[CJLT] New notification from Canadian Journal of Learning and Technology

Note this new issue alert.

You have a new notification from Canadian Journal of Learning and Technology:

An issue has been published.

Link: https://cjlt.ca/index.php/cjlt/issue/current

CJLT Managing Editor

Unfortunately, unlike the one that I just finished promoting, this issue doesn’t have any real K-12 focused items (as evidenced by the table of contents below).

Vol. 47 No. 3 (2021): Fall

PUBLISHED: 2022-05-02

EDITORIAL

• Editorial

  Lakhal Sawsen, Martha Cleveland-Innes

ARTICLES

• Making STEAM-Based Professional Learning: A Four-Year Design-Based Research Study

  Dr. Janette Hughes, Laura Morrison, Jennifer Robb

• Shouting in the Kenyan Space: Can Spaceteam ESL Improve L2 Learners’ Oral Reading Fluency?

  Walcir Cardoso, David Waddington, Anne-Marie Sénécal, Enos Kiforo, Linah Anyango, Dickson K. Karanja

• Effect of a Tutorial for Learning SQL on Learner Outcomes and Satisfaction

  Lynda Farza

• Acceptance and Barriers of Open Educational Resources in the Context to Indian Higher Education

  Gopal Datt, Gagan Singh

• Assessing Students’ Learning Attitude and Academic Performance Through m-Learning During the COVID-19 Pandemic

  Bamidele Aremu, Olufemi Adeoluwa

BOOK REVIEW

• Creating Online Learning Experiences: A Brief Guide to Online Courses, from Small and Private to Massive and Open, 2018

  Alicia Cundell

Article Notice – From Physical to Virtual: A New Learning Norm in Music Education for Gifted Students

Yesterday I posted the notice of a New notification from The International Review of Research in Open and Distributed Learning.  This is the fourth of four K-12 distance, online, and/or blended learning focused articles from that issue.

From Physical to Virtual: A New Learning Norm in Music Education for Gifted Students

• Md Jais IsmailFaculty of Music, Universiti Teknologi MARA (UiTM), Shah Alam, Selangor, Malaysia
• Azu Farhana AnuarStudent Development, UniKL MICET, Universiti Kuala Lumpur, Alor Gajah Campus, Melaka, Malaysia
• Fung Chiat LooDepartment of Music, Faculty of Human Ecology, Universiti Putra Malaysia, Serdang, Selangor, Malaysia

DOI: https://doi.org/10.19173/irrodl.v23i2.5615

Keywords: music education, distance learning, COVID-19, pre-experimental, two-way MANOVA, online learning

Abstract

Music education is a subject that is generally thought to have much physical activity involved. However, virtual learning has been mandatary applied to most schools worldwide due to the COVID-19 pandemic. The landscape of music learning has had to be switched to online distance learning (ODL), where students learn music virtually using technological tools. Gifted students are among those affected by the implementation of music ODL throughout 2020. Thus, the purpose of this study is to identify the effectiveness of music ODL on gifted students’ motivation. The researchers framed this quantitative study by involving 81 secondary gifted students, aged 13 years, from 13 states in Malaysia. The sample was selected through random sampling, and a preexperimental design was applied to conduct the study. Respondents had been exposed to the music ODL intervention for a month. Data were collected through an adapted questionnaire, namely, the MUSIC Inventory, with a five-point scale. Data were further analysed by descriptive and inferential statistics, integrating two-way MANOVA, using SPSS Statistics version 23. Results reveal that an ODL approach to music classes is significantly effective to enhance gifted students’ motivation domains of empowerment, usefulness, success, interest, and caring. Yet, no significant difference was found in gifted students’ genders and locations on the four domains. Different approaches in music teaching could be further explored for music ODL to gifted students in future studies.

Article Notice – The Effects and Implications of Using Open Educational Resources in Secondary Schools

Yesterday I posted the notice of a New notification from The International Review of Research in Open and Distributed Learning.  This is the thrd of four K-12 distance, online, and/or blended learning focused articles from that issue.

The Effects and Implications of Using Open Educational Resources in Secondary Schools

• Paul HarveySeattle Pacific University
• John BondSeattle Pacific University

DOI: https://doi.org/10.19173/irrodl.v22i3.5293

Keywords: open educational resources, secondary schools, mathematics, state testing

Abstract

Open educational resources (OER) constitute a curriculum innovation that is considered revolutionary and has the potential to change the landscape of curriculum at all levels and content areas. OER have gained attention and widespread acceptance by educators and policy makers since 2002.  The promise of OER is that they provide cost savings, promote collaboration, and are adaptable to the needs of teachers and students while providing a legitimate alternative to commercially produced print textbooks. Determining the relevance and viability of the movement to embrace OER requires an examination of theoretical foundations and empirical research to illuminate the effect of using OER as core curricula. While advocates promote the use of OER as a financially liberating model of curriculum and as a source of constructivist learning materials, more research is needed. The purpose of this study was to examine the relationship between OER and student learning. The study critically analyzed previous studies on OER and applied empirical analyses to the use of OER by a sample of middle schools. Twenty-eight middle schools from Washington State served as the subjects for the study. The study followed an ex post facto causal comparative model. Three research questions provided the focus for the study to investigate the effects of OER curriculum, duration of curriculum use, and other factors on student achievement in middle school mathematics. The results of the study found non-significant effects for OER use in relationship to school performance in mathematics, and significant effects on math scores for the variables of student poverty, curriculum duration, and cohort size.

Article Notice – Ukrainian E-Learning Platforms for Schools: Evaluation of Their Functionality

Yesterday I posted the notice of a New notification from The International Review of Research in Open and Distributed Learning.  This is the second of four K-12 distance, online, and/or blended learning focused articles from that issue.

Ukrainian E-Learning Platforms for Schools: Evaluation of Their Functionality

• Maryna Zhenchenko Taras Shevchenko National University of Kyiv, Ukraine https://orcid.org/0000-0002-7130-4509
• Oksana Melnyk Institute of Educational Content Modernization, Ukraine https://orcid.org/0000-0002-2193-2072
• Yaroslava Prykhoda aras Shevchenko National University of Kyiv, Ukraine https://orcid.org/0000-0002-1779-9539
• Igor Zhenchenko Borys Grinchenko Kyiv University, Ukraine https://orcid.org/0000-0003-4610-7762

DOI: https://doi.org/10.19173/irrodl.v23i2.5769

Keywords: e-learning platform, evaluation, functional suitability, open and distance education, learning theories

Abstract

This article defines 27 criteria for evaluating the functionality of e-learning platforms, grouped into three macro groups: (a) learning management, (b) learning content management, and (c) communications and collaboration tools. The proposed criteria can be used to evaluate any e-learning platform’s functionality. They allow teachers and administrators to make conscious choices about the highest-quality e-learning platform for their schools and developers to improve e-learning platforms’ functionality. The developed criteria became the basis for rating the functionality of Ukrainian developers’ eight e-learning platforms’ and determining the degree of support (in whole or partly) of e-learning components, categorized on the cognitive, social constructivist, motivation, and e-learning theories (CT, SCT, MT, and E-LT). The results indicate that the lack of communication and collaboration tools necessary to ensure quality distance learning is the main problem of Ukrainian e-leaning platforms. Comparative analysis of the functionality of e-learning platforms and components categorized on the learning theories helped determine that only three of the eight Ukrainian e-learning platforms (Accent [Mobischool], Class Assessment, My Class) fully follow the CT, SCT, and MT, but these platforms are all commercial products; therefore, they only partially support the E-LT. Solving this problem will be facilitated by developing e-learning platforms with open access, financed by the state budget in the context of the development of open and distance learning for Ukrainian students, as well as improving communication and collaboration tools in the context of conforming e-learning components to the social constructivist learning theory.

Article Notice – Are K–12 Teachers Ready for E-learning?

Yesterday I posted the notice of a New notification from The International Review of Research in Open and Distributed Learning.  This is the first of four K-12 distance, online, and/or blended learning focused articles from that issue.

Are K–12 Teachers Ready for E-learning?

• Elif Polat Department of Computer Education and Instructional Technology; Hasan Ali Yucel Education Faculty, Istanbul University, Cerrahpasa, Istanbul
• Sinan Hopcan Department of Computer Education and Instructional Technology; Hasan Ali Yucel Education Faculty, Istanbul University- Cerrahpasa, Istanbul
• Ömer Yahşi Ministry of National Education, Ankara

DOI: https://doi.org/10.19173/irrodl.v23i2.6082

Keywords: e-learning, readiness factor, teachers’ e-learning readiness, scale development, K-12 teachers

Abstract

Readiness is important for the success of the e-learning process. The purpose of this study was twofold: to develop a scale to measure K–12 teachers’ e-learning readiness, and to examine their readiness to teach online. The participants were 3,295 K–12 teachers working in Izmir, Turkey. First EFA, then CFA-SEM was performed. Additionally, teachers’ e-readiness in terms of gender, years of service, school level, and daily device usage time were examined. Teachers are ready for e-learning considering their overall scores. A significant difference was found in favor of males in the “technical competence” factor and in favor of females in the “colleague, content, and pedagogical and ethical competence factors”. The readiness of younger teachers is generally higher. On a factor basis, there is only a significant difference in the factors of computer self-efficacy and student readiness according to educational level. As the use of devices increases, technology-related readiness increases. The readiness of teachers plays an important role in determining future strategies, measures, and interventions that need to be taken to advance e-learning.