International Journal of Educational Technology and Learning 2018-06-23T11:58:49+00:00 Open Journal Systems <p>The International Journal of Educational Technology and Learning (IJETL) is a peer-reviewed academic journal published by Scientific Publishing Institute.</p> Awareness and Utilization of e-Learning Resources by Trainee Counsellors of Counselling Education in Calabar, Nigeria 2018-06-14T10:40:09+00:00 Okpechi, P.A Denwigwe, C. P. Asuquo, P.N. Abuo, C. Unimna, F.U. <p>In Nigeria, electronic-learning (e-learning) resources have emerged as a modern tool for enhancing the quality of delivery and acquisition of education content. Yet, hardly has there been any meaningful research report on the application of this innovative and invaluable tool to counselling education service delivery efforts. This study, ‘awareness and utilization of e-learning resources by trainee Counsellors in counselling education in Calabar, Nigeria’ was designed to fill this literature gap. A structured questionnaire with reliability index of 0.83 titled “Awareness and Utilization of E-learning Questionnaire (AUEQ)” was used to collect data from a sample of 300 students and analyzed using t-test statistics. The results of the study indicate that while the awareness of e-learning resources by trainee Counsellors was generally high, their rating in terms of availability, currency, adequacy and quality of these resources within their schools was rather very low. The results also indicated that the extent of utilization of e-learning was also very insignificant. Furthermore, the outcomes of the study show inter-class, inter-school and inter-gender differences with regards to both awareness of availability and utilization of e-learning resources. Based on the findings, it was recommended that Universities and other higher education settings should be equipped with current, functional and adequate e-learning resources for enhanced service delivery. It was also recommended that both counsellor educators and trainees should be systematically trained in appropriate skills required for the use of e-learning facilities. It was further recommended that assurance of constant and adequate power supply should be improved upon to enhance the use of e-learning in our Universities.</p> 2018-06-14T00:00:00+00:00 ##submission.copyrightStatement## Project-Based Learning in Introductory Statistics: Comparing Course Experiences and Predicting Positive Outcomes for Students from Diverse Educational Settings 2018-06-20T11:46:42+00:00 Lisa Dierker Jane Robertson Evia Karen Singer-Freeman Kristin Woods Janet Zupkus Alan Arnholt Elizabeth G Moliski Natalie Delia Deckard Kristel Gallagher Jennifer Rose <p>In order to evaluate the acceptability and potential impact of the Passion-Driven Statistics curriculum, this article describes background characteristics, and course experiences and outcomes of students enrolled in the multidisciplinary, introductory, project-based course in liberal arts colleges, large state universities, regional college/universities, and community colleges. We found that the course could be successfully delivered across these diverse educational settings. After controlling for educational setting and pre-survey responses to individual outcome measures, consistent predictors of positive course outcomes included student’s initial interest in conducting research, their higher likelihood of enrolling in a statistics course if it were not required, finding the project-based course less challenging, and finding the research project more rewarding than other students. Regional college/university, and community college students reported working significantly harder in the course and finding the course more challenging than students taking the course at liberal arts colleges or state universities. Students from liberal arts colleges generally reported more positive course experiences than students from other educational settings. However, when compared to students from both liberal arts colleges and large state universities, those from regional colleges/universities reported being more likely to have learned more in the project-based course than in other college courses they had taken. Taken together, the project-based course was successfully delivered across diverse post-secondary educational settings and provides a promising model for getting students hooked on the power and excitement of applied statistics.</p> 2018-06-14T00:00:00+00:00 ##submission.copyrightStatement## Using Augmented Reality to Increase Interaction in Online Courses 2018-06-23T11:58:49+00:00 Sherry Vafa Kayla Sappington Rita Coombs-Richardson <p>Augmented reality (AR) is technology that combines virtual reality with the real world in the form of live video imagery that is digitally enhanced with computer-generated graphics (Perdue, 2017). Augmented reality was used in a graduate level distance education course offered in the summer of 2017 to foster interaction. Students enrolled in the course had an opportunity to download and create augmented reality assignments to become familiar with the use of this technology as another tool to communicate and collaborate in online settings. Findings included primarily positive student attitudes regarding the use of AR in the online classroom.</p> 2018-06-14T00:00:00+00:00 ##submission.copyrightStatement##