International Educational Research https://j.ideasspread.org/index.php/ier <p>International Educational Research (IER)&nbsp;is an international, double-blind peer-reviewed, open-access journal, which is published by <span lang="EN-US">IDEAS SPREAD INC</span>&nbsp;in both print and online versions. The online version is free to access and download. The journal publishes original research papers, case reports, and review articles. The journal encourages submission in but not limited to subjects of Education method, education policy and education development; Educational technology and educational psychology; Special education and cross-cultural education; Educational leadership, educational administration and educational evaluation; Training, teaching and learning, Language education.</p> en-US <p>Copyright for this article is retained by the author(s), with first publication rights granted to the journal.<br> This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).</p> ier@ideasspread.org (Adan Williams) service@ideasspread.org (Technical Support) Tue, 21 May 2019 00:00:00 +0800 OJS 3.1.0.0 http://blogs.law.harvard.edu/tech/rss 60 The Effectiveness of Ongoing Assessment on Physics Learning in Improving Students Critical Thinking Skills https://j.ideasspread.org/index.php/ier/article/view/277 <p style="text-align: justify;">This research was conducted to determine the effectiveness of the ongoing assessment of student learning outcomes. There were three groups of students in this study who used different types of questions. The type of questions used are multiple choices, essays, and true/false. Effectiveness is obtained from the average N-gain score. The results of the product effectiveness test show different results for each type of question. The effectiveness of the ongoing assessment with the type of multiple choice questions and true/false based on the results of the average n-gain included in the category is quite effective. The effectiveness of the ongoing assessment with the type of essay question based on the average n-gain results is included in the less effective category.</p> Agus Setiawan, Undang Rosidin, Abdurrahman Abdurrahman ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://j.ideasspread.org/index.php/ier/article/view/277 Tue, 21 May 2019 00:00:00 +0800 Investigating the Effect of Blending MOOCs with Flipped Classroom on Engagement in Learning and Course Grades https://j.ideasspread.org/index.php/ier/article/view/287 <p>Though MOOCs are usually used as stand-alone online courses, more and more instructors are using them to complement their traditional lectures, others are using them to flip their classrooms. This study investigates the impact of MOOCs-based flipped classroom on engagement in learning and course grades. This quasi-experimental study employed post-test only control group design. Participants of the study consisted of 155 pre-service teachers studying the undergraduate "EFL Teaching Methodology course at one of the universities in Egypt in the year 2018-2019. Participants were randomly assigned to either an experimental (flipped classroom) (<em>N=78</em>) or a control group (traditional) (<em>N=77</em>). Both groups were taught by the same instructor, the control group was taught in the traditional method, while the experimental group were required to enroll in two English Language Teaching MOOCs, assigned by the course instructor, and complete specific parts of each course, students had to watch videos, read articles, complete quizzes, and come to class prepared to discuss what they have read and watched, and complete in-class activities. Ten weeks later, the instrument of the study, Engagement Scale, was administered to both groups to assess their engagement in learning. Course grades were obtained from the instructor. Results showed that there were statistically significant differences in both engagement and course grades in favor of the ‎experimental group (flipped classroom group). Using&nbsp;MOOCs&nbsp;to flip traditional courses is found to improve students' engagement and learning, this is because students were able to use limited class time to engage in higher‐level interactive learning activities. There is no fear that technology or video lectures will replace faculty, rather it can make their teaching more effective. Integrating MOOCs and flipped classroom can harness technology to radically redesign teaching and learning experiences.</p> Nahed F. Abdel-Maksoud ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://j.ideasspread.org/index.php/ier/article/view/287 Mon, 24 Jun 2019 00:00:00 +0800 Role of Information and Communication Technology in Motivating University Undergraduate Students Towards a Learning Task in Public Sector Universities of Rawalpindi City https://j.ideasspread.org/index.php/ier/article/view/310 <p>Over the past few years, information and communication technology has become constantly used in the education especially in the schools, colleges and universities. At the age of globalization technology has its impact upon almost all aspects of life. The purpose of this paper is to explore the role of information and communication technology (ICT) in the motivating University students. The main objectives of the study were to assess motivational features of information and communication technologies as perceived by students. The independent variable of the study was ICT and dependent variable was student’s motivation. Questionnaire was used in the study to collect data. The type of research was survey descriptive research. The sample size of 340 undergraduate students was selected through simple random sampling. Descriptive statistics mean, standard deviation, frequency and percentage were used in the study. Inferential statistics i.e., chi square test was employed for statistical analysis of the data through SPSS. The findings of the study show that ICT effects students’ motivation and improves their learning; knowledge retention and understanding. ICT can solve the problems of the students and motivates students.</p> Zarqa Farooq Hashmi, Muhammad Arshad Dahar, Azhar Sharif ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://j.ideasspread.org/index.php/ier/article/view/310 Fri, 05 Jul 2019 00:00:00 +0800 Reviewer Acknowledgements for International Educational Research, Vol. 2, No. 2 https://j.ideasspread.org/index.php/ier/article/view/319 <p><em>International Educational Research</em> wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.</p> <p><em>International Educational Research </em>is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://home.ideasspread.org/for-reviewers/ and e-mail the completed application form to ier@ideasspread.org</p> <p><strong>Reviewers for Volume 2, Number 2</strong></p> <p>Abhichat Anukulwech, Chonburi Technical College, Thailand</p> <p>Abdul Shakoor, Sarhad University of Science &amp; Information Technology, Pakistan</p> <p>Maria Jocelyn B. Natividad, Lyceum of the Philippines University, Philippines</p> <p>Brillian Rosy, Surabaya State University, Indonesia</p> <p>Arshad Samad, Universiti Putra Malaysia, Malaysia</p> <p>Badrun Kartowaigran, Yogyakarta State University, Indonesia</p> <p>Helen Adebola, Nnamdi Azikiwe University, Nigeria</p> <p>Imelda M. Flores, Batangas State University, Philippines</p> Adan Williams ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://j.ideasspread.org/index.php/ier/article/view/319 Mon, 01 Jul 2019 00:00:00 +0800