Progress in Education. Volume 49


Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU037000

In this compilation, an overview with the goal of supporting the implementation of technological projects in educational contexts in presented. This overview is organized in three sections: “Institutional Policies”, “Teacher Professional Development” and “Teaching and Learning”, with each of these then divided into three subdomains. The authors submit a paper explaining essential aspects marking the quantitative evolution of the Moroccan educational system as well as the evolution of the main educational indicators. The results show that although much progress has been made, much still needs to be made if we compare Morocco with MENA countries. Next, a study is presented on individual experiences of nine non-traditional students at a case university using the concept of Lifeworld.

The authors describe their experiences within the first six weeks of their study and underscore: the importance of a comprehensive orientation process, the necessity for more support from instructors, and a better communication system amongst faculty to lessen apprehension about completing the requirements of the programs. Following this, the authors deliberate on the Intelligent Learning Extended Organization, or IntelLEO, that was developed to address motivational enablers within SECI model. IntelLEO supports learning and knowledge-building activities of a community that develops as an integration of two or more different business and educational communities and organizational cultures. A chapter is included concerning the concept of university students learning to program by constructing computer games in Gameland, with the research strategy comprising a case study of seven instances of a summer course on multimedia programming and game construction. Afterwards, four OER projects as case studies for OER are discussed.

The impacts of the projects are characterised based on a general case outline, involved partners, funding, development, and organisation, and used digital tools. The key tools and software needed in OER projects are described. The authors go on to review a study exploring cross racial relations amongst learners in a formerly whites-only high school in South Africa, with the goal of examining their day-to-day school life over six months. The effect of text messaging between a professor and students in an online general education course in music is investigated in a separate study. Over 18 semesters, students could opt to receive text alerts from their professor for impending due dates. In the final study, systematically interactive instructions were used to aid two struggling readers in phonics, reading fluency, and word recognition, with recommendations included for teachers.


Table of Contents

Table of Contents


Chapter 1.  The Implementation of Technological Projects in Education: Guidelines Based on an EduLab  Ana Oliveira and Lúcia Pombo  (Research Centre on Didactics and Technology in the Education of Trainers, Department of Education and Psychology, University of Aveiro, Aveiro, Portugal)

Chapter 2.  Quantitative Analysis of the Achievements of the Moroccan Education System  Ibourk Aomar and Amaghouss Jabrane (Department of Economics, Cadi Ayyad University, Marrakech, Morocco)

Chapter 3. How Commencement of a Part Time Study Impacts the Lives of Mature Students  Dr. Martin Spurin, and Dr. Paul Stansbie  (Lecturer and Programme Manager in FdA & Top-up BA (Hons) Professional Studies in Youth, Community and Families, University College Birmingham, England, and others)

Chapter 4.  Enhancing Workplace Learning Activities in Intelligent Learning Extended Organizations Sonja D. Radenkoviæ, Nikola Milikiæ, Jelena Jovanoviæ, and Vladan Devedžiæ (Department of Software Engineering, FON – School of Business Administration, University of Belgrade, Belgrade, Serbia)

Chapter 5.  Constructionism and Game-Based Learning as Didactic Strategies in Programming Education  Peter Mozelius (Department of Computer and Systems Sciences, Mid Sweden University, Östersund, Sweden)

Chapter 6. Digital Social Innovation within Education: Five Insights into the Role of Digital Tools in the Field of Open Educational Resources (OER) Projects Sandra Schön, Martin Ebner, and Veronika Hornung-Prähauser  (Salzburg Research, Innovation Lab, Salzburg, Austria, and others)

Chapter 7.  Working Towards Integration: Creating Democratic and Inclusive Schools  Nomalanga P. Grootboom  (Departmental of Educational Leadership and Management, University of South Africa, Pretoria, South Africa)

Chapter 8.  The Effect of Faculty-Student Texting on Final Grades over 18 Semesters of Music Courses  Dan A. Keast, PhD  (University of Texas of the Permian Basin, Odessa, TX, USA)

Chapter 9. Interactive Literacy Approach to Support Struggling Readers’ Literacy Skills  Suhua Huang and Leann Curry  (Midwestern State University, Wichita Falls, TX, USA)



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