Forthcoming articles

International Journal of Innovation in Education

International Journal of Innovation in Education (IJIIE)

These articles have been peer-reviewed and accepted for publication but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.

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International Journal of Innovation in Education (7 papers in press)

Regular Issues

  • Students Team Creativity and Innovation Propensity at Higher Education: evidence from Ethiopia   Order a copy of this article
    by Wondifraw Mihret Dessie, Abathun Alehegn Sewagegn, Negalegn Alem Bekele 
    Abstract: Innovation is an integral attribute which should be principally harnessed in education programs as a prime indicator of policy outcomes. Directives stipulated at higher education are meant to produce competent graduates equipped with creative, collaborative and innovative employability skills. This paper mainly investigates the effect of team creativity practices on the innovation propensity of engineering graduating students of Debre Markos University in Ethiopia. A self-responsive students' and instructors' questionnaire, structured interview and Consensual Assessment project evaluation checklist were employed to collect data analyzed through multiple descriptive, correlation and linear regression techniques. The results revealed that the students team practices are better in creative thinking, team collaboration and communication attributes. They were, however, ineffective in making collective decisions. Most students' innovation propensity was insignificantly different from the average magnitude calculated. It was hence drawn that the innovative behavioral attributes, creative thinking and team collaboration and communication practices significantly affect the innovation propensity of graduating students. The practice of making collective decisions insignificantly affects their innovation orientations. It was thus suggestive to curiously design support schemes and follow-up students interdependent and independent performances. Organizational efforts should be exerted to update curricula issues and accessing resources which foster inventiveness.
    Keywords: creativity; innovation; graduation projects; propensity.

  • Improving Student-Driven Feedback and Engagement in the Classroom: Evaluating the Effectiveness of the Speed Dating Model   Order a copy of this article
    by Sara Moussawi, Jeria Quesenberry, Randy Weinberg, Megan Sanders, Marsha Lovett, Larry Heimann, Raja Sooriamurthi, Donald P. Taylor 
    Abstract: Information Systems (IS) pedagogy research supports the use of collaborative learning strategies that are based on the belief that learning increases when students work together to solve problems and develop cooperative learning skills. In this paper, we present an empirical comparison of two classroom design approaches a speed dating method and a traditional presentation format. We collected and analyzed data from 174 student questionnaire-based surveys and in-class researcher observations of student engagement in an undergraduate senior capstone course entitled, Innovation in Information Systems. Our results show increases in student engagement (reported and observed) and improvements in student-driven feedback (given and received) during the speed dating sessions as compared to the presentation sessions. We believe these findings demonstrate that the speed dating method is an effective alternative to a presentation format and is a useful complement to other collaborative learning methodologies.
    Keywords: Information systems education; collaborative learning strategies; speed dating method; presentation format; active learning; student-driven feedback; student-driven engagement.

  • Teachers Perspective on Motives to Get Higher Education Degree: Case of an Emerging Economy   Order a copy of this article
    by Nisar Ahmed Channa, Khalil Ahmed Channa, Musaira Bhutto 
    Abstract: In recent times, due to globalization and technological advancements, a dramatical increase in number of university enrolments have been seen. This dramatical increase in university enrolments seeded discussion regarding academic performance of students and factors affecting it become subject of interest for researchers around the globe. Developing around this discussion, this study aims to find teachers perspective about students motive to get a higher education degree and factors enhancing or impeding their academic performance. To this end, qualitative data were collected from faculty members of a public sector university by employing semi-structured interviewing technique. Collected data were analyzed by using framework analysis technique. The findings revealed that career prospects are the main reasons behind enrolling in higher education degrees. Similarly, motivation, aims and learning approach they adopt to study affects their performance.
    Keywords: Performance; students; motivation; improvement; higher education; research scholars.

  • Use and Satisfaction with Integrated Learning Management Systems: The case of the Greek Open eClass   Order a copy of this article
    by Alexandra Pliakoyra, Grigorios Beligiannis, Achilleas Kontogeorgos 
    Abstract: The purpose of the study is to investigate the usability and performance of a Greek University Learning Management System (Open eClass). An online evaluation questionnaire was created for the survey. The questionnaire was completed by 280 students from 4 colleges at the university. The analysis revealed that the renewal of the Open eClass platform by the teaching staff is a criterion for the accuracy of its content. The majority of participants proposed the addition of information related to the structure and content of the curricula, as they consider that the existing information is not sufficient. This study provides useful information to Open eClass content managers and members of the teaching staff to improve the content of their lessons and thus contribute to the improvement of the learning process both of this university and other universities that may use these conclusions to improve the Open eClass platform or any other integrated learning management system.
    Keywords: Learning Management Systems (LMS); Greek higher education; e-learning; asynchronous; blended learning; Open eClass.

  • Academic Stress Management through Framework and Outcome Based Learning   Order a copy of this article
    by Lakshmi C. Radhakrishnan, Mallika Ramanathan 
    Abstract: Stress is commonly associated to personal inadequacies and work environments. The stress resulting of academic performance demands is seldom ignored. United Arab Emirates-UAE aims to meet the global employment requirements through Academic City and Knowledge Village offering an array of institutions with multi-disciplinary qualifications. Ambiguity of facilitator-learner roles towards learning mission coupled with grade demands and skill expectations from the employers lead to academic stress. The study aims to assess the potential academic stressors leading to poor performance and learning stress among learners in UAE and the role of framework and outcome-based learning in supporting metacognition; reducing academic stress and anxiety by supporting the students to a much effective deeper learning experience. A qualitative research method has been followed to compare the impact of outcome/ framework-based teaching pedagogy among undergraduate students majoring in Business Administration. The research results reveal a positive relationship of students subject to outcome-based learning who reported to experiencing higher level of satisfaction, increased responsibility and achievement of cognitive abilities during the course. However, the research scope is limited towards analyzing the National Qualification Authority-UAE (NQA) developed Qualification Framework of Emirates (QFE) as a model to deliver outcome-based courses to learners of the Undergraduate Level which has been set as the Level 7 in the QFE.
    Keywords: Academic Stress; Deeper Learning; Outcome Based Learning; Framework; QFEmirates.

  • Developing Pre-service Maths Teachers Resilience Using the Growth Zone Mode   Order a copy of this article
    by Holly Heshmati, Sue Johnston-Wilder, Madeleine Findon 
    Abstract: This paper reports on action research aimed at developing teacher resilience. Relationships between teacher resilience and teacher retention have been well established; however, less is known about effective strategies for building resilience. Teacher resilience is known to be the outcome of dynamic interactions between everyday challenges and protective resources in a process involving teachers employing practical strategies through harnessing their personal and contextual resources. This research focused on using an intervention programme to develop five aspects of resilience amongst 25 pre-service maths teachers. For a period of one academic year, various approaches for developing motivational, professional, emotional, social and physical aspects of resilience were identified and evaluated. The results of questionnaires and interviews confirm that increasing participants personal and professional networks, along with their use of the growth zone model, can improve resilience. Adapting the interventions for use within both pre and in-service teachers is a route for future research.
    Keywords: Teacher resilience; pre-service maths teachers; five aspects of resilience; growth zone model.

  • Kratos: A solution for data privacy, literacy, and student agency in a data driven school ecosystem   Order a copy of this article
    by Velislava Hillman, Varunram Ganesh 
    Abstract: Growing digitization has made data ownership an important focus point for institutions and students. Broadly, there are three issues, which require urgent attention for optimisation of data privacy, literacy, and utilisation. First, schools globally are equivocal about data generated by and about students as a result of the digitization of instruction, learning, and assessment. They lack necessary frameworks for data literacy, data interoperability, and optimisation, while maintaining privacy and control. Second, the scale, source, and nature of school data make its interoperability impractical, resulting in an inability to assess the true impact of educational technologies on instruction and learning. Third, while data helps teachers improve pedagogical practices, an increasingly data-driven decision-making process suggests that student dimensions of learning and equitable participation in curriculum design becomes secondary. Finding a balance between data- driven decision-making and student voice is critical for an efficient school ecosystem. In this paper, we introduce Kratos: an immutable decentralised data management system that provides data privacy and applied data literacy while empowering students with a user interface for data governance and active participation in the school ecosystem. Using the advantages of blockchain technologies, Kratos enables easy authentication and access to data. The objective of Kratos is thus to equip students and schools with the ability to access, manage, and control their data and to understand how, why, and by whom data is accessed without compromising student agency and privacy. This paper describes proof of concept for Kratos, its benefits to students and schools, and necessary future work.
    Keywords: education technologies; blockchain; data privacy; children and young people; data literacy; data interoperability.