Research Article
Kannattha Chaisriya, Siriwatchana Kaeophanuek, Lester Gilbert
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep416
ABSTRACT
Communication skills are soft skills critical for students’ development in educational institutions in the digital age. This study aims to determine the feasibility and practicality of a learning model, which combines digital storytelling with a metacognitive strategy called the DSTMC model. This learning model utilized digital storytelling as a primary learning step and integrated metacognitive strategies to monitor the thinking process to improve students’ communication, such as listening, speaking, reading, writing, and presentation skills. The research was conducted through case studies at a regional, southern Thailand university. The data were collected from 30 undergraduate participants. The research instruments were expert validation, pre-/post-test data, and a self-assessment questionnaire. The study showed that the DSTMC learning model is an alternative teaching method to improve communication skills, including listening, speaking, reading, and writing. The results of students’ test scores and self-assessments provide significant evidence indicating that it increases their learning and retention of information. The paper concludes with suggestions for using various strategies and motivating activities to encourage learners’ communication proficiency. Future research should investigate the creation of a system to track how learners improve their communication skills.
Keywords: digital storytelling, metacognition, communication skill, learning model, active learning
Research Article
Samer Skaik, Roksana Jahan Tumpa
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep335
ABSTRACT
Many educators struggle to engage or stimulate students to actively engage in classes. International students, in particular, are more vulnerable to the risk of disengagement due to their competing priorities and social barriers. The use of interactive technology can promote active learning and facilitate better student experience and inclusion. This case study aims to examine the practical implication of one of the popular interactive technologies on the learning experience of international students. The study revealed that adopting the interactive technology in lectures had an obvious positive impact on student learning experience, attainment of learning outcomes, and motivation levels. It helped students engage genuinely in the assessment tasks and have their voice heard without fear or influence by faculty or peer pressure. The study also identified some challenges including the lead time required for training both faculty and students on using the technology more effectively. The study contributes to the existing knowledge by providing evidence-based implications of using interactive technology in higher education.
Keywords: active learning, interactive technology, international students, Mentimeter
Research Article
Tanju Deveci, David Dalton, Asli Hassan, Saeed Talep Amer, Samuel Cubero
CONT ED TECHNOLOGY, Volume 9, Issue 1, pp. 1-21
ABSTRACT
Today’s digital natives enthuse educators to consider the impact of technology on learning and plan proper instruction, involving the use of laptop along with other technologies. However, implementing laptop use in classrooms without adequate support from administration, IT and faculty can have limited benefits. This article presents the results of a project conducted to identify the perceptions of students and faculty about ways in which the laptop use affects the learning environment at the Petroleum Institute, Abu Dhabi for two courses: Strategies for Team Based Engineering Problem Solving and Communication. Sixty-four freshman students, six instructors and two IT members were involved in the project. Quantitative and qualitative data were collected from students and faculty using a student survey, weekly electronic faculty-feedback logs, and electronic student journals. Data revealed that the use of laptops in the classrooms enhanced the feedback process on team-assignments in particular. Instructors felt that integration of laptops facilitated syllabus delivery and classroom management. Results also indicated challenges related to technical issues such as battery-life and Wi-Fi interference. It was further found that initial student and faculty training is essential for the project to have greater success. Results are discussed and recommendations are made for effective integration of the laptop in active learning environments.
Keywords: Laptop, Active learning, Student engagement, Team learning