Search

The 2019 Coronavirus Infectious Disease-19 (COVID-19) pandemic has maximized interest in the need for and the effectiveness of e-learning classes as an alternative to face-to-face classes in schools. This study aimed to identify the factors that determine the successful implementation of e-learning classes. In this study, 99 fashion majors who attended the computer-aided design (CAD) programming classes held in the spring semesters of 2019 and 2020 participated. This study analyzed and evaluated the students' achievement process to see how self-motivated learning and interactive learning affected the process in face-to-face classes and real-time online Zoom classes. The results demonstrated the potential of creating an efficient e-learning environment for fashion CAD education where students could learn concepts and achieve academic competence even in the absence of face-to-face introduction. [ABSTRACT FROM AUTHOR]

Currently, the South Korean government is in the process of transforming school textbooks from apaper-based platform to a computer-based digital platform. Along with this effort, interactive online educational games (edu-games) have been examined as a potential component of the digital textbooks. Based on the theory of diffusion of innovations, this study examined how 4th, 5th, and 6th grade students perceive an interactive online edu-game and whether or not their communication attributes predict their willingness to diffuse the game. A hierarchical regression analysis revealed that four perceptions of the innovation - relevant advantage, complexity, compatibility, and observability - were statistically significant predictors of students 'willingness to diffuse an online edu-game as indicated by the theory of diffusion of innovations, while only trialability was not. Based on these results, this study provides some implications for the diffusion of interactive online educational games as a potential component of the digital textbook. [ABSTRACT FROM AUTHOR]

As an exploratory investigation, this study aims to analyze non-textual elements in some Korean and US mathematics textbooks using a conceptual framework whose components include accuracy, connectivity, contextuality, and conciseness. By analyzing three US textbooks and three Korean ones, the study not only shows patterns in the use of non-textual elements in mathematics textbooks in different contexts but also provides insights into how to assess the quality of non-textual elements in mathematics textbooks, which I hope will contribute to the provision of more meaningful and productive learning opportunities to school children. Overall, the results from this study show that there is significant difference across topics and textbooks, which implies different opportunities to learn through non-textual elements. This study makes a unique contribution to the conceptualization of non-textual elements in mathematics education and has implications for textbook analysis and curriculum development. [ABSTRACT FROM AUTHOR]