Research Article
Sylvia Ndanu Mutua, Daniel Oloo Ong'ong'a
EUR J INTERACT MULTIMED ED, Volume 1, Issue 2, Article No: e02006
ABSTRACT
The outbreak of the COVID-19 Pandemic that purpoted to originate in the city of Wuhan draws a lot of questions on the extent of crisis health communication concerning the international media. At the inception stage, in January 2020, it was reported that about ten major cities in China had been affected by this virus at that time labelled as 2019 nCov. By March 10, 2020, the disease had spread to Europe, the UK, Middle-East, and Africa, with more than 114,344 confirmed cases reported globally. In this situation, various scholars have often criticized the media for framing, misinformation, or exaggeration in the news information. In contrast, others have hailed the media for playing an educative and informative role to the public. Utilizing content analysis, framing and consecutive day sampling, this study focused on examining the media coverage of the initial two months of the COVID-19 Pandemic by four international news media organizations namely; BBC, CNN, Al-Jazeera and the People’s Daily. The article contributes to the discourse of mass media practice, and application of various research paradigm in deconstructing media framing during critical periods.
Keywords: COVID-19, Pandemic, Online news media, misinformation, constructed week, media framing
Review Article
Hizam Min, M. Khalid M. Nasir
EUR J INTERACT MULTIMED ED, Volume 1, Issue 2, Article No: e02007
ABSTRACT
Massive Open Online Course (MOOC) is an online course accessible through the internet to deliver online learning content to anyone who is interested to gain knowledge in the various fields offered. Some of the accessible materials are video clips, downloadable and plenary discussion in social media activity. In addition, there are interactive forums that build a community of educators and students. This paper reviews the ongoing research trends from ongoing research in various disciplines at MOOC. Its background reviews are structured descriptively and chronologically from the information collected. This paper then focuses on the role of Self-Regulated Learning (SRL) as a strong support to MOOC. The advantages of MOOC are very beneficial, it enables more people to gain knowledge at no cost, without space or temporal constraints, in online courses over the web. The findings indicate the SRL has a great impact in the MOOC achievement. Although there are obstacles in providing solutions for the implementation of MOOCs to achieve the best results. Future studies should look at more complex and challenging current situations for the implementation of MOOCs in keeping with the latest modern learning.
Keywords: Massive Open Online Course (MOOC), Self-Regulated Learning (SRL), interaction, Learning Management System (LMS)
Research Article
Amgad Ali Seif
EUR J INTERACT MULTIMED ED, Volume 1, Issue 2, Article No: e02008
ABSTRACT
This study was necessitated by the paucity of the data on the role of information and communication technology (ICT) in the Arab education system in Israel. The study was conducted as a cross-sectional survey among novice students from the three Arab teacher training colleges. The aim of the survey was to examine whether students’ perceptions reflect the skills associated with the concepts of digital competence and higher order thinking skills (HOTS). Data were collected through the closed-item and mixed-item questionnaires. Open-ended items had also the purpose to examine participants’ reasoning skills. The results of the pilot showed good internal reliability for a closed-item questionnaire (α < 0.72) and for a mixed-item one (α < 0.76). Both quantitative and qualitative results suggested that the majority of participants understood the relevance of ICT to their learning and other areas of life and demonstrated safe and responsible use of ICT. The findings suggested that participants were less skilled in the areas of independent learning, teamwork, and developing creativity through digital tools. The results of this survey gathered baseline information for further investigations intended to examine pre-service teachers’ digital competence and develop intervention measures.
Keywords: digital competence, higher order thinking, reasoning skills, ICT, Arab pre-service teachers, Israeli education
Research Article
Olubusayo Foluso Adebusuyi, Emmanuel Folorunso Bamidele, Adeola Samuel Adebusuyi
EUR J INTERACT MULTIMED ED, Volume 1, Issue 2, Article No: e02009
ABSTRACT
There is a growing supply of various technologies that teachers can integrate to teach in the classroom. However, despite all the technologies that have been developed, research examining the effects of teachers’ ability to harness these technologies with pedagogy and content on students’ scientific attitude and literacy is scarce. This study therefore investigated the level of teachers’ Technological, Pedagogical, and Content Knowledge (TPACK), relationship and effects on students’ scientific attitude and literacy in Chemistry. A cross sectional survey design was adopted for the study. The population for the study comprised all Chemistry teachers and students in secondary school in southwest Nigeria. A sample of 75 teachers’ and 1518 students in their intact classes were randomly selected for the study. Data from the scores of each teacher on TPACK observation checklists was paired with the mean scores of students on scientific attitude and literacy. Data were analyzed using Mean, Pearson Product Moment Correlation (PPMC) and Multivariate Analysis of Variance (MANOVA). The result showed that teachers level of TPACK were limited to content knowledge (CK) and do not translate to high TPK and TPACK. Also, there was a correlation between the teachers’ individual components of TPACK and students’ scientific attitude and literacy. Finally, there was a significant effect of teachers’ TPACK on students’ scientific attitude and literacy. The study recommended that professional development programs should not only focus on helping teachers to increase their repertoire of technologies and pedagogical practices, rather emphasize ways to integrate TPACK. This integration should reflect in their classroom teaching and ultimately improve students’ scientific attitude and literacy in Chemistry.
Keywords: technology, technological pedagogical content knowledge, scientific attitude, scientific literacy, chemistry