Articles in Periodicals & Books

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  • Item
    Open Access
    Book Review: Handbook of Open, Distance and Digital Education: Parts I and II
    (2023-11-17) Olivier, Jako; Panda, Santosh
    The Handbook of Open, Distance, and Digital Education (ODDE) is a comprehensive publication covering key topics from open and distance education as well as digital education. This book establishes itself as colossus in the realm of distance education literature, spanning seven parts, 80 chapters and 1,437 pages. Covering such an extensive publication within the scope of a single review might not do justice to the significant individual contributions of this work. Consequently, this review pertains only to part I and part II of this book, which involves the first 14 chapters.
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    Open Access
    Book Review : Education and Blockchain
    (2023-11-17) McGreal, Rory; Panda, Santosh
    Education and Blockchain is an excellent primer for educational leaders, administrators, teachers, and students. The book is divided into an executive summary, followed by four sections. These are: 1. The foundational principles and concepts of blockchain; 2. Blockchain applications in education. 3. How blockchain is being used in education; and 4. The humanistic principles to be considered when implementing blockchain. The book is well laid out and includes a glossary of terms which are clearly explained for the uninitiated. The authors also propose different applications of blockchain in a variety of educational contexts. Both the benefits and constraints related to blockchain as a de-centralised transparent ledger are explained in a manner understandable to the non-technical reader.
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    Open Access
    Mediating Role of Teachers’ Effective Communication Skills in the Relationship between Interpersonal Mindfulness and Subjective Well-Being
    (2023-11-17) Tekel, Esra; Erus, Seher Merve; Panda, Santosh
    The purpose of this study is to determine whether teachers’ effective communication skills were a mediator in the relationship between interpersonal mindfulness and subjective well-being. 315 teachers participated in this study which was designed as a correlational model. Personal Information Form, Interpersonal Mindfulness Scale-TR (IMS-TR), Effective Communication Skills Scale (ECSS), Positive and Negative Emotion Scale (PANAS), and Life Satisfaction Scale (LSS) were used to collect data. To determine the mediating role of effective communication skills in the relationship between interpersonal mindfulness and subjective well-being, Bootstrapping method was applied. The results revealed that indirect effect of interpersonal mindfulness on subjective well-being via effective communication skills was statistically significant. Effective communication skills were a partial mediator in the relationship between interpersonal mindfulness and subjective well-being of teachers. Consequently, interpersonal mindfulness may enhance effective communication skills and owing to this rising subjective well-being may grow stronger.
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    Open Access
    The Development and Effectiveness of STEAM-C Integrated Learning Devices to Improve Students' Creative Thinking Skills in Specific Cultural Context
    (2023-11-17) Apriandi, Davi; Krisdiana, Ika; Suprapto, Edy; Megantara, Bima Adi; Panda, Santosh
    Good learning devices greatly assist teachers in conveying the process of seeking knowledge to students. This study aimed to develop a STEAM-C (Science, Technology, Engineering, Art, Mathematics and Culture) integrated learning device in Masjid Kuno Taman, Indonesia to improve students' creative thinking skills. The learning devices included lesson plans, modules, and student worksheets. This research and development (R&D) used the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Subjects (n = 84) were selected by the cluster sampling method. The data collection techniques were focus group discussion (FGD), observation, tests, and questionnaires. The trial of using the product was carried out on mathematics teachers and students at SMP 10 Madiun and SMP 12 Madiun for the academic year 2021/2022, with a total of three teachers and 84 students. The results showed that the degree of validity of the learning devices was in the good category, as was the level of practicality seen in the presentation, use, time and readability. Furthermore, as seen from the four indicators, the devices developed effectively improve students' creative thinking skills, namely fluency in the high category and flexibility, elaboration, and originality in the medium category. As a result, the STEAM-C integrated learning device is recommended for use in mathematics learning to help students improve their creative thinking skills. Implications have been drawn, based on this research and other recent research in this area, for specific ‘learning designs’ in specific social contexts.
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    Open Access
    Supporting Student Active Engagement in Chemistry Learning with Computer Simulations
    (2023-11-17) Mukama, Evode; Byukusenge, Prisca; Panda, Santosh
    This case study is an attempt to investigate how computer simulations can contribute to engaging students’ active participation in knowledge creation through chemistry learning. Empirical data were collected through interviews, a survey, and a test on secondary school student performance in Rwanda. The findings reveal four main forms of participating in knowledge construction with computer simulations: self-reliance, peer collaboration-reliance, teacher-guided-reliance, and strategic variation-reliance. The study found no statistical difference between male and female students’ preferences while engaging with these forms. There was also no difference in their performance in terms of higher order thinking skills in chemistry learning with computer simulations. Moreover, the findings demonstrated that computer simulations can help students to create multisensory connections enabling them to become actively engaged in chemistry learning through various settings. Consequently, the lines between abstract concepts and their related chemical reactions and processes become closely connected in a virtual reality. Finally, this study suggests a pedagogical strategy that teachers can undertake to support student active engagement in chemistry learning with computer simulations.