<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nisha Chakyarkandiyil</style></author><author><style face="normal" font="default" size="100%">Prakasha, G. S.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COOPERATIVE LEARNING STRATEGIES: IMPLEMENTATION CHALLENGES IN TEACHER EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">active learning</style></keyword><keyword><style  face="normal" font="default" size="100%">collaborative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed-method</style></keyword><keyword><style  face="normal" font="default" size="100%">student-centred learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1687425145.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The research in cooperative learning (CL) is robust. Despite the empirical research benefits of CL, its implementation faces challenges in teacher education classrooms. Teacher educators resist using CL and stick to the frontal teaching method. All this may be due to the difficulties perceived by teacher educators in implementing CL. The researchers used a concurrent triangulation mixed method research design to explore the perceived challenges of cooperative learning implementation among teacher educators from India. The researchers administered a questionnaire and obtained 300 responses from teacher educators through a survey, followed by a semi-structured interview among eight survey participants. The research findings revealed that the average perceived challenges among teacher educators are 63% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges. Female teacher educators perceived higher challenges than males. ANOVA results revealed a difference in challenges faced across the age group. These results demonstrate the need for future researchers to conduct a more in-depth examination of the challenges in implementing CL with more extensive samples in various educational settings in other world regions to develop effective solutions.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">340-360</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Prakasha, G. S.</style></author><author><style face="normal" font="default" size="100%">Rituparna Chakraborty</style></author><author><style face="normal" font="default" size="100%">S. Thirumalesha</style></author><author><style face="normal" font="default" size="100%">C. S. Gururaja</style></author><author><style face="normal" font="default" size="100%">Sangtam, T. Y.</style></author><author><style face="normal" font="default" size="100%">Rhatsu, K.</style></author><author><style face="normal" font="default" size="100%">Jochan, G. M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPECTATIONS OF UNIVERSITY LECTURERS AND STUDENTS ON SMART LEARNING ENVIRONMENTS </style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative study</style></keyword><keyword><style  face="normal" font="default" size="100%">smart learning environments</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual reality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1691444118.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">81</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education in the 21st century has become more technology integrated, and the shift from conventional modalities of teaching to technology-assisted teaching methodologies accelerated during the pandemic years. The current study employed a qualitative research design (n=12) to explore this shift and the expectations of these novel teaching modalities from both facilitator and learner perspectives in urban higher education settings in India. An inductive thematic analysis of the qualitative data revealed that there is a significant gap in lecturers’ and students’ definitions and expectations of smart learning environments. The themes that emerged from the data were bifurcated into lecturer and student perspectives on smart learning environments and included innovative nature, novelty and complexity, student excitement, and limitations of content. Based on the findings, lecturer and student expectations of SLE platforms had points of convergence and divergence which are unique to the socio-cultural positions of the participants. The current study argues the need to devise methods to improve the efficacy of SLEs in developing economies.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">501-516</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Prakasha, G. S.</style></author><author><style face="normal" font="default" size="100%">KY Hemalathaa</style></author><author><style face="normal" font="default" size="100%">Ponni Tamizh</style></author><author><style face="normal" font="default" size="100%">Bhola Bhavna</style></author><author><style face="normal" font="default" size="100%">Anthony Kenneth</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ONLINE TEST ANXIETY AND EXAM PERFORMANCE OF INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME STUDENTS UNDER E-PROCTORED EXAMS AMID COVID-19</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Diploma Programme (DP)</style></keyword><keyword><style  face="normal" font="default" size="100%">e-proctored test</style></keyword><keyword><style  face="normal" font="default" size="100%">International Baccalaureate (IB)</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual examination</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1639554361.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Outbreak of COVID-19, online examination, and e-proctoring have caused more exam anxiety and affected exam performance among students’ studying in International Baccalaureate (IB) Diploma Programme (DP). Therefore, the present research aimed to find effect of online test anxiety on academic performance of IBDP students in the subjects related to science, technology, engineering, and mathematics (STEM). Study employed quantitative descriptive survey research design and administered survey questionnaire to 200 IB DP students who took online test during COVID-19 through convenient sampling technique. Sample included both first and final year DP students with due representation to boys and girls. Results of the study revealed a moderate negative correlation between online test anxiety and academic performance of IBDP students in STEM subjects. Regression analysis explained 14.1% variation in the STEM subject performance because of online exam anxiety under e-proctored condition. There exists a statistically significant difference between first and final year students’ online exam anxiety and STEM subject average grades. Future research may focus on conducting comfortable online examination methods with no additional exam anxieties. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">942-955</style></section></record></records></xml>