Advanced technology helps educational institutes to improve student learning performance and outcomes. In this study, our aim is to measure and assess student engagement and collaborative learning in engineering classes when using online technology in solving physics problems. The interactive response system used in this study is a collaborative learning tool that allows teachers to monitor their students’ response and progress in real time. Our results indicated that students have highly positive attitude toward using the interactive response system as a tool in education in order to improve collaborative learning and student engagement in classes. Consequently, student-learning performance has been improved considerably, and technology was successfully incorporated in engineering classes.

The aim of this paper is to determine the influence of blended learning environments on self-regulated and self-directed learning skills of undergraduate students. The explanatory sequential mixed method was used. In total 167 students participated in the study. While sixty students taking “Programming Languages” course at Computer Education and Instructional Technologies Department constituted the experimental group, 102 undergraduates-65 of them from the same department (Control 1) and 42 from Electronic Engineering Department (Control 2) formed the control groups. Self-directed Learning Readiness Scale, Self-regulated Learning Scale and semi-structured interviews were used as data collection instruments. While the experimental group received blended instruction, control groups received traditional instruction for weeks. The findings of the study revealed that self-regulated and self-directed scores of experimental group differed significantly from the control groups` indicating that the use of blended instruction is more effective than traditional instruction in terms of developing self-regulated and self-directed learning skills. Students in the experimental group pointed out that the blended learning environment presented rich content, easy accessibility, effective guidance and motivation.

Environmental learning in the 21st century requires students to have Higher Order Thinking Skills (HOTS). The purpose of this study was to measure HOTS students using Higher Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). The research method used in this study was descriptive method with a total sample of 248 students consisting of Elementary School (ES), Junior High School (JHS), Bachelor Program (BP), and Master Program (MP). The results showed that students overall have a very low HOTS category. HOTS scores scale of 0-100 on ES (22.3) are still higher than JHS (20.2). Whereas at the university level, BP scores (19.9) are lower than MP (21.4). This showed that learning must be oriented towards increasing HOTS through various media development learning, learning materials, learning models, and strategies. This study concludes that the HOTS score of students was still very low and needs to be improved.

This article presents an empirical study on the perceptions of university students toward the development of the teaching practicum, using the CourseSites platform as a communication and support tool for their training. The opinions of the students were collected through a questionnaire. The sample consisted of 1500 students who were registered in the degrees of Early Childhood Education, Primary Education and Pedagogy (2008-2018). A descriptive, inferential and multi-level analysis was conducted, which confirmed that future teachers had activated their professional competences, as they had the chance to share their internship experiences with their faculty members and with their own classmates.

Environmental learning in the 21st century must be contextual and require the ability of Higher Order Thinking Skills (HOTS) to solve environmental problems such as green consumerism. The purpose of this study was to implement an Android-based Supplementary Book of Green Consumerism (SBGC) to improve students' HOTS abilities in environmental learning. The method used experiment with a sample of 144 students in 8th grade of Junior High School. Students divided into 72 students in control classes and 72 students in experimental classes. The treatment given was in the form of using SBGC in the experimental classes. The results showed that the students HOTS score increased significantly in the pre-post test in the experimental class or when compared to the control class. Increased in the experimental classes from a score 15.7 (very low) to 32.73 (low). Meanwhile, when compared between the experimental classes with a score 32.73 (low) and control classes with a score 25.25 (very low). This showed that SBGC is easy to understand. SBGC is also interesting so that makes students become active in learning. The conclusion of this study was that SBGC can increased students' HOTS in environmental learning.

This study aims to examine and describe the effect of the community of inquiry (CoI) learning model and learning styles on students' social skills. The sample used was a student of the faculty of education IAIM Bima Indonesian totaling 114 people, consisting of two experimental groups with 56 students and two control groups were 58 students. The community of inquiry (CoI) learning model was applied in the experimental group whereas the control group applied a cooperative learning model (comparison). This research is a quasi-experiment in which the analysis of prerequisites is applied; normality used the normality QQ plot and homogeneity of variance test used Levene’s test. Research data were analyzed by applying the Analysis of Variance (ANOVA). The results of show that there are significant differences in the social skills of students who use the community of inquiry (CoI) learning model with cooperative learning model, there are differences in social skills of students in terms of the dimensions of learning styles of visual, auditory and kinesthetic, there is also an interaction between community of inquiry (CoI) learning model and learning styles on students' social skills.

In the last decade, learning from computer-supported collaborative technologies has been combined with social media (SM) and this has gotten a lot of attention. Also, there is a growing body of literature that suggests that SM is gaining a lot of attention because it has the perceived pedagogical affordances that could be used as a potential tool for teaching and learning. These perceived pedagogical affordances allow people to interact, communicate, collaborate and share resources among others. Most of the studies published on SM in education have focused on higher education (colleges and universities) with a relatively small body of literature on secondary education. Despite the wide use of SM in education, its benefits are still not clear across studies. We conducted a systematic literature review using the EBSCOhost database. Screening of abstracts and full texts resulted in the selection of 10 papers for the review. Seven approaches to using SM in learning in high schools have been identified: (1) interaction, (2) information dissemination, (3) communication, (4) collaboration, (5) teaching, learning, and resource sharing, (6) socialization, and (7) entertainment. Most of the articles claimed that the educational use of SM has a strong positive effect on social skills, but the evidence presented was rather weak. Subject-specific outcomes were not in focus in using SM in education. All studies followed a constructivist philosophical perspective. Based on this we provide a theory-based scenario for using SM in learning social skills and subject-specific outcomes.

This study was intended to display the role of eco-school program (Adiwiyata) towards environtmental literacy (EL) of high school students by analyzing, (a) EL of students in Adiwiyata and non-Adiwiyata high schools, and (b) EL of students in Grade X and XI, Adiwiya and non-Adiwiyata high schools in Malang-East Java, Indonesia. The survey involved 275 students. The respondents were from four state high school i.e. SMAN 1, SMAN 3, SMAN 4, and SMAN 7. Data were taken via MSELS questionnaire that was modified and filled online. Aspects of EL include ecological knowledge, environmental affect, cognitive skills, and behavior. The results of multivariate analysis showed that the level of students’ EL was significantly influenced by school type and grade. However, the interaction both of them had no significant effect on their EL. Univariate results on school type factor informed that significant differences occured in all aspects of EL, where the lower identified level of students in Adiwiyata schools compared to Non-Adiwiyata was only in the environmental affect. On the other hand, the significant influence of grade level only occurred in cognitive skills aspect. Broadly speaking, all data analyzes concluded that the application of the Adiwiyata program was able to bring a positive impact on the level of students’ EL. There was also a tendency that the higher the student's grade, the better their EL level.

Nowadays, teaching and learning activity employing the flipped classroom model has an important position in the process of providing education. This research aimed at identifying and analyzing articles examining the flipped classroom model that has been published in several reputable international journals issued in the 2010-2019 timeframe, which was conducted using bibliometric studies. The research was conducted using a 4-stages systematic mapping method: (1) searching for articles using the Publish or Perish application in the Scopus database, (2) classifying the articles for the bibliometric analysis, (3) checking and completing the metadata of those articles, and (4) conducting bibliometric analysis using VOSviewer application. The bibliometric analysis produced seven findings, as follows: (1) the trend of flipped classroom publications continued to increase from 2013-2019; (2) the ten most contributive journals has published 88 articles by 2019; (3) the ten most cited articles has produced 1,155 citations; (4) the three highest order of author keywords most widely used in flipped classroom articles were flipped classroom, active learning, and blended learning; (5) author collaboration with strong links only occurred in 21 authors through one document; (6) institutional collaboration with strong links formed through 28 collaborating institutions; and (7) state statistics were formed into three clusters and spread across various countries through contributions from authors who were in charge of 456 institutions. The flipped classroom model can be concluded as an educational model that is currently popular among researchers.

The study aimed to: 1) determine the e-learning design oriented inquiry learning based on character education in multimedia courses, 2) find out the feasibility of e-learning oriented inquiry learning based on character education in multimedia courses, 3) identify the effectiveness of e-learning oriented inquiry learning based on character education in multimedia courses. This study employed the research and development design. The research and development model used is the Borg & Gall model. The subjects involved in the feasibility test were 8th semester and 2015-2016 academic year students, while the subjects included in the effectiveness test were the 7th semester and 2016-2017 academic year students of Educational Technology Department Universitas Pendidikan Ganesha. The instruments used to collect data in this study were questionnaires, learning outcome tests, and character behavior observation sheets. Descriptive statistical analysis and inferential statistics (t-test) were used to analyze the data. The results indicated significant differences in learning outcomes of the 7th semester and 2016-2017 academic year students learning multimedia courses, before and after using Edutech Smart e-learning. The study concluded that that the learning media developed are effective to enhance the quality of learning in multimedia learning. Efforts should be made to develop e-learning by optimizing more varied presentation methods.

Lessons on Satoyama environmental education were held for undergraduate students who are training to be educators. The lessons blend inquiry-based learning through research using ICT tools and experiential learning in a complementary manner. Students learn about the underlying concepts about the environment from a global perspective through inquiry-based learning; experiential learning can encourage students to get involved with the environment at the local level and also develop abilities and skills to conduct classes in environmental education. This paper investigated how the lessons influenced the students in these areas: knowledge of technical terms related to Satoyama environmental education, students’ confidence and desire to engage in environmental education, and how awareness of their own abilities were improved through the lessons. To understand the impact of the lessons quantitatively, survey contents of the subjective awareness etc. were printed on A4 paper medium and were distributed. The medium were collected after filling them during class. The data are analyzed using Wilcoxon signed-rank test, Wilcoxon rank sum test, and cluster analysis. As a result, overall recognition of technical terms increases on post-survey. There is an increase in the mean score for all items on confidence and desire to engage in environmental education. For the awareness on abilities, students feel that their abilities increased overall across all items.

The aim of this study is to find out the influence of online project collaborative learning and achievement motivation on problem-solving ability in the area of citizenship. This study uses a quasi-experimental design. The total of study subjects is 71 students of higher education; consist of 36 students as the experimental group and 35 students as the control group. Data of problem-solving ability is obtained by using an essay test, while data of achievement motivation is obtained by using a questionnaire. Data analysis is done with ANOVA (Analysis of Variance). The study results show that online based-project collaborative learning strategy has a positive influence on civic problem-solving ability. There is a difference in civic problem-solving ability between students with high achievement motivation and students with low achievement motivation. Online project collaborative learning strategy and achievement motivation interact in influencing the civic problem-solving ability of students. It is recommended that further study corroborate this finding by testing again the effectiveness of using online-based project collaborative strategy in the aspect of problem-solving in a similar field of study.

The progressive integration of mobile technology in the classroom is generating new scenarios to innovate teaching methods. The aim of this study was to analyse the perceptions of university students toward the use of Socrative and its implications in gamified learning situations. This is a descriptive-survey investigation, complemented with content analysis techniques. The data were collected using a questionnaire designed ad hoc by Quiroga-Estévez et al. and structured interviews. The sample consisted of undergraduate students (n=472) of the degree of Primary Education from the Faculty of Education Sciences of a Spanish university. The results show significant changes in the learning process of the students, in social relations and in the teaching methodology.

Multicultural education improves educators’ understanding of the complexities of different cultures and the inherent intersectionality of race, gender, class, and exceptionality to liberate students from oppressive structures within society. The purpose of this study is to illuminate the perceptions of educational leadership graduate students regarding multicultural education and transformative leadership through the lens of critical pedagogy. During this qualitative case study, the researchers used course materials, including discussion and responses, book reviews, and presentations, to answer these research questions: What factors drove the graduate students to want to seek out further experiences for them or their students with multicultural education? What did the participants perceive as potential barriers to influencing educational reform? In what ways did the perceptions of the graduate students regarding multicultural education change over the course of a semester? Three themes emerged from the analysis, the illusion of inclusivity, cultural awareness, and the disconnection between theory and practice. This research could impact current and potential future educational leaders and provides information that would benefit school districts, teachers, and students.

During the Coronavirus disease (COVID-19) pandemic, universities were obligated to transform from traditional classroom teaching environments to virtual ones. This sudden transformation highlighted the issue of low e-learning system usage amongst instructors of humanity faculties in Jordan's public universities. This study empirically investigated the moderating impact of technology anxiety on the relationship between the instructor's self-efficacy and the e-learning system's actual use to contribute to solving the problem. A survey was distributed to 468 instructors to test the theoretical framework, which yielded 285 valid and complete instruments analyzed using Structural Equation Modeling (SEM). Results showed the positive direct effect of self-efficacy on actual use. Furthermore, the level of technology anxiety moderated the relationship. Instructors with low technology anxiety showed a higher level of e-learning system actual usage than those with a high anxiety level. To improve the use of e-learning systems, top management must understand the fundamental role of compulsory training as the Covid-19 pandemic, and the instructor's confidence must be increased by providing training and support.

The aims of the recent study were; analyzing the effect of creative and online learning using Instagram on the ability to create new products in the technology and learning media course, and determining the level of users’ experience in processing visual media through the Canva application on android. Quantitative approach with this research was carried out through a quasi-experimental research model because it measured the post-test was applied to 58 students as the respondents in two experimental and control classes. This study used two instruments; the cognitive learning outcome questionnaire according to the subject to get the students’ ability to create new products, and the second instrument was taken from ueq-online.org in the Indonesian version to know the users' experience in processing visual media. The data were analyzed using one-way ANOVA, mean and standard deviation assisted by IBM SPSS Statistics 24.0. The results demonstrated that the effect of creative and online learning using Instagram on the ability to create new products in The Technology and Learning Media course was found significant at 0.028 <0.05 which meant it could be applied well. Meanwhile, the level of users' experience in processing the visual media application Canva on Android had the highest score on the Stimulation scale at 1.59, categorized "Very Good" and the lowest score was on the Novelty scale at 0.93, categorized "Above Average". With the strong creative encouragement to create new products, the students were able to process their own visual media which were tailored to the agreed digital visual designs and were published on Instagram.

Coronavirus disease (COVID-19) Pandemic changed education conditions worldwide forcing all the parties involved to adapt to a new system. This study aimed to collect information related to the effects of teaching English online on English as a Foreign Language (EFL) students’ achievement. Data were collected from EFL teachers and students enrolled in three different Ecuadorian Universities (Technical University of Ambato, Higher Polytechnic School of Chimborazo, and University of Cuenca) from five different levels: A1, A2, B1, B1+, and B2. This preliminary paper reports the results of 480 students regarding four major sections: pedagogical practice and assessment, learning outcomes, affective factors and perceptions of students about the advantages and disadvantages of online learning during the pandemic COVID-19; considering the Hierarchy of online learning needs of Justin Shewell. An online survey questionnaire with 17 questions and a 5-point Likert scale was applied. The Cronbach's Alpha test presented 0.84 and 0.73 level of reliability. The Kolmogorov Smirnov’s statistic and, the Kendall's Tau_b tests, and the Levene's test for homogeneity of variances were performed with the SPSS statistical program. The results made evident that online learning affects academic achievement in EFL students during the COVID-19 pandemic, which was confirmed after analyzing four main areas: pedagogical practices and assessment, learning outcomes, affective factors and students’ perceptions about the advantages and disadvantages of online learning. The importance of online learning was highlighted since it has been understood as a tool to face the emergency produced by the COVID-19 pandemic.

The research delved into the assessment of integrating Learning Management System as an aid in teaching. Data were collected from 26 students at Rizal Technological University-College of Education, Philippines, through pretest-posttest quasi-experimental and normative survey design of research. Data were statistically tested using the frequency, percentage, mean, standard deviation, t-test for dependent and independent samples, and paired t-test. Results of the research indicate that the respondents have optimistic attitudes towards the integration of learning management system in teaching. The respondents performed poorly in the pretest examination but performed very satisfactorily in the posttest examination. Furthermore, the research found out that there is no significant difference between the performances of the experimental group and control group in pretest and posttest, moreover, there is a significant difference between the pretest and posttest scores of the experimental group and the pretest and posttest scores of the control group.

The purpose of the study was to identify how the instructional model that converges professional training and foreign language learning can influence the students’ professional mobility and students’ readiness to build their careers. The study used the methods of a quantitative kind for the evaluation study and descriptive research. The variables for the study were as follows: levels of student professional mobility skills proficiency that included students’ competence in their professional field, foreign language proficiency, students’ networking skills, personality qualities, and sampled students’ satisfaction with the reshaped course. The field phase of the study found that the Erasmus and Work-and-Travel programmes contributed to the former students’ adaptability and flexibility, the experience of work abroad, and practical specialism-related experience gained during study. The students developed their abilities to project a positive social image, ability to build and maintain relationships, foreign language proficiency, proficiency in presenting and negotiating, and theoretical knowledge. The English Language-delivered Professional Mobility course brought shifts in the levels of students’ professional mobility skills. The experimental group students reported that they improved their competence in their professional field, foreign language proficiency, networking skills, and personality qualities. The experimental group students’ judgements concerning the quality of the course were complimentary.

Critical thinking skills are one of the thinking skills needed to live in the 21st century and the era of the Industrial Revolution 4.0. This study aims to develop a Virtual Classroom Critical Thinking (VC2T) Model, which is valid, practical, and effective to improve students' critical thinking skills. VC2T model has six steps: problem orientation, formulation, group discussion, analysis, result discussion, and reflection. This study is a Research & Development (R & D) involving 33 high school students in Surabaya, Indonesia. Before being tested, the VC2T Model was designed based on the theory of Plomp and Nieveen and then validated by 3 (three) experts in physics education. Data were analyzed using validity by experts, implementation of teaching with the VC2T Model, paired t-test, calculation of n-gain, effect size and percentage of student responses. The results showed that the VC2T Model is: (1) valid with an average validity score of 4.14 in the high validity category; (2) practical with an average score of implementations teaching of VC2T Model 4.26 in the outstanding category; and (3) effective as indicated by increasing of students' critical thinking skills scores which are statistically significant at alpha .05, the average n-gain is .38 in the medium category, the effect size of 6.93 is in a strong category and the average students' response is 87.59 % with outstanding category.