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International journal of education and learning
Published by Association for Scientic Computing Electronics and Engineering
ISSN : -     EISSN : 2684924     DOI : https://doi.org/10.31763/ijele.v4i1.530
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The International Journal of Education and Learning (IJELE) is an international journal to provide an international forum for the sharing, dissemination, and discussion of research, experience, and perspectives across a wide range of teaching, development, curriculum, instruction, innovations, methodology, and technology in education or situated at the convergence of two or more disciplines. These topics are addressed in full-length academic articles, critical statements on current issues, developmental practice, action research, reviews of books and articles based on education and learning.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 6 Documents
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Search results for , issue "Vol 4, No 2: August 2022" : 6 Documents clear
Using learning analytics to improve the educational design of MOOCs Hanan Khalil; Martin Ebner; Philipp Leitner
International Journal of Education and Learning Vol 4, No 2: August 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i2.641

Abstract

In recent years, the interest in Massive Open Online Courses (MOOCs) and Learning Analytics research have highly increased in the areas of educational technologies. The emergence of new learning technologies requires new perspectives on Educational Design. When the areas of MOOCs, Learning Analytics and Instructional Design developed, the interest and connection between these three concepts became important for research. Learning Analytics provides progress information and other individualized support in MOOC settings where teachers are not able to provide learners with individual attention, which would be possible in a traditional face-to-face setting. Through collective views over the learning process, the overall progress and performance are indicated. Moreover, results can lead to Educational Design improvements. Every time a learner interacts with the system, data is created and collected. Many Educational Designers do not take advantage of this data and thereby, losing the possibility to impact the course design in a powerful way. This research work strongly focuses on the implication of Learning Analytics for Educational Design in MOOCs. Many methods and algorithms are used in the analytical learning process in MOOCs. Currently, a great variety of learning data exists. First, well-known Instructional Design patterns from different models were collected and listed. In a second step, through the collected data is used to point out which of these patterns can be answered by using Learning Analytics methods. The findings of the study show that it is possible to better understand which environments and experiences are best suited for learning by analyzing students' behaviors online. These results have great potential for a rapidly and easier understanding and optimization of the learning process for educators.
Students’ self-regulation, critical thinking, and learning performance in learning e-commerce through facebook Jacquelin S. Linggu; Zaidatun Tasir
International Journal of Education and Learning Vol 4, No 2: August 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i2.629

Abstract

This study aims to analyse the effect of Facebook as a social learning environment in relation to students’ self-regulation (SR), critical thinking (CT) and learning performance in an e-Commerce course. A total of 295 undergraduate students taking the course were selected using cluster random sampling to identify their SR and CT. 50 out of 295 students were then selected purposively and were involved in the intervention process of e-Commerce course learning using Facebook. The post-test result indicated that SR, CT and learning performance in e-Commerce learning had improved after they went through the intervention process. Meanwhile, a positive correlation could be seen between CT and learning performance only, when analysed using Pearson correlation. Furthermore, a cross-tabulation analysis revealed a positive relationship pattern between the students’ SR, CT and learning performance. Hence, this suggests that academic performance can be improved through SR and CT.
Listening as productive skills: Reinventing classroom tasks Dat Bao; Yongde Ye
International Journal of Education and Learning Vol 4, No 2: August 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i2.664

Abstract

The article revisits the role played by listening skills in second language learning by challenging the perception of listening as a receptive skill. It argues that listening can be made productive by incorporating drama in classroom tasks to bring out more productive features of learning. To instantiate the implementation of drama, a listening activity is proposed with a framework. The article opens a new dialogue in scholarly characterisation of language skills through re-visualising what learners can perform during listening tasks as well as how this performance can stretch our conventional thinking about the nature of language practice.
Factors affecting students’ intentions toward green entrepreneurship in COVID-19 pandemic times: A case study of Egyptian universities Hamed A. Ead; Ahmed Rashed; Waleed Ghoniem; Mohamed Turk
International Journal of Education and Learning Vol 4, No 2: August 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i2.716

Abstract

The impact of government assistance, entrepreneurial self-efficacy, conceptual development support, and educational development support on green entrepreneurial aspirations through university curriculum during the COVID-19 epidemic is explored in this research. It is the first of its kind in Egypt and is based on a sample population of 502 undergraduate students from various faculties at five Egyptian universities (two public, two private, and one institution with international cooperation). It employs structural equation modelling via SmartPLS. This study can assist other Egyptian universities in creating strategic plans for environmental initiatives and ensuring that students are given the necessary skills to succeed. The study aims to evaluate the impact of conceptual development support offered by universities in terms of fostering interest and presenting novel ideas to students to start a new project, government support provided in terms of laws and programs to encourage entrepreneurship, development of university curriculum to promote entrepreneurial self-efficacy through regular courses, postgraduate practices, and networking with entrepreneurs. Academics, especially those in universities in Egypt or other Arab or African nations, as well as policymakers, can gain from this research's potential to build new standards to support green entrepreneurship and sustainable economies.
Evaluation of an Iranian ELT book series Nasrin Sedaghatgoftar
International Journal of Education and Learning Vol 4, No 2: August 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i2.767

Abstract

Evaluating textbooks to ensure their efficacy and consistency with the course objectives is imperative as they are considered as pivotal components in English language teaching. The present study was an attempt to analyze and evaluate a local Iranian ELT book series taught at the adult department of Iran Language Institute (the ILI). In doing so, 60 English language teachers teaching English at the ILI for at least three years were invited to check their opinions on each item of the Nativized Checklist to Evaluate General English Course Books in Iran developed by Shatery and Azargoon (2012) who adapted and validated Joshua Mickley’s Checklist (2005) for the Iranian context. The design of the study was descriptive, and the data obtained were subjected to descriptive statistics to determine the frequency and percentage of the participants’ responses. The findings revealed that, generally speaking, the participants held a negative standpoint toward the content of the books. It was concluded the books need thorough modification and change. More elements of communicative language teaching need to be implemented and incorporated into the books and they need to get closer and closer to the real-world needs of the learners. Besides, more cultural elements should be provided to reinforce the learners’ cultural awareness and understanding of the target language. The findings have implications for materials developers, syllabus designers and language teachers.
The trust levels of Omani public school principals and their distributive leadership as perceived by their teachers Aieman Ahmad Al-Omari; Yara Yasir Hilal
International Journal of Education and Learning Vol 4, No 2: August 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i2.663

Abstract

Evaluating the relationship between the different components of distributive leadership help researchers and practitioners understand strength of relationships and potentially insight into how they are related with trust levels. The research aims at studying the trust levels of public-school principals in Oman and their distributive leadership as perceived by their teachers in Sultanate of Oman. The study adopts a quantitative research methodology were data was collected using the teacher trust in administration survey with 10 items, and the IB world school distributed leadership survey. A total of 201 teachers participated in the study. The study results indicated that the level of trust level was in moderate level that reported by teachers. All of the dimensions of distributed leadership were in moderate level. The correlation test showed that there was significant positive correlation trust level and all dimensions of distributed leadership. High level of correlation was between “school organization” and trust level (r=.891). Future research may also be explored, focusing on building trust between school leaders and teachers.

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