This study aimed to ascertain the learning model adopted by university lecturers in the digital era. Utilising an action research design, a mixed-method approach was employed with 32 students participating. Data were collected through two cycles of learning outcomes using online informal language learning (OILL) integrated with smartphones. These outcomes and observations were documented through photographs, video recordings, and classroom observation forms. Descriptive and content analyses were employed for evaluation and interpretation. The results revealed that a majority of students perceived the collaborative learning model, which integrates OILL with smartphones, as a technology-driven process that facilitated more flexible learning in the classroom. Crucial to this model's success was the level of student engagement, which influenced their behaviour towards OILL and smartphone use. Students in this study exhibited positive attitudes, evidenced by their enhanced self-direction, motivation, and improvements in various linguistic skills, critical thinking, and teamwork. The persistent use of the OILL and smartphone collaborative learning model by lecturers during the pandemic was observed, indicating its perceived superiority over traditional learning models, especially given the technological communication and interaction challenges experienced during the pandemic. The study underscores the importance of considering behavioural factors and the quality of OILL and smartphone applications in influencing student learning behaviour and teaching models. Therefore, the integration of OILL applications into a blended or hybrid teaching environment is suggested as an effective strategy for enhancing the quality of education in today's digital classrooms. It is recommended that future research adopt a quantitative approach with a more extensive sample to further elucidate the dynamics of learning outcomes associated with the use of OILL integrated with smartphones in the digital age.
During the COVID-19 pandemic, a profound impact was experienced in various domains, including education. The abrupt shift to remote learning presented challenges, especially in subjects necessitating practical problem-solving, commonly executed on traditional boards. It was observed that students at the College of Economics particularly grappled with Mathematics and Statistics during online sessions. This study aims to demonstrate the effectiveness of MS Excel in facilitating online, application-driven learning in Mathematics and Statistics. Initially, emphasis is placed on articulating basic mathematical expressions, ensuring full visibility of formulae for students. Subsequently, an illustrative approach is adopted to elucidate the resolution of intricate systems characterized by multiple equations and variables. This framework provides students with a foundation, aiding in the application of the acquired knowledge. Additionally, the versatility of MS Excel is highlighted by detailing its potential in deploying various statistical functions. For contextual relevance, data concerning human mobility during the pandemic, disseminated by Google for 135 nations globally, is employed. This research not only bridges the pedagogical gap but also offers a resilient teaching tool in uncertain times.
This study investigates the correlation between familial backgrounds and academic performance among secondary school students. Previous research supports the assertion that parental involvement constitutes a significant factor in a child's educational journey, representing their primary exposure to societal and educational structures. To achieve the research objective, three main research questions were addressed. A survey-based approach was adopted, implementing a random sampling technique to select a total of 66 respondents, consisting of 40 females and 26 males. Data were gathered through questionnaires and subsequently analyzed using descriptive statistics. The data were presented in tabular form to facilitate a clearer understanding of students' perceptions of familial background and its potential effects on academic achievement. The study revealed a pronounced positive correlation between family background and student academic performance within the learning institution. The study concludes that familial socioeconomic status plays a pivotal role in student academic outcomes. Thus, a collaborative approach involving both parents and educators in children's educational activities is recommended to enhance academic achievement.
This study aimed to examine the correlation among motivation, organizational culture and employee performance and the mediation role of job satisfaction in higher education. A more productive and positive work environment was created by organizations by understanding the connection among these factors. This study provided valuable insight into how to create a culture of motivation and satisfaction to improve employee performance. 364 participants were selected from Yemeni and Omani universities, including academics and staff. A cross-sectional survey design was employed, with participants selected using stratified random sampling. Questionnaires were contributed online using emails and social media applications and analyzed by PLS-4. Results of Partial Least Squares Structural Equation Modeling (PLS-SEM) revealed that extrinsic motivation had a negative impact on employee performance while organizational culture had a significant positive impact in dynamic environment. Results also highlighted the positive role of job satisfaction represented by supervisor-employee engagement, incentives and promotion in enhancing performance in dynamic environment. Researchers recommended to aggressively increase job satisfaction and employee performance with extrinsic motivation in dynamic environment in Arabic region.
This study aimed to investigate the impact of using ChatGPT as an auxiliary learning tool on university students' learning motivation. Structural equation modeling and regression analysis were employed as the data analysis methods. Questionnaire surveys were conducted to collect data on 196 university students. The results indicated that after using ChatGPT, a negative correlation was found between tension-pressure and interest-enjoyment. Perceived competence was significantly positively correlated with interest-enjoyment, while the correlation between perceived value and interest-enjoyment was insignificant. These three variables were found to have varying degrees of influence on interest-enjoyment in the regression analysis. The study concluded that ChatGPT had a certain impact on learning motivation, but university students' frequency of use and proficiency was relatively low, requiring further training. The significance of this study lies in providing a new pedagogical approach that enables students to keep up with contemporary trends. The findings of this study have substantial theoretical and practical implications, offering novel perspectives and avenues for research on university students' learning motivation and contributing to educational reforms by providing valuable insights and directions.
The article presents the results of the second stage of a sociological survey among students of the Russian Technological University (RTU MIREA) about their attitude to distance e-learning, problems and positive experience gained during 2020-2022. The authors examined the impact of distance e-learning through the prism of the individual qualities of students and their tendency to attribute the results of their activities to external or internal factors.
In view of the knowledge gap between what students learn in a design studio and what they do in their future work in the labor market, this study assumed that live projects supported architectural education, contributed to the development of students' capabilities, prepared them to enter the labor market, and were complementary to their knowledge acquired in traditional design studio. This study aimed to evaluate the importance of live projects and find out the extent to which students benefit from them in overcoming employment difficulties to easily get into the labor market. A descriptive and analytical approach similar to global experiences was used to monitor the progress of senior students in live projects. Measurement mechanism, such as questionnaire and observation, was used to know the skills of students acquired during the experiment. The experiment results showed that most of the students agreed that live projects provided realistic learning experiences different from the traditional design studio. In addition, the results showed that live projects helped students develop many skills, such as negotiation, persuasion, teamwork, etc. which they did not acquire through virtual projects. In the design studio, live projects were considered as a successful educational method that simulated reality and prepared the students for their professional practice.
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