Online First

Personalizing learning with mobile technology in a secondary school in the Netherlands: Effects on students’ autonomy support, learning motivation and achievement

Abstract: Personalizing learning with technology in secondary schools is a way to empower students to take control of their learning. The more learners can direct their own learning experiences, including path, pace and instructional approach, the more they may learn what they want and need to learn. In a quasi-experimental design, data about the implementation and evaluation of three interventions in one secondary school in the Netherlands have been gathered with student questionnaires and regular exams. In these three interventions, each lasting one entire school year, teachers attempted to support their students’ autonomy in decisions during their learning process. Effects on students’ perceived autonomy support, learning motivation and their achievement have been examined. One intervention – the one with the highest scores on perceived autonomy support – shows small positive effects on students’ learning motivation and their achievement. Learner control over structural aspects of the curriculum, such as students’ autonomy to choose their tasks for practicing and reviewing and the way to complete them, is a possible effective way of designing personalizing learning in secondary education. In future research, more attention should be addressed to which combination of autonomy supportive activities might be effective. These effects might also be different for different student groups, based on, for example, their learning preferences and abilities.
Download: EUERV3 3 4 ADMIRAAL
Download: 8, size: 0, date: 19.Sep.2020
Online First

Earthquake and its Impacts on Education: Aftermath Nepal Quake 2015

Abstract: Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure
resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be
categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with
follow up questions among the educational actors like students, head/teachers, officials from the district education office and the
local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum
of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result
and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and
their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools
helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following
the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme.
The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on
earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and
English.

Download: EUERV3 3 2 BASNED
Download: 43, size: 0, date: 15.Sep.2020
Online First

Types of Game-Based Learning in Education: A brief state of the art and the implementation in Greece

Abstract: The interest towards game-based learning (GBL) is continuously growing worldwide. However, several countries still face difficulties to efficiently implement GBL approaches in their Educational Institutions. This literature review is focused on the identification of the main types of GBL approaches that have been recently implemented in educational contexts, by providing one representative game-example for each case. The study also examines the implementation of GBL in educational contexts in Greece, identifying game-based learning popular tools and approaches.  A qualitative content analysis is used to investigate the general characteristics of the identified GBL types and the representative example-games, as well as the main benefits and drawbacks that render GBL implementation impracticable in several countries. Overall, this study contributes in the research attempt towards the recognition of the main GBL types, focusing on their drawbacks or other features that seem to­ affect their broad implementation in several countries and educational contexts.

Download: EUERV3 2 6 KATERINA
Download: 56, size: 0, date: 18.Jun.2020
Online First, Vol. 3 Iss. 2

The Strategy of Principal In Instilling Religious Character In Muhammadiyah Elementary School

Abstract: The most recent research showed that religious character is a character that was considered most important by the people of Indonesia in facing the challenges of modern life. Therefore, the religious character was needed to be instilled in the young generation through various channels, especially at formal educational institutions. This study aimed to describe the principal’s strategy in instilling religious character in students. This research was a type of qualitative research with a case study approach conducted at Al-Mujahidin Muhammadiyah Elementary School, a favourite elementary school in Wonosari Gunungkidul, Indonesia. Data were collected through interviews, observations, and documentation. The collected data were analyzed by inductively interactive data analysis techniques. The results showed that the principal used four strategies in instilling character to students, namely exemplary strategies, habit forming, integration in teaching in the classroom, and reinforcement in the form of reward and punishment. The findings of this study underlined the central role of the principal as a top leader in implementing religious character education in schools.

Download: EUERV3 2 3 SUYATNO
Download: 30, size: 0, date: 18.Jun.2020
Online First, Vol. 3 Iss. 2

Integration of Universities of the Republic of Moldova into the European Higher Education Area /EHEA

Abstract: Higher education has accompanied the evolution of European society over time. At the moment, by virtue of social economic circumstances, universities are considered by society the prime factor, which ensures economic evolution and social cohesion in a knowledge society. The complexity of the socio-economic relations, the effects of the globalization phenomenon generated the need to valorize the possibilities of the university environment by creating the EHEA. The higher education system of the Republic of Moldova joined the Bologna Process in 2005 and has implemented the new conception of higher education. The effects of this change are being first and foremost felt by the direct beneficiaries, the students, who appreciate the success of the implementation of various aspects of the new educational paradigm. The results of a study realized in ten universities in the country allow us to confirm that the universities in the Republic of Moldova are currently part of the EHEA, but it is natural that any process that takes place in a living organism, such as the universities, needs to be permanently improved and updated.

Download: EUERV2 3 3 DANDARA 2
Download: 22, size: 0, date: 22.Feb.2020

Online First, Vol. 2 Iss. 3