Learning Technologies, Science and Mathematics Education, and Online Learning
In this issue, we focus on learning technologies, science and mathematics education, online learning, and several additional topics. We begin with four articles related to learning technology. The articles include an examination of the ways to integrate immersive-learning tools into practice-orient...
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| Format: | Article |
| Language: | English |
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University of Windsor
2025-07-01
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| Series: | Journal of Teaching and Learning |
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| Online Access: | https://jtl.uwindsor.ca/index.php/jtl/article/view/10201 |
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| Summary: | In this issue, we focus on learning technologies, science and mathematics education, online learning, and several additional topics. We begin with four articles related to learning technology. The articles include an examination of the ways to integrate immersive-learning tools into practice-oriented learning, a bibliometric analysis of global trends in learning technology within the field of psychology, the intersection of generational characteristics and AI integration in master’s education, and a description of an innovative initiative that created a publicly accessible e-book comprising digital media research assignments. Then, we present two articles on science and mathematics education, including one that discusses the results of an environmental scan of secondary science education programs across Canada regarding the inclusion of the nature, history, and philosophy of science in course descriptions, and another that presents a meta-analysis examining the effect of technology on statistics learning. We then share two articles on online learning, including one that reviews the obstacles students and lecturers faced during the COVID-19 pandemic regarding online learning and teaching at two institutions in Afghanistan and Indonesia, and another that examines the factors affecting the effectiveness of online learning. Four additional articles are presented on chronic absenteeism, teacher professional development, cross-cultural competence within teacher education programs, and the perspectives of early-career teachers on well-being practices. This issue concludes with four book reviews.
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| ISSN: | 1911-8279 |