Innovative Education Technologies for 21st Century Teaching and Learning

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
Preface
Acknowledgements
Editors
Contributors
Chapter 1 Toward Future-Proof Technical Education: Digital Competency Development Through Open Educational Resources & Software
	1.1 Introduction
	1.2 Digital Competency
	1.3 Open Educational Resources & Open Source Software
	1.4 Discussion
		1.4.1 Industry
		1.4.2 Educational Institution (EI)
		1.4.3 Educators
		1.4.4 Government
	1.5 Conclusion
	References
Chapter 2 Virtual Reality for Enhancing Student Teachers’ Science Competencies
	2.1 Introduction
	2.2 Literature Review
		2.2.1 VR in the Education Domain
		2.2.2 VR for Science Instruction
		2.2.3 VR in Higher Education Settings
		2.2.4 VR and Teachers’ Training
	2.3 The Current Study
	2.4 Material and Methods
		2.4.1 Research Design
		2.4.2 Participants
		2.4.3 Homogeneity of Groups
		2.4.4 Data Collection Instrument
		2.4.5 Validity and Reliability
	2.5 Procedure
		2.5.1 First Phase: Lesson Planning and Material Development
		2.5.2 Second Phase: Experimental Stage—Treatment for One Group and No Treatment for Second Group
	2.6 Results
		2.6.1 Descriptive Analysis
		2.6.2 Comparison between Participants’ Science Scores
		2.6.3 Comparison between the Growth in Participants’ Science Scores
	2.7 Discussion and Conclusion
	2.8 Implications
	Appendix A: Content Covered for Energy Unit
	Appendix B: Content Covered for Solar System Unit
	References
Chapter 3 Learners’ Perspective of Emergency Remote Teaching in a Public Higher Education Institution
	3.1 Introduction
	3.2 Literature Review
		3.2.1 Technology in Higher Education
		3.2.2 Emergency Remote Teaching
		3.2.3 Transferability and Viability of Technology Use
	3.3 Methodology
	3.4 Findings
		3.4.1 Learners’ Satisfaction with Emergency Remote Teaching
	3.5 Discussion
	3.6 Conclusion
	References
Chapter 4 Advanced Instructional Strategies in a Virtual Chemistry Laboratory during the COVID-19 Outbreak
	4.1 Introduction
	4.2 Simulating in a Chemical Environment
	4.3 Pedagogical Design for Virtual Chemistry Laboratory
		4.3.1 Aspirin Synthesis
		4.3.2 Polarimetric Analyses of Sugars
		4.3.3 Ultraviolet-Visible (UV-VIS) Spectroscopy
	4.4 Assessment Strategies for Virtual Chemistry Laboratory
	4.5 Challenges, Opportunities, and Future Trends
	Appendix 1. Advanced Instructional Strategies in Virtual Chemistry Laboratory amid the COVID-19 Outbreak
	References
Chapter 5 Learner’s Autonomy in a Weblog-Mediated ESL Class in Pakistan
	5.1 Introduction
	5.2 Related Literature
	5.3 Snapshot History of Online Education
	5.4 Learner’s Autonomy
	5.5 Learners’ Autonomy in Technology-Integrated ESL/EFL Class
	5.6 Weblog and Its Implications in ESL
	5.7 Weblog Chat Postings
	5.8 Method
	5.9 Data Management
	5.10 Pilot Study
	5.11 Reliability of the Questionnaires
	5.12 Data Collection Procedure
	5.13 Data Analysis and Results
	5.14 Conclusion
	References
Chapter 6 The Role of Digital Innovation in E-Learning System for Higher Education during COVID 19: A New Insight from Pedagogical Digital Competence
	6.1 Introduction
	6.2 Literature Review
		6.2.1 Hypothesis Development
			6.2.1.1 ICT Adoption, Pedagogical Digital Competence, Computer Self-Efficacy, and E-Learning System
		6.2.2 Social IoT, Pedagogical Digital Competence, Computer Self-Efficacy, and E-Learning System
		6.2.3 Artificial Intelligence, Pedagogical Digital Competence, Computer Self-Efficacy and E-Learning System
		6.2.4 Moderating Role of Technostress
		6.2.5 Moderating Role of Techno overload
	6.3 Theoretical Foundation
		6.3.1 Theory of Reasoned Action (TRA) Model
	6.4 Methodology
		6.4.1 Sample and Data Collection
		6.4.2 Measures
	6.5 Empirical Results
		6.5.1 Data Normality
		6.5.2 Common Method Biases
		6.5.3 Measurement Model Assessment
		6.5.4 Structural Model Assessment
	6.6 Discussion and Conclusion
		6.6.1 Theoretical Contribution
		6.6.2 Practical Implications
		6.6.3 Future Directions and Limitation
	References
Chapter 7 Effects of Digital Game-Based Learning and Traditional Teaching Approaches on Students’ Mathematics Problem-Solving Attitude
	7.1 Introduction
	7.2 Research Questions
	7.3 Literature Review
		7.3.1 Difference Between Traditional and Digital Game-Based Teaching Approach
		7.3.2 Effects of DGBL Teaching Approach on Attitude towards Mathematics Problem-Solving
		7.3.3 DGBL Improves Mathematics Problem-Solving Confidence
		7.3.4 DGBL Encourages Mathematics Problem-Solving Persistence
			7.3.4.1 Students’ Interest Develop by Learning through DGBL
			7.3.4.2 DGBL Support Real-World Application of Mathematics Problem-Solving
			7.3.4.3 Students Learn to Make Sense of Mathematics Problems by DGBL
	7.4 Research Methodology
		7.4.1 Research Design
		7.4.2 Research Participants
		7.4.3 Data Collection Tool
		7.4.4 Data Collection Procedure
		7.4.5 Data Analysis
	7.5 Results
	7.6 Discussion
	7.7 Conclusion
	References
Chapter 8 Challenges and Futuristic Approach of Blended Learning in Higher Education
	8.1 Introduction
	8.2 Instructor–Student Interactions
	8.3 Pedagogy of Blended Learning
	8.4 Tools and Technology
		8.4.1 Synchronized Tools
		8.4.2 Learning Management System Tools
		8.4.3 Social Networking Tools
	8.5 Challenges in Adoption of Blended Learning by Stakeholders
		8.5.1 Students
		8.5.2 Instructors
		8.5.3 Educational Institutions
	8.6 Blended Learning Effectiveness
	8.7 Case Study
	8.8 Conclusions
	References
Chapter 9 Shifting to Online Mode of Teaching during the COVID-19 Outbreak: Experiences of Faculties at a Higher Education Department in Pakistan
	9.1 Introduction
	9.2 Issues and Challenges the Pandemic Brought
	9.3 Strategies to Address the Challenges
	9.4 Methods
	9.5 Results
		9.5.1 Dilemma of Learning versus Assessment
		9.5.2 Maintaining Students’ Motivation, Attention, and Engagement
		9.5.3 Connectivity and Technical Factors
		9.5.4 The Strategies and Opportunities Faculties Exploited
	9.6 The Emerging Insights
	9.7 Conclusion and Implications
	References
Chapter 10 Electroencephalogram (EEG) Signals for Modern Educational Research
	10.1 Brain-Computer Interface (BCIs)
	10.2 Electroencephalogram (EEG)
	10.3 EEG Signal Composition
		10.3.1 Field Potentials
			10.3.1.1 Positive Slow Waves (PSW)
			10.3.1.2 Feedback-Related Negativity (FRN)
			10.3.1.3 Frontal Negative 400 (FN400)
			10.3.1.4 Negative 400
			10.3.1.5 Late Positive Potential
			10.3.1.6 P100/N100
			10.3.1.7 N200
			10.3.1.8 P300
			10.3.1.9 Contingent Negative Variation (CNV)
		10.3.2 Brainwaves
	10.4 EEG in Educational Research
		10.4.1 Mind- to-Mind Synchrony
		10.4.2 Engagement Time
		10.4.3 Attention and Meditation
		10.4.4 Other Studies
		10.4.5 Education
	10.5 EEG-Based Classification Techniques for Education Research
		10.5.1 Classification Methods
		10.5.2 Linear Discriminant Analysis
		10.5.3 Support Vector Machine
		10.5.4 Artificial Neural Network
		10.5.5 Nonlinear Bayesian Classifiers
		10.5.6 k Nearest Neighbors
		10.5.7 Existing Research on the Machine-Learning Algorithm
	10.6 Conclusion
	References
Chapter 11 Impact of Students’ Psychological Distress on Their Academic Performance Through E-Learning Readiness
	11.1 Introduction
	11.2 Literature Review and Hypothesis Development
		11.2.1 Psychological Distress and Academic Performance
		11.2.2 Mediation of Student’s e-Learning Readiness
		11.2.3 The Moderating Role of Change-Oriented Leadership
	11.3 Methodology
		11.3.1 Procedure
		11.3.2 Measuring Instruments
	11.4 Data Analysis and Findings
		11.4.1 Measurement Model
	11.5 Structural Model
		11.5.1 Hypothesis Testing
	11.6 Discussions and Contributions
		11.6.1 Managerial Implications
		11.6.2 Limitations and Future Directions
	References
Chapter 12 Digital Divide and Social Inequalities: Sociological Perspectives on Technology and Education
	12.1 Introduction
	12.2 Technology—A Panacea to Address Global Educational Disruption?
	12.3 Global Aspirations, Local Constrains: Challenges of Going Digital
	12.4 Digital Divide
	12.5 Dynamics of Digital Divide: Social Inequalities
	12.6 Digital Inequalities and Pandemic: Concluding Remarks
	References
Chapter 13 Engineering Students’ Motivation Toward Education 4.0: A Conceptual Framework for Rural Sindh
	13.1 Introduction
	13.2 Problem Background
	13.3 Problem Statement
	13.4 Research Objectives
	13.5 Research Question
	13.6 Research Hypothesis
		13.6.1 Null Hypothesis
		13.6.2 Alternative Hypothesis
	13.7 Scope of Research
	13.8 Approach of Research
	13.9 Conceptual Framework
	13.10 Literature Review
		13.10.1 ICT and Digital Skills in Education
		13.10.2 Motivation for Integration of ICT in Education
		13.10.3 Theories of Motivation of ICT
			13.10.3.1 Theory of Self-efficacy
			13.10.3.2 Technology Acceptance Model (TAM)
		13.10.4 Industrial Revolution (IR)
		13.10.5 Educational Revolutions
		13.10.6 Education 4.0 in Pakistan
	13.11 Methodology
		13.11.1 Research Paradigm
		13.11.2 Data Collection
		13.11.3 Data Analysis
		13.11.4 Instrument Development Process
		13.11.5 Validity and Reliability
		13.11.6 Expected Outcome
	13.12 Conclusion
	References
Index