization is very strongly correlated to readiness to distance learning education. Simultaneously, the teachersâ€™ geographic location is strongly correlated to readiness to adapt to distance learning education. Furthermore, only the teachersâ€™ gender has a significant difference in their awareness of the COVID-19 pandemic. In contrast, teachersâ€™ gender, length of teaching experience, and geographic location have significant differences with their readiness to distance learning education. This study can be used as a basis for further research particularly in developing institutional plans to better understand the status of their teachers and educational organizations, and schoolsâ€™ readiness to teach and learn through distance learning approach; hence, preserving and continuing educational mission during the current or future pandemic as well as be prepared for any natural disasters. https://doi.org/10.26803/ijlter.19.6.8

http://ijlter.org/index.php/ijlter/article/download/2231/pdf

Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges

The COVID-19 pandemic caught the Israeli higher education system including its twenty-one teacher education colleges by surprise. Despite the preceding alarming media coverage surrounding the possi...

https://www.tandfonline.com/doi/pdf/10.1080/02607476.2020.1799708

Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic

Education 4.0 is a new educational paradigm that intends to address the needs and potentialities of the fourth industrial revolution. Education 4.0 builds on the concept of learning by doing, in which students are encouraged to learn and discover different things in singular ways based on experimentation. This study intends to analyze the role of emerging technologies like serious games and industry 4.0 in the transformation of education 4.0 in higher education. A qualitative methodology was employed based on 25 case studies of innovative projects in Portuguese higher education institutions. The results indicate a residual adoption of serious games and gamification approaches only appear in less than 20% of the projects. It was also possible to identify that most projects involve several stakeholders such as teachers, students and university managers, and typically involve multidisciplinary competencies fields. The main benefits brought to the education context include greater involvement of students in projects, development of their skills and its application in a real context. On the other hand, the main challenges are the simplification of the real world made by these applications, the difficulties inherent to their inclusion in the didactical system and the limited capacities to offer greater interactivity without predefined external stimuli.

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The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm

Makalah ini bertujuan untuk menjelaskan perubahan yang harus dilakukan di lembaga pendidikan sehingga sumber daya manusia yang dihasilkan dapat bersaing dan berkontribusi secara global. Melalui kajian literatur dan analisis isi, penulis menjelaskan bahwa pengembangan kurikulum saat ini dan di masa depan harus melengkapi kemampuan siswa dalam dimensi akademik, keterampilan hidup, kemampuan untuk hidup bersama dan berpikir secara kritis dan kreatif. Keterampilan tak kasat mata seperti keterampilan interpersonal, berpikir global, dan literasi media dan informasi. Kurikulum juga harus dapat membentuk siswa dengan penekanan pada bidang STEM, merujuk pada pembelajaran berbasis TIK, internet of things, big data dan komputer, serta kewirausahaan dan magang. Selain guru memiliki kompetensi mengajar dan mendidik, literasi media, competence in globalization, competence in future strategies, dan konseling, juga perlu memiliki sikap ramah teknologi, kolaborasi, menjadi kreatif dan mengambil risiko, memiliki selera humor yang baik, serta mengajar secara holistik. Sekolah dan guru perlu mempertimbangkan pembelajaran terbuka dan daring dalam memutuskan bagaimana menyelenggarakan pendidikan dan pembelajaran.

/pdf/pendidikan-di-era-revolusi-industri-4-0-51oxdhbjj4.pdf

Pendidikan di Era Revolusi Industri 4.0

Almost everyone is talking about the 4th Industrial Revolution (4IR). The 4IR wave is so strong that change is inevitable, including within the education setting, making Education 4.0 the famous buzzword among educationists today. What is Education 4.0? Do educators really understand it or they simply follow what others are doing. Education 4.0 is a respond to the needs of IR4.0 where human and technology are aligned to enable new possibilities. The paper explains the nine trends of Education 4.0, preference of the 21st century learners, skills for 21st century teachers, share some ideas on how to implement Education 4.0 trends in the language classrooms and students’ feedback on their experience in learning in the Education 4.0 classroom.

/pdf/education-4-0-made-simple-ideas-for-teaching-1zod7eu5mf.pdf

Education 4.0 Made Simple: Ideas for Teaching.

The Bloom’s Taxonomy was introduced in 1956 and the taxonomy for the cognitive domain was revised in 2000. The comparison of the original and revised taxonomy indicates several modifications such as the change in the level names, the arrangement of the levels and the number of dimensions. The cognitive domain of the original and revised Bloom’s Taxonomy has currently been applied in the design of online instructional games. The paper examines how the Bloom’s Taxonomy has been applied in various instructional games and propose how it can be applied in the development of instructional games for learning grammar. Recent studies reveal the Bloom’s Taxonomy has been applied in the instructional game development by designing instructional games based on learning objectives and learning outcomes that were previously written using the Bloom’s Taxonomy, and as the basis in creating the game levels. It is evident that the application of the Bloom’s Taxonomy in the instructional game design fulfil the educational features of instructional games. Therefore, it is significantly important to propose on how the Bloom’s Taxonomy need to be applied in the development of instructional games especially for learning grammar in order to ensure efficient game development for effective learning.

https://hrmars.com/papers_submitted/2910/Application_of_the_Bloom’s_Taxonomy_in_Online_Instructional_Games.pdf

Application of the Bloom’s Taxonomy in Online Instructional Games

Learning grammar is crucial to improve students’ linguistic competence. However, face-to-face
time is limited for engaging students in learning grammar in the classroom. Therefore, students
are normally encouraged to participate in grammar learning activities outside the classroom.
This paper examines types of grammar learning activities that students prefer to do outside the
classroom, types of grammar learning activities that students have done voluntarily for
practicing grammar outside the classroom, and whether online grammar games on the Internet
is easy to obtain and suitable for the students’ course. The sample of the study was 110 predegree students aged 18 years old. The data gathered by using a questionnaire and analyzed by
using Microsoft Excel 2013.

Discovering students’ preference for grammar learning activities outside the classroom / Tuan Sarifah Aini Syed Ahmad, Anealka Aziz Hussin and Ghazali Yusri

Language games have always been the reinforcement activities in second language acquisition. Such activities will not only help the learners to retain the knowledge but to ensure the sustainability of it for a long run. It was not until the early 2000s when researchers began to carry out studies on online language games. Soon after, the terminology of Language Gamification came into perspective. This paper discusses on the notion of language gamification from a teaching perspective. It starts by discussing the related theories on language gamification and second language acquisition before moving to discussing on creating gamification in classroom. This paper is also set to disclose the ramifications of language gamifications in teaching and learning.

 Article visualizations:

https://www.oapub.org/edu/index.php/ejoe/article/download/3445/6081

Anealka Aziz Hussin

Papers

Education 4.0 Made Simple: Ideas for Teaching.

Application of the Bloom’s Taxonomy in Online Instructional Games

Discovering students’ preference for grammar learning activities outside the classroom / Tuan Sarifah Aini Syed Ahmad, Anealka Aziz Hussin and Ghazali Yusri

Language gamification in esl classroom: teaching perspective