Introduction
In this doctoral study, the author investigates the correlation between the lack or presence of parental involvement and the academic achievement of students. It was established that the absence of parental involvement leads to poor academic achievement, and there are numerous factors to that. As such, poor relationships between parents and teachers, socio-economic issues, and cultural and language barrios are associated with a lack of parental involvement. The article provides educators with ways to enhance parental involvement through better communication and informational technologies. Engaging parents in the decision-making process of the school is also important to increase parents’ interest in studies. This study will be used as a source of information for chapters of the research about the effect of parental involvement on the academic success of students.
Discussion
One of the reasons why the topic of online education and digital pedagogy became more relevant than ever is the COVID-19 pandemic. Hence, the article investigates the changes that were made in the educational system as well as in educational strategies to adapt to the new lockdown environment. The study uses qualitative analysis of media responses in the United Kingdom and the United States regarding the transition to home learning and the challenges that the educational system had to face. News articles represent the common trends in education in times of COVID-19, such as the increase in parental involvement and the shift from traditional approaches to digital pedagogy. The article also identifies new sets of skills that were required from teachers. Hence, this work will be used as a source for describing the recent trends in digital pedagogy and the events that led to that transition.
This article provides a different perspective on the perception of the educational system. Instead of focusing on students as key stakeholders of the process, the author analyses the system of higher education as a human resource development (HRD) specialist. It is essential to understand that one of the primary goals of higher education is to prepare students for the modern working environment that is constantly evolving and adapting to technological changes. Therefore, higher education should align with well-developed concepts of HRD. One of the key ways that were identified in the article is the adoption of digital pedagogy strategies in higher education. Another reason for that is that remote work has become not only a privilege but a need in times of the COVID-19 pandemic. Therefore, both students and teachers need to be familiar with computer-based ways of interaction. This article will be used as another piece of evidence of the relevance and importance of the transition to digital pedagogy.
Transitioning to digital pedagogy is a challenging task that poses many questions to teachers and educators about the ways it can be implemented in the syllabus and the ways learning objectives can be met effectively. The introduction of new approaches such as the scenario-led learning process and activity theory is the topic of this article. The authors conduct a qualitative study interviewing teachers and national coordinators about their perception of the scenario-led learning process. According to the findings, this approach can be characterized as collaborative, supportive, and innovative, which creates new opportunities for implementing it into a digital pedagogy. The paper also discusses challenges that teachers had to face in the development of digital pedagogy, as such, it demanded more effort and creativity from educators. This article will be used as a source of benefits and challenges that come with digital education practices.
The authors of this research investigate the changes that occurred in Russian universities with the introduction of digital pedagogy. The components of the transition, such as changes in functional content, as well as environmental, technological, and competence-based characteristics of the learning process, are analyzed. The methods used to investigate the issues are content analysis, discursive analysis, and synthesis of ideas. The authors emphasize the importance of digital pedagogy as a step to modernize the learning process and align it with the current needs of scientific and professional areas of expertise. The introduction of new technologies creates new opportunities for solving traditional pedagogical problems. Hence, the article will be used as evidence of the opportunities that digital pedagogy provides to the educational systems of periphery countries.
Digital pedagogy is a widely discussed topic in the academic community of educators due to the fact that the transition to it is forced by the changes in the external environment imposed by the COVID-19 pandemic. Hence, scholars work on developing new educational strategies and or modernizing old theories to adapt to current educational needs. This article analyzes the ways in which narrative research methods can be used to familiarize teachers is the essence of digital pedagogy and development. The authors provide justification for the use of narrative methods as a dominant approach in digital pedagogy. As such, by narrativization, teachers are able to introduce the dialogic nature of a learning process, which enhances students’ engagement that is hindered by digitally mediated teaching practices. Therefore, the article will be used as a source of recommendation for the use of narrative methods in the research and implementation of transformative digital pedagogy.
This article introduces the concept of meaningful learning at its application to the development of digital pedagogy. The authors used a qualitative research design and used meaningful learning theory as the center of the study. The reflections on the learning experience of 24 students and teachers were collected and analyzed. The findings of the study provided a number of insights. As such, the meaningful learning theory implementation has a positive impact on the knowledge and skill set of both students and teachers in using Web 2.0. In addition, teachers felt more confident in the further development of digital pedagogy methods that relied on technology. Hence, the study provides insight into how meaningful learning improves the learning process and enhances the integration of Web 2.0 tools, which is significant to the study.
This article focuses on the teachers’ perceptions of Web 2.0 integration into the learning process. The study uses a qualitative research method and interviews twelve teachers from public schools to share their opinions about in-class Web 2.0 practices. The findings of the study have shown that Web 2.0 tools help teachers to increase collaboration and engagement with students, which is especially important in the age of remote digital learning. In addition, Web 2.0 tools are used for assessment and are simpler to conduct. However, the teachers also identified a number of disadvantages of remote digital education. Therefore, the study will act as a source of evidence for the chapter about the use of Web 2.0 tools by teachers as it provides insights into both its positive and negative aspects of it.
This article investigates the way problem-based methods supported by Web 2.0 impacts the academic achievement of teacher candidates. The author emphasizes that lifelong learning is an essential part of the modern educational system. Therefore, 72 teacher candidates were selected as the participants of the research and were divided into the experimental group and the control group. The experimental group was subjected to the problem-based learning method supported by Web 2.0, while the control group used traditional methods. The academic achievement, critical skills, and overall impression were studied afterward. As a result of the study, candidates in the experimental group had significantly better academic achievements and performed well on the critical thinking test while being satisfied with the course. Hence, the study will be used as an example of the effectiveness of Web 2.0 tools and problem-based learning methods.
The article investigates the benefits associated with the use of Web 3.0 adoption by teachers. Those benefits include new opportunities and tools that can be used to achieve learning objectives. However, the authors also point to the lack of ICT skills and knowledge, which hinders the process of Web 3.0 implementation. In addition, the lack of ICT training creates a learning gap, which makes enforced use of Web 3.0 limited. Hence, the study offers a methodological framework for Web 2.0 and Web 2.0 implementation in Higher Educational Institute. The developed framework is aimed at enhancing the learning experience, having a positive impact on delivery styles and engagement of the students, and creating easier access to educational content. Hence, the article will be used as a source of evidence for the causes behind the gaps in Web 2.0 and Web 3,0 utilization and the effect it has on the learning process.
The academic achievement and motivation of students are one of the main goals and objectives of different educational frameworks and theories. The article investigates the effect of the activity-based model on academic achievement and motivation. The experimental design of the research is simple as participants were divided into experimental and control groups. Both groups performed a pre-test activity that showed the things that motivated them to learn. The results of the study have shown that the experimental group had higher scores of academic achievements compared to the control group that was introduced to traditional lecture learning. The post-lesson survey also showed greater motivation and engagement in the experimental group. Hence, the study will be used to highlight the importance of hands-on activities and engagement of students in increasing academic achievement and effectiveness of learning.
Students’ motivation is a complex psychological and educational topic, which depends on many factors. One of them is the ability to self-concept or the way a student evaluates his own talent, intelligence, and skillset. The study investigates the correlation between academic achievement and aspects of self-concepts that are a part of student’s motivation. The study involved 345 participants from the highest academic track. After assessing all of the motivational factors that affect these students, the study found that the ability self-concept was the strongest predictor of academic success. Hence, the findings of the study will be used to show the factors that determine academic achievement.
The study investigates the academic performance and learning styles of 107 gifted young students in rural areas and urban schools. The research used qualitative methodology, and the data was obtained through in-depth interviews and questionnaires. Although the findings have shown the variety of learning styles used, the dominant learning style that had shown the highest rates of academic achievement paired with the highest rates of student motivation was a meaningful learning approach. This applied to students in rural schools and urban schools. Therefore, the findings of the research will be used to show the key contributing factors and learning theories that affect students’ motivation.
The article focuses on teacher education in the modern era. There are numerous challenges that are imposed by the transition to online learning imposed by the COVID-19 pandemic. Hence, effective training strategies should be implemented to prepare teachers for the new teaching environment and enhance the achievement of learning objectives by using new tools. As such, changes in mindset and approach toward more practical activities need to be done. Professional learning methods should reflect the methods that are used in classrooms (traditional or online), so the teachers are familiar with the techniques and approaches that they can use to teach their students.
The paper conducted a study on the parental impact on educational choices from young peoples’ perspective. There is a current research gap on the parental influence on their child’s education in a family context. The study focuses its research on the experience of Norway youths in which the education decisions are based on independent decisions. The article uses quantitative research, whereby surveys and questionnaires are the main methods of data collection. Hegna and Smette surveyed the 2029 youth which allowed an open-ended qualitative description of multiple phenomena in a parent-child relationship from the educational perspective.
Conclusion
According to the statistical analysis of the survey, there was no difference in the experience of parental impact on social class. From the study, minority children experienced a similar level of support from parents as the majority of students. Therefore, the family context of the study identified that there is parental support does not change according to the social or economic class of a family. Moreover, both the majority and minority students expressed being given the opportunity by their parents to make their own educational choices. However, the negative and strong parental opinion was considered a threatening factor to the child’s sense of autonomy. The article concludes that parents play a critical role in the student’s education; hence, they should not be left out in education decision-making. But also, extreme parental involvement could impact the ability of a child to make critical and autonomous educational decisions.