08010nam 2200553 450 991055306880332120231110213242.0981-19-0101-5(MiAaPQ)EBC6931198(Au-PeEL)EBL6931198(CKB)21410039600041(EXLCZ)992141003960004120221104d2022 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierRadical solutions in Palestinian higher education research from An-Najah National University /edited by Daniel Burgos and Saida AffounehSingapore :Springer,[2022]©20221 online resource (168 pages)Lecture Notes in Educational Technology Print version: Burgos, Daniel Radical Solutions in Palestinian Higher Education Singapore : Springer Singapore Pte. Limited,c2022 9789811901003 Intro -- Foreword by Prof. Mohamed Jemni -- Foreword by Prof. Katherine Wimpenny -- Foreword by Prof. Ahmed Tlili -- Preface: Higher Education in Palestine -- Contents -- 1 Flipped Classroom Methodology to Support Students' Learning During COVID-19 Crisis -- 1.1 Introduction -- 1.2 Research Problem -- 1.2.1 Research Questions -- 1.3 Literature Review -- 1.4 Methodology -- 1.4.1 Research Setting, Participants -- 1.4.2 Research Context -- 1.4.3 Data Collection -- 1.4.4 Data Analysis -- 1.4.5 Validity and Reliability -- 1.5 Findings -- 1.6 Discussion and Conclusion -- References -- 2 Strategic Planning Model for Implementing and Developing OER in Education -- 2.1 Introduction -- 2.2 Question of This Study -- 2.3 Purpose of the Study -- 2.4 General Overview About OER -- 2.4.1 Definition of OER -- 2.4.2 Challenges -- 2.5 Research Methodology -- 2.6 Strategic Planning Process Model -- 2.6.1 Implementing OER in Education via -- 2.6.2 Developing OER in Education -- 2.7 Conclusion and Discussion -- References -- 3 The Effect of Using Games in Teaching on Students' Achievement and Motivation -- 3.1 Introduction -- 3.2 Literature Review -- 3.2.1 Games -- 3.2.2 The Effect of Using Games on Students' Achievement -- 3.2.3 The Effect of Using Games in Teaching on Students' Motivation -- 3.3 Conclusion and Discussion -- References -- 4 Technostress and Students' Academic Productivity: A Positive Impact -- 4.1 Introduction -- 4.2 Literature Review -- 4.2.1 Technostress -- A Dark and A Bright Side -- 4.2.2 Technostress in Higher Education -- 4.2.3 Technostress and Academic Productivity -- 4.2.4 Research Questions -- 4.3 Methodology -- 4.3.1 Quantitative Data Collection -- 4.3.2 Qualitative Data Collection -- 4.4 Analysis, Results, and Discussion -- 4.4.1 Quantitative Results -- 4.4.2 Qualitative Results.4.4.3 Explaining the Quantitative Results in the Light of the Qualitative Results -- 4.5 Conclusion and Recommendations -- References -- 5 Modern Learning Strategies Used by Teachers to Increase Students' Motivation Toward E-learning in Many Societies -- 5.1 Introduction -- 5.2 Literature Review -- 5.2.1 Learning Strategies and Their Types -- 5.2.2 Learning Strategies and Motivation Toward e-Learning -- 5.2.3 e-Learning -- 5.3 Methodology -- 5.3.1 Study Sample -- 5.3.2 Interview Procedures -- 5.3.3 Collecting and Analyzing Data -- 5.3.4 Validity and Reliability -- 5.4 Research Result -- 5.4.1 The Learning Strategies Used by Teachers in e-Learning -- 5.4.2 The Role of Learning Strategies in e-Learning -- 5.4.3 Challenges Facing the Employment of Learning -- 5.5 Discussion and Conclusion -- 5.6 Recommendations -- 5.7 Limitations -- References -- 6 Online STEM Education and 21st Century Skills Development -- 6.1 Introduction -- 6.2 Twenty-First Century Skills and Online STEM Activities -- 6.2.1 Technological Tools -- 6.3 Discussion and Conclusion -- References -- 7 The Impact of Employing Google Apps in Education on Students' Achievement -- 7.1 Introduction -- 7.1.1 Problem Statements -- 7.1.2 Purpose of the Study -- 7.1.3 Study Objectives -- 7.1.4 Procedural Definition of Terms -- 7.2 Theoretical Background -- 7.2.1 Google Apps for Education -- 7.2.2 Benefits of Google Apps for Education -- 7.2.3 The Impact of the Employing Google Apps on Students' Achievement -- 7.3 Literature Review -- 7.4 Discussion and Conclusion -- 7.5 Recommendations -- References -- 8 The Importance of the Lesson Plan Elements in Education and Teachers' Practices of Them -- 8.1 Introduction -- 8.2 Theoretical Background -- 8.2.1 The Instructional Design -- 8.2.2 Lesson Plan -- 8.3 Methodology -- 8.4 Data Analysis and Finding.8.4.1 Descriptive Statistics of Teachers Responses for Applying and Perceptions of the Importance of Lesson Plan Elements -- 8.4.2 Comparison of Teachers Responses for Applying and Perceptions of Lesson Plan Elements by Gender -- 8.4.3 Comparison of Teachers Responses for Applying and Perceptions of Lesson Plan Elements by Academic Qualification -- 8.4.4 Comparison of Teachers Responses for Applying and Perceptions of Lesson Plan Elements by Number of Experience Years -- 8.4.5 Comparison of Teachers Responses for Applying and Perceptions of Lesson Plan Elements by Educational Stage Taught by the Teacher -- 8.4.6 Comparison of Teachers Responses for Applying and the Perceptions of Lesson Plan Elements by Posing the Teacher Educational Qualification Certificate -- 8.5 Discussion and Conclusion -- References -- 9 The Role of an Instructional Design Model Integrated with OERS in Developing Teachers' Competencies to Adopt E-Learning -- 9.1 Introduction -- 9.2 GHOSHEH ID Model -- 9.2.1 Theoretical Foundation -- 9.2.2 Evaluation of the Model -- 9.3 Discussion and Conclusion -- Appendix 1 -- References -- 10 Challenges Facing Online Learning During COVID-19 -- 10.1 Introduction -- 10.2 Literature Review -- 10.2.1 Challenges Facing E-learning -- 10.3 Methodology -- 10.3.1 Context of the Study -- 10.3.2 Ethical Issues -- 10.3.3 Data Analysis -- 10.3.4 Sample of the Study -- 10.3.5 Questions of the Study -- 10.4 Study Results' and Discussion -- 10.5 Conclusion and Recommendations -- References -- 11 Creative Drama in Language Education: A Systematic Literature Review -- 11.1 Introduction -- 11.2 Method -- 11.2.1 Data Collection -- 11.2.2 Data Analysis and Category Identification -- 11.3 Results -- 11.3.1 Linguistic Skills Development Through CDTs -- 11.3.2 Non-Linguistic Skills Through CDTs -- 11.4 Summary -- References.12 Effect of Implementing Technology-Enhanced Learning (TEL) on Students' Motivation-A Literature Review -- 12.1 Introduction -- 12.1.1 Background and Introduction -- 12.1.2 Problem Statement and Research Questions -- 12.1.3 Methodology of Work -- 12.2 Literature Review -- 12.2.1 Technology-Enhanced Learning (TEL) -- 12.2.2 Motivation: Intrinsic and Extrinsic -- 12.2.3 Effect of Technology-Enhanced Learning (TEL) on Motivation and Learning Outcomes -- 12.3 Discussion and Conclusion -- 12.3.1 Analysis and Discussion -- 12.3.2 Conclusion -- References.Lecture Notes in Educational Technology Internet in higher educationInternet en l'ensenyamentthubEnsenyament assistit per ordinadorthubEducació superiorthubPalestinathubLlibres electrònicsthubInternet in higher education.Internet en l'ensenyamentEnsenyament assistit per ordinadorEducació superior378.17344678Burgos DanielAffouneh SaidaMiAaPQMiAaPQMiAaPQBOOK9910553068803321Radical solutions in Palestinian higher education2962401UNINA