Effective classroom management methods are well known, but effective ways of managing classes of beginner teachers remain elusive. Classroom management refers to the wide range of skills and techniques that teachers use to ensure that classes are conducted without destructive student behavior. The present study is applied nonexperimental research. The purpose of this study was to design a tool to measure the effective management of the virtual classroom from the perspective of professors and students in e-learning and evaluate its validity and reliability. The research sample was taken randomly from all universities that make use of e-learning in Tehran, Iran, during the 2019–2020 semesters. The results show that the professional development of online classroom management is necessary for preparing teachers to teach in digital environments. The results of this research in the form of a validated questionnaire can be considered as an indicator for educators and students working in online environments, and this tool can be used for effective teaching and learning in the digital age.

This article defines 27 criteria for evaluating the functionality of e-learning platforms, grouped into three macro groups: (a) learning management, (b) learning content management, and (c) communications and collaboration tools. The proposed criteria can be used to evaluate any e-learning platform’s functionality. They allow teachers and administrators to make conscious choices about the highest-quality e-learning platform for their schools and developers to improve e-learning platforms’ functionality. The developed criteria became the basis for rating the functionality of Ukrainian developers’ eight e-learning platforms' and determining the degree of support (in whole or partly) of e-learning components, categorized on the cognitive, social constructivist, motivation, and e-learning theories (CT, SCT, MT, and E-LT). The results indicate that the lack of communication and collaboration tools necessary to ensure quality distance learning is the main problem of Ukrainian e-leaning platforms. Comparative analysis of the functionality of e-learning platforms and components categorized on the learning theories helped determine that only three of the eight Ukrainian e-learning platforms (Accent [Mobischool], Class Assessment, My Class) fully follow the CT, SCT, and MT, but these platforms are all commercial products; therefore, they only partially support the E-LT. Solving this problem will be facilitated by developing e-learning platforms with open access, financed by the state budget in the context of the development of open and distance learning for Ukrainian students, as well as improving communication and collaboration tools in the context of conforming e-learning components to the social constructivist learning theory.

School closures during the COVID-19 pandemic have shown the importance of distance education, and teachers have been tasked with designing and delivering online courses in a short amount of time without much preparation or deliberation. As the future generation of teachers, preservice teachers need to be prepared to teach online, and their motivation to do so is a key factor in how successfully they do it. The community of inquiry framework provides researchers and practitioners with a framework for designing and delivering online courses, while self-efficacy and utility value are important motivational constructs predicting future engagement and success in tasks. In this cross-sectional survey study, we investigated preservice teachers’ (n = 344) perceptions of their self-efficacy, utility value, the importance of the three components of the community of inquiry framework: teaching presence, social presence, and cognitive presence. Our results show that overall, preservice teachers had high motivation to teach online and high perceptions of the three presences. Our regression analyses indicated that while preservice teachers’ self-efficacy was a significant predictor of teaching presence, utility value only significantly predicted social presence. We discuss the implications of these findings for teacher education programs, including a holistic approach to teaching online learning and instructional design.

Music education is a subject that is generally thought to have much physical activity involved. However, virtual learning has been mandatary applied to most schools worldwide due to the COVID-19 pandemic. The landscape of music learning has had to be switched to online distance learning (ODL), where students learn music virtually using technological tools. Gifted students are among those affected by the implementation of music ODL throughout 2020. Thus, the purpose of this study is to identify the effectiveness of music ODL on gifted students’ motivation. The researchers framed this quantitative study by involving 81 secondary gifted students, aged 13 years, from 13 states in Malaysia. The sample was selected through random sampling, and a preexperimental design was applied to conduct the study. Respondents had been exposed to the music ODL intervention for a month. Data were collected through an adapted questionnaire, namely, the MUSIC Inventory, with a five-point scale. Data were further analysed by descriptive and inferential statistics, integrating two-way MANOVA, using SPSS Statistics version 23. Results reveal that an ODL approach to music classes is significantly effective to enhance gifted students’ motivation domains of empowerment, usefulness, success, interest, and caring. Yet, no significant difference was found in gifted students’ genders and locations on the four domains. Different approaches in music teaching could be further explored for music ODL to gifted students in future studies.

Table of Contents Farhad Saba, Ph. D. (c) All rights reserved ERTI’s Exceptional Team ERTI unit managers, radio and television producers, graphic artists and set designers, educational technologists, educational evaluators, researchers and the many broadcast engineers and technicians who made ERTI possible were creative, energetic, enthusiastic and forward-looking young women and men. They embodied the […]

Educational Broadcasting in Iran in the 1960s and 1970s (1) INTRODUCTION BACKGROUND RESLUTS AND CONSEQUENCES REFERENCES KEYWORDS Educational Broadcasting in Iran in the 1960s and 1970s (2) ERTI’S EXCEPTIONAL TEAM HIGH-LEVEL SUPPORT OF NIRT LEADERSHIP FOR ERTI

Table of Contents FARHAD SABA, Ph. D. (C) All rights reserved INTRODUCTION THE 1960s and the 1970s were exciting, effervescent, and consequential times for Iran. After decades of disenchantment because of overt foreign intervention and domestic turmoil there was relative calm in political conditions. This period of tranquility promised a new beginning for the country. […]

Post-Pandemic Future: Implications for Privacy The time has come for privacy to expand beyond compliance to include determinations about what should be protected and consideration of ethical implications, balancing institutional priorities with the rights of individuals. The intersection of issues including COVID-19, student success, and the emergence of the chief privacy officer (CPO) role highlights […]