Applying 4IRs in Education Technology to Science Pedagogy: Effects and Students' Experience

Autor/inn/en	Ojetunde, Segun Michael; Ramnarain, Umesh
Titel	Applying 4IRs in Education Technology to Science Pedagogy: Effects and Students' Experience
Quelle	In: Smart Learning Environments, 10 (2023), Artikel 32 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ojetunde, Segun Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40561-023-00251-z
Schlagwörter	Students; Student Experience; Educational Technology; Science Instruction; Foreign Countries; Electronic Learning; Distance Education; Instructional Effectiveness; Outcomes of Education; Pandemics; COVID-19; Critical Thinking; Problem Solving; Control Groups; Nigeria + Suchen Sie Ihr Suchwort? Student; Schüler; Schülerin; Studentin; Studienerfahrung; Unterrichtsmedien; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Distance study; Distance learning; Fernunterricht; Unterrichtserfolg; Lernleistung; Schulerfolg; Kritisches Denken; Problemlösen
Abstract	Education, technology, and economic growth are not only linked but synchronised to achieve holistic global development. An instance is the adoption of online platforms for learning and promoting economic activities during the COVID-19 pandemic lockdown. However, the lingering question among education stakeholders in Nigeria borders on what constitutes students' experiences and how teaching in an online platform can foster basic learning outcomes in science. The study used a mixed method of explanatory concurrent design to investigate the innovation of online platforms for learning during the COVID-19 lockdown. The idea was to compare the innovation's effects on participant and non-participant respondents. Of the 120 students studied, sixty students were selected from schools that adopted online learning platforms. They were comparatively paired with their contemporaries that did not adopt a similar innovation for analysis of their skills in problem-solving and critical thinking. Ten students who learned via online platforms were interviewed. Fallibilities associated with teaching--learning using online platforms were observed, coupled with the fact that the efficacy of online platforms in enhancing basic learning outcomes in science does not embrace critical thinking, but problem-solving. Therefore, actionable strategies by education stakeholders to design responsive and strictly academic online learning platforms were recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01