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EdMedia + Innovate Learning

Jul 06, 2021


Theo J. Bastiaens

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File: Table of Contents

Table of Contents

Number of papers: 134

  1. Speech-based Learning with Amazon Alexa

    Michael Weiss, Markus Ebner & Martin Ebner, Graz University of Technology, Austria

    Almost every child and adult today have access to the Internet and different technologies like smartphones, tablets and co. Scientists recognized this very quickly and started to create a whole new... More

    pp. 156-163

  2. #InstaLearn: A Framework to Embed Instagram in Higher Education

    Jorge Reyna, The Australian and New Zealand College of Ophthalmologist (RANZCO), Australia

    Instagram (IG) is a mobile application where users share photos and videos with the worldwide community without boundaries. Although IG is considered a new platform operating for a decade, it has... More

    pp. 164-172

  3. Rethink and Redesign Assessments for Student Engagement and Success in Digital Learning Environments

    Yaping Gao, Quality Matters, US, United States

    As the world continues to cope with the ongoing COVID-19 pandemic, most institutions continue to expand online and blended offerings, while selectively opening certain class sessions for more hands... More

    pp. 173-174

  4. The six-pack of online assessment

    Filip Vervenne, LUCA school of arts, Belgium

    The pandemic also prompts us to think about our approach to evaluation. In the last years, as a responsible for learning, development and quality assurance in a university of the arts, I supported ... More

    pp. 175-178

  5. Exploring online specifications grading: An undergraduate course case study

    Ewa Wasniewski, University of Calgary, Canada; Tai Munro & Tariqa Tandon, MacEwan University, Canada

    This paper presents findings of a case-based study that investigates the impact of specifications grading in an online undergraduate course. For the course redesign, a learning buffet model was... More

    pp. 179-184

  6. Evaluation Design Methodology for Piloting Two Educational Augmented Reality STEM Apps in European Elementary Schools

    Jennifer Tiede, University of Würzburg, Germany; Eleni Mangina, University College Dublin, Ireland; Silke Grafe, University of Würzburg, Germany

    According to research findings, Augmented Reality (AR) can have a positive impact on student STEM learning and knowledge acquisition. However, sound concepts for assessing this impact especially in... More

    pp. 185-190

  7. Instructional Assessments of ELL's Learning and Progress

    Ling Wang, Austin Peay State University, United States

    Teachers often assess ELL students for content knowledge in both English and native language. This paper reviews authentic assessments that can be adapted to measure ELL student’s learning,... More

    pp. 191-194

  8. Elaborated Feedback: Learners' Preferences, Use, and Actual Effect

    Tomer Gal & Arnon Hershkovitz, Tel Aviv University, Israel

    Elaborated feedback (EF) is recognized as a superior form of feedback, in terms of its impact on learning, over Simple Feedback (SF) which simply tells the student whether they are correct or not. ... More

    pp. 195-202

  9. Evaluating the Efficacy of QuaverSEL: The Impact of QuaverSEL Instruction on Students' Social Emotional Skills.

    Scott Elliot, SEG Measurement, United States

    Research has shown that social emotional skill development is important to academic success, workplace success and overall life success. This revelation has led to a growing interest in... More

    pp. 203-212

  10. School Start Screening Tool

    Paul Krassnig, Markus Ebner & Martin Ebner, Graz University of Technology, Austria

    This paper concentrates on the implementation of a new screening method in Austrian schools to assess children and find out if they have any special educational needs in educational areas like... More

    pp. 213-226

  11. A Problem-Solving Approach to Enhance Computational Thinking Skills of Middle School Students

    Greg Lee, Yu-Wen Yang & Ke-Chun Lin, National Taiwan Normal University, Taiwan

    Under mandated national educational curriculum, middle school students have one hour of Computer Technology class per week. The goal is to instill computational skill in students before heading to... More

    pp. 227-231

  12. The Gender Data Gap in Computing Education Research

    Julie Smith, University of North Texas, United States

    There has been a significant decline in the percentage of computer science majors who are female. This is a worrisome trend in a world where emerging technologies are shaping virtually every corner... More

    pp. 232-237

  13. How does the awareness of assistive technology by professors impact students with disabilities’ success at the college level?

    Humberto Hernandez Ariza, Daemen College, United States

    This paper was developed to investigate the impact of assistive technology in the students with disabilities’ success within the context of college academia. The principal argument of this writing ... More

    pp. 238-245

  14. The Future of K-12 Education as a Result of the COVID-19 Pandemic

    Aubrey Statti, Inaya Jaafar & Kelly Torres, The Chicago School of Professional Psychology, United States; James Pedersen, Essex County Schools of Technology, United States; Soha Abdeljaber, Rising Leaders Academy, United States

    A survey of 108 K-12 educators teaching during the 2020-2021 school year in public, private, charter, and alternative school settings was conducted resulting in a variety of responses from... More

    pp. 246-252

  15. Assessing Computer Science Teachers’ Cybersecurity Pedagogical Capabilities Before and After an Educational Workshop

    Hayat Alajlan, King Saud University, Saudi Arabia

    This study aims to assess computer science teachers’ pedagogical capabilities of cybersecurity in K-12 education before and after an educational workshop. The study explores teachers' understanding... More

    pp. 253-261

  16. The Effects of Self-efficacy and Teaching Competence feelings on 1st-year Teachers' coping with the Challenges of Online Teaching Imposed by the COVID Pandemic

    Becky Leshem, Etty Gilad & Etty Grobgeld, Achva Academic College, Israel

    The COVID pandemic forced teachers to use online teaching, requiring TPAC skills and knowledge they had never practiced before. The study examined the effects of Self-efficacy and competence... More

    pp. 262-265

  17. Teachers’ Readiness for Online Language Teaching: An Exploratory Study

    Jiahang Li, College of Education, Michigan State University, United States; Qinuo Wang, New York University, United States

    This exploratory study, using a qualitative case-study design, focuses on native Chinese teachers’ perceptions about their readiness to teach Chinese as a Second/Foreign Language (CSFL) online in... More

    pp. 266-273

  18. Supporting the development of student teachers’ digital skills within a programme of ITE

    Denis Moynihan, School of STEM Education, Innovation and Global Studies, Dublin City University, Ireland

    Motivated by recent ITE policy changes in the Republic of Ireland, this paper explores how student teachers could be supported to develop digital skills within a programme of ITE. Focused upon the ... More

    pp. 274-279

  19. The Role of ICTs in Collaboration During the COVID-19 School Year

    Peter Schutte, Rina Durandt & Geoffrey Lautenbach, University of Johannesburg (UJ), South Africa

    The focus of this research was on the role of ICTs in collaboration amongst teachers in five secondary mathematics departments. Data was collected through an online form, which was largely defined ... More

    pp. 280-284

  20. Instructors’ educational ICT use in Ethiopian higher education

    Bekalu Ferede Tefera, Katie Goeman, Jan Elen & Wim van Petegem, KU Leuven, Belgium; Adula Bekele Hunde, Jimma University, Ethiopia

    This paper reports the findings of a study conducted on determinants of instructors' educational ICT use in Ethiopian higher education (HE). A mixed-method research design was applied to build and ... More

    pp. 285-292