Pub Date : 2024-05-20DOI: 10.1177/20427530241256338
Badrea Al Oraini
Motivations have shown great influences in people’s acceptance of technologies, this can be concluded from previous research in the field of technology acceptance. This study investigates the relationship between the Self-Determination Theory of Motivation and the Technology Acceptance Model (TAM) and confirms a significant relationship across most of the variables in the theories. The study offered an expanded Technology acceptance model (TAM) in the context of a massive open online course (MOOC), based on self-determination theory (SDT). By investigating the effect of autonomy, competence and relatedness on perceived usefulness, perceived ease of use and attitudes. The findings show a statistically significant positive relationship between perceived ease of use, perceived usefulness and attitudes. Results indicate that autonomy and relatedness have a statistically significant positive influence on attuited but the influence of competence was not statistically significant. Moreover, results show a statistically significant influence of autonomy and relatedness influence on perceived ease of use but the influence of competence was not statistically significant. Also, results show a statistically significant relationship between autonomy, and competence but not statistically significant for relatedness.
{"title":"Self-determination and intention to adopt massive open online courses (MOOC) for professional development","authors":"Badrea Al Oraini","doi":"10.1177/20427530241256338","DOIUrl":"https://doi.org/10.1177/20427530241256338","url":null,"abstract":"Motivations have shown great influences in people’s acceptance of technologies, this can be concluded from previous research in the field of technology acceptance. This study investigates the relationship between the Self-Determination Theory of Motivation and the Technology Acceptance Model (TAM) and confirms a significant relationship across most of the variables in the theories. The study offered an expanded Technology acceptance model (TAM) in the context of a massive open online course (MOOC), based on self-determination theory (SDT). By investigating the effect of autonomy, competence and relatedness on perceived usefulness, perceived ease of use and attitudes. The findings show a statistically significant positive relationship between perceived ease of use, perceived usefulness and attitudes. Results indicate that autonomy and relatedness have a statistically significant positive influence on attuited but the influence of competence was not statistically significant. Moreover, results show a statistically significant influence of autonomy and relatedness influence on perceived ease of use but the influence of competence was not statistically significant. Also, results show a statistically significant relationship between autonomy, and competence but not statistically significant for relatedness.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141119734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-14DOI: 10.1177/20427530241254538
Saeideh Bolandifar, Nafiseh Salehi
In a traditional classroom environment, listening comprehension plays a vital role in enabling students to actively participate in the learning process. This is because a significant portion of information is conveyed through the instructor’s explanations and class discussions. Developing strong listening skills can help students effectively understand and participate in classroom activities. The present study aimed to investigate the effects of flipped listening classroom on undergraduate English as a Foreign Language (EFL) students’ foreign language listening anxiety and willingness to communicate. A sample of 46 students at a public university in Iran was chosen to participate in the study using convenience sampling. Implementing a quasi-experimental pretest posttest control group design, two intact classes were randomly assigned to flipped and traditional lecture-based groups. The findings of the study revealed that flipped listening classroom had a positive impact on alleviating foreign language listening anxiety of EFL students and increasing their willingness to communicate. The study has some implications for the material developers, English instructors and students.
{"title":"Effects of flipped listening classroom on undergraduate students’ foreign language listening anxiety and willingness to communicate","authors":"Saeideh Bolandifar, Nafiseh Salehi","doi":"10.1177/20427530241254538","DOIUrl":"https://doi.org/10.1177/20427530241254538","url":null,"abstract":"In a traditional classroom environment, listening comprehension plays a vital role in enabling students to actively participate in the learning process. This is because a significant portion of information is conveyed through the instructor’s explanations and class discussions. Developing strong listening skills can help students effectively understand and participate in classroom activities. The present study aimed to investigate the effects of flipped listening classroom on undergraduate English as a Foreign Language (EFL) students’ foreign language listening anxiety and willingness to communicate. A sample of 46 students at a public university in Iran was chosen to participate in the study using convenience sampling. Implementing a quasi-experimental pretest posttest control group design, two intact classes were randomly assigned to flipped and traditional lecture-based groups. The findings of the study revealed that flipped listening classroom had a positive impact on alleviating foreign language listening anxiety of EFL students and increasing their willingness to communicate. The study has some implications for the material developers, English instructors and students.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140980537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-13DOI: 10.1177/20427530241254537
H. Namatovu, Irene Arinaitwe
The onset of COVID-19 dealt a severe blow to the education sector in Uganda, leading to the mandatory closure of all learning institutions to mitigate the spread of the virus. Makerere University, a venerable institution in the region, was not exempt from this directive. The initial uptake of e-learning was sluggish due to various factors, including inadequate infrastructure, digital illiteracy among both students and some faculty members, and, most notably, a lack of preparedness in utilizing digital eLearning technologies. The objective of this study was to examine the factors that impacted students’ embrace of eLearning at Makerere University during the COVID-19 pandemic. Employing a quantitative approach, the study utilized questionnaires structured based on the nine constructs of the Unified Theory of Acceptance and Use of Technology model. Between August and December 2021, a questionnaire was distributed to 374 students from two colleges. Structured equation modelling was employed to assess 16 factors that were hypothesized to have an impact on adoption. Effort expectancy emerged as the most robust predictor. Likewise, the behaviour of utilizing eLearning technologies was predominantly impacted by facilitating conditions. Utilizing the UTAUT methodology, this study’s theoretical significance arises from our effort to broaden the existing literature on the utilization of video conferencing software (Zoom) in conjunction with a learning management system (MUELE) during the challenging period of COVID-19, an area that has not been extensively explored. The results offer insights into the embrace and approval of both systems within the framework of a developing nation. This study delivers valuable perspectives for developers of eLearning systems, emphasizing the importance of creating user-friendly platforms that enhance the learner experience. This includes the incorporation of intuitive designs and intelligent features such as chatbots and AI-driven tutoring systems, which adapt to the unique needs of students.
{"title":"Student adoption of e-learning at makerere university during COVID-19: A structural equation modelling based on the unified theory of acceptance and use of technology","authors":"H. Namatovu, Irene Arinaitwe","doi":"10.1177/20427530241254537","DOIUrl":"https://doi.org/10.1177/20427530241254537","url":null,"abstract":"The onset of COVID-19 dealt a severe blow to the education sector in Uganda, leading to the mandatory closure of all learning institutions to mitigate the spread of the virus. Makerere University, a venerable institution in the region, was not exempt from this directive. The initial uptake of e-learning was sluggish due to various factors, including inadequate infrastructure, digital illiteracy among both students and some faculty members, and, most notably, a lack of preparedness in utilizing digital eLearning technologies. The objective of this study was to examine the factors that impacted students’ embrace of eLearning at Makerere University during the COVID-19 pandemic. Employing a quantitative approach, the study utilized questionnaires structured based on the nine constructs of the Unified Theory of Acceptance and Use of Technology model. Between August and December 2021, a questionnaire was distributed to 374 students from two colleges. Structured equation modelling was employed to assess 16 factors that were hypothesized to have an impact on adoption. Effort expectancy emerged as the most robust predictor. Likewise, the behaviour of utilizing eLearning technologies was predominantly impacted by facilitating conditions. Utilizing the UTAUT methodology, this study’s theoretical significance arises from our effort to broaden the existing literature on the utilization of video conferencing software (Zoom) in conjunction with a learning management system (MUELE) during the challenging period of COVID-19, an area that has not been extensively explored. The results offer insights into the embrace and approval of both systems within the framework of a developing nation. This study delivers valuable perspectives for developers of eLearning systems, emphasizing the importance of creating user-friendly platforms that enhance the learner experience. This includes the incorporation of intuitive designs and intelligent features such as chatbots and AI-driven tutoring systems, which adapt to the unique needs of students.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141128663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-07DOI: 10.1177/20427530241251412
Michael Agyemang Adarkwah, Jonathan Odame, Ronghuai Huang, Huanhuan Wang, P. Amoako
Smart learning environment (SLE) modules are rapidly expanding with the advancement of technology. However, the concept is still new to many educational institutions in developing countries, with scant studies conducted using the African context. To avoid being left behind in the steps towards modernization, the qualitative study proposes the need to migrate from a traditional learning environment (TLE) to a SLE. Thirty-eight (38) teachers in Ghana who transitioned from TLE to a SLE were recruited to explore their pedagogical experiences in instructing in TLE (old classrooms) and SLE (new classrooms). Generally, teachers favoured SLE compared to TLE. Teachers were motivated to instruct in smart schools because of the affordances of smart technologies. They considered the ambience created in SLE as conducive to promoting their psychological well-being, facilitating their professional development, fostering good assessment strategies, and building twenty-first-century skills in learners needed in the labour market. However, a majority of the teachers perceived self-regulation and social interactions to be more effective in TLE. The key challenges in the SLE included network lag, limited funds to purchase data bundles, malfunction of learning management systems (LMS), and difficulty in designing a Smart App tailored to instructors’ and students’ interests. It is recommended that school administrators and policymakers continually revise SLE frameworks for a successful smart education. Future researchers can investigate how to promote personalized and adaptive learning in SLE and promising tools to assist instructors in technology-enhanced learning environments.
{"title":"Smart teaching versus hard teaching: Insights from instructors from old and new classrooms in Ghana","authors":"Michael Agyemang Adarkwah, Jonathan Odame, Ronghuai Huang, Huanhuan Wang, P. Amoako","doi":"10.1177/20427530241251412","DOIUrl":"https://doi.org/10.1177/20427530241251412","url":null,"abstract":"Smart learning environment (SLE) modules are rapidly expanding with the advancement of technology. However, the concept is still new to many educational institutions in developing countries, with scant studies conducted using the African context. To avoid being left behind in the steps towards modernization, the qualitative study proposes the need to migrate from a traditional learning environment (TLE) to a SLE. Thirty-eight (38) teachers in Ghana who transitioned from TLE to a SLE were recruited to explore their pedagogical experiences in instructing in TLE (old classrooms) and SLE (new classrooms). Generally, teachers favoured SLE compared to TLE. Teachers were motivated to instruct in smart schools because of the affordances of smart technologies. They considered the ambience created in SLE as conducive to promoting their psychological well-being, facilitating their professional development, fostering good assessment strategies, and building twenty-first-century skills in learners needed in the labour market. However, a majority of the teachers perceived self-regulation and social interactions to be more effective in TLE. The key challenges in the SLE included network lag, limited funds to purchase data bundles, malfunction of learning management systems (LMS), and difficulty in designing a Smart App tailored to instructors’ and students’ interests. It is recommended that school administrators and policymakers continually revise SLE frameworks for a successful smart education. Future researchers can investigate how to promote personalized and adaptive learning in SLE and promising tools to assist instructors in technology-enhanced learning environments.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141003913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/20427530241251420
Mücahit Öztürk, Pinar Mihci Türker
This study is a qualitative survey research that examines the self-regulated learning strategies used by students in the blended online learning process. Participants were made up of 67 pre-service teachers studying at a faculty of education. A questionnaire form was used to determine students’ self-regulated learning strategies. The self-regulated learning strategies were classified under three themes: before the lesson, during the lesson, and after the lesson. The strategies used before the lessons were organizing the environment, planning, motivating oneself, and physiological and psychological readiness. During the online lessons, students used strategies such as taking notes, attention focusing, help seeking, effort management, self-discipline, taking a break, and time management. After the lessons, students used strategies such as reviewing records, organizing and transforming, practicing, working with additional resources, help seeking, self-testing, and completing tasks. Furthermore, the study results that were revealed to be different from the results of similar studies were discussed and recommendations for future studies were made. In addition, the study revealed that the strategies used by the students differed according to their communication modes. While synchronous and blended groups used more self-regulated learning strategies, asynchronous students used less self-regulated learning strategies.
{"title":"Analysis of self-regulated learning strategies used by online learners","authors":"Mücahit Öztürk, Pinar Mihci Türker","doi":"10.1177/20427530241251420","DOIUrl":"https://doi.org/10.1177/20427530241251420","url":null,"abstract":"This study is a qualitative survey research that examines the self-regulated learning strategies used by students in the blended online learning process. Participants were made up of 67 pre-service teachers studying at a faculty of education. A questionnaire form was used to determine students’ self-regulated learning strategies. The self-regulated learning strategies were classified under three themes: before the lesson, during the lesson, and after the lesson. The strategies used before the lessons were organizing the environment, planning, motivating oneself, and physiological and psychological readiness. During the online lessons, students used strategies such as taking notes, attention focusing, help seeking, effort management, self-discipline, taking a break, and time management. After the lessons, students used strategies such as reviewing records, organizing and transforming, practicing, working with additional resources, help seeking, self-testing, and completing tasks. Furthermore, the study results that were revealed to be different from the results of similar studies were discussed and recommendations for future studies were made. In addition, the study revealed that the strategies used by the students differed according to their communication modes. While synchronous and blended groups used more self-regulated learning strategies, asynchronous students used less self-regulated learning strategies.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141011146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-16DOI: 10.1177/20427530241244496
JA Larbi-Apau, B. Kwofie
For actionable insight, this study explored computer science and information technology students’ online learning experience in an emergency remote teaching during the COVID-19 pandemic in a public technical university in Ghana. A mixed method research of both quantitative and qualitative design was used to expand the evidence base. The inherent set of factors of the learning experience were determined by an exploratory factor analysis and confirmed with a multiple regression. Six factors comprising sense of concern, institutional support, effective communication, connectedness, mediated technologies, and stress levels explained 66.5% of the variance in the patterns of relationship. All factors had positive regression weights and added significantly to the prediction. Potentials identified comprised positive reactions to institutional support, improved lecturer-student interaction, active participation, accessible course contents, and moderately high future online learning expectations. The challenges included unpreparedness, unreliable Internet, high cost of data, and incidental learning design and pedagogy. Evidently, the higher education landscape shifted during the pandemic in obvious ways to merit further studies and reflective online learning administration to inform robust technology-oriented post-pandemic practices.
{"title":"Students online learning experience during emergency remote teaching in higher education","authors":"JA Larbi-Apau, B. Kwofie","doi":"10.1177/20427530241244496","DOIUrl":"https://doi.org/10.1177/20427530241244496","url":null,"abstract":"For actionable insight, this study explored computer science and information technology students’ online learning experience in an emergency remote teaching during the COVID-19 pandemic in a public technical university in Ghana. A mixed method research of both quantitative and qualitative design was used to expand the evidence base. The inherent set of factors of the learning experience were determined by an exploratory factor analysis and confirmed with a multiple regression. Six factors comprising sense of concern, institutional support, effective communication, connectedness, mediated technologies, and stress levels explained 66.5% of the variance in the patterns of relationship. All factors had positive regression weights and added significantly to the prediction. Potentials identified comprised positive reactions to institutional support, improved lecturer-student interaction, active participation, accessible course contents, and moderately high future online learning expectations. The challenges included unpreparedness, unreliable Internet, high cost of data, and incidental learning design and pedagogy. Evidently, the higher education landscape shifted during the pandemic in obvious ways to merit further studies and reflective online learning administration to inform robust technology-oriented post-pandemic practices.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140694940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study determined training needs of teachers and issues in the utilization of Technology-enhanced Learning tools in Vocational and Technical Education in Nigerian tertiary institutions. Five research questions and one hypothesis guided the study. The sample for the study is 318 teachers from six tertiary institutions that offer majority of Vocational and Technical Education programmes in Nigeria. Instrument for data collection was developed by the researchers and was validated by five experts in Vocational and Technical Education. The overall reliability index of the instrument is 0.81. Results from collected data revealed that the teachers require training to enable them use Technology-enhanced Learning tools for instructional delivery; the current mode of instructional delivery in institutions is face-to-face approach; many institutions have Information and Communication Technology center and institution wide internet which are not effectively utilized for instructional delivery, among numerous other findings. Among the recommendations is that teachers should be given access to the available Technology-enhanced Learning facilities in their institutions to enable them learn how to use them at their own free times. It was concluded that most VTE teachers are eager to deploy Technology-enhanced Learning tools for instructional delivery but some institutional supports they need, especially trainings are inadequate.
{"title":"Utilization of technology-enhance learning tools among vocational and technical education teachers in Nigerian tertiary institutions","authors":"Ifeanyi Benedict Ohanu, Emmanuel Chukwugozie Osinem, Nnenna Ekpereka Ibezim, Chiamaka Adaobi Chukwuone, Toochukwu Eleazar Ejiofor, Chibueze Tobias Orji, Ashagwu Ojang Okadi, Lilian Ogechi Nwandu","doi":"10.1177/20427530241239431","DOIUrl":"https://doi.org/10.1177/20427530241239431","url":null,"abstract":"The study determined training needs of teachers and issues in the utilization of Technology-enhanced Learning tools in Vocational and Technical Education in Nigerian tertiary institutions. Five research questions and one hypothesis guided the study. The sample for the study is 318 teachers from six tertiary institutions that offer majority of Vocational and Technical Education programmes in Nigeria. Instrument for data collection was developed by the researchers and was validated by five experts in Vocational and Technical Education. The overall reliability index of the instrument is 0.81. Results from collected data revealed that the teachers require training to enable them use Technology-enhanced Learning tools for instructional delivery; the current mode of instructional delivery in institutions is face-to-face approach; many institutions have Information and Communication Technology center and institution wide internet which are not effectively utilized for instructional delivery, among numerous other findings. Among the recommendations is that teachers should be given access to the available Technology-enhanced Learning facilities in their institutions to enable them learn how to use them at their own free times. It was concluded that most VTE teachers are eager to deploy Technology-enhanced Learning tools for instructional delivery but some institutional supports they need, especially trainings are inadequate.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140708257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-02DOI: 10.1177/20427530241244501
Vickie Ravn Bechsgaard, Emanuela Marchetti, T. E. Lundtofte
Even though Denmark is a highly digitized country, the COVID-19 pandemic has pushed schools to adopt extreme forms of distant learning, as everything should be conducted online through digital platforms. Our study aims at analysing the impact of distant learning practice on feedback practice, from the perspective of teachers and pupils. More specifically we focus on pupils in Danish mid-school, who are subject to a final exam to qualify for access to high school. We have conducted a netnographic inquiry, combining virtual observations and interviews with teachers and pupils. Our results show that the new distant learning practice prevented teachers to engage in non-formal assessment and feedback practice, such as spontaneous walks across the classrooms and dialogue with pupils on their difficulties, hence making it hard to keep an overview on their pupils’ progress. To compensate for the lack of non-formal feedback practices, distant learning has turned feedback practices into formal evaluations, leading the pupils to feel under pressure and less engaged in their learning. Our study provides an original perspective regarding specific aspects, such as feedback practices, which require forms of spontaneous dialogue between teachers and pupils and are central for learning, hence providing meaningful insights for the implementation of distant learning in mid school and the importance of a close dialogue between pupils and teachers.
{"title":"From informal to formal - A case study about the impact of distant learning on formative feedback in Danish schools","authors":"Vickie Ravn Bechsgaard, Emanuela Marchetti, T. E. Lundtofte","doi":"10.1177/20427530241244501","DOIUrl":"https://doi.org/10.1177/20427530241244501","url":null,"abstract":"Even though Denmark is a highly digitized country, the COVID-19 pandemic has pushed schools to adopt extreme forms of distant learning, as everything should be conducted online through digital platforms. Our study aims at analysing the impact of distant learning practice on feedback practice, from the perspective of teachers and pupils. More specifically we focus on pupils in Danish mid-school, who are subject to a final exam to qualify for access to high school. We have conducted a netnographic inquiry, combining virtual observations and interviews with teachers and pupils. Our results show that the new distant learning practice prevented teachers to engage in non-formal assessment and feedback practice, such as spontaneous walks across the classrooms and dialogue with pupils on their difficulties, hence making it hard to keep an overview on their pupils’ progress. To compensate for the lack of non-formal feedback practices, distant learning has turned feedback practices into formal evaluations, leading the pupils to feel under pressure and less engaged in their learning. Our study provides an original perspective regarding specific aspects, such as feedback practices, which require forms of spontaneous dialogue between teachers and pupils and are central for learning, hence providing meaningful insights for the implementation of distant learning in mid school and the importance of a close dialogue between pupils and teachers.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140754763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.1177/20427530241241767
Aweke Shishigu, Kassa Michael, M. Atnafu
Ethiopia has envisioned becoming a middle-income country in the year 2030. To achieve this vision, several initiatives including the ESDP (I-VI), GQIP, and the education development Roadmap have been undertaken to improve the quality of education at all levels. Apart from those initiatives, it is equally important to rethink of a pedagogical approach that suits the contemporary technological advancement and cultural contexts. Currently, our world is experiencing scientific and technological changes, but the customary methods are relatively unable to cope with these changes. It is no longer viable to rely on one-size-fits-all curriculum. So far, the impact of instructional technology on students learning is not consistent and lacks specific context of students’ environment. This indicates that there is a need for intensive investigation to make learning more meaningful and interactive. This study aimed to restructure the existing mathematics course in Ethiopian higher education so as to produce a pedagogically enhanced learning environment. To achieve the goal of the study, a pedagogical intervention with a time series design was made at Wolkite University, Ethiopia. The repeated measures ANOVA show significant difference between students’ mean scores of course achievement measured before, during and after the intervention (F (2.182, 52.358) = 8.354, p < .05, ƞ2 = 0.258). The multiple comparison test further shows a significant improvement of students’ mathematical achievement. It was also found that when technology was used as a tool to enhance students learning, it can overcome the math anxiety caused by the cognitive failure. Therefore, blended learning could be a good approach to enhance students’ mathematics achievement. This might also be extended at lower levels. Additional imperative implications for practice and future research are forwarded.
{"title":"Effect of blended learning on mathematical achievement and anxiety: A context-based technology integration for meaningful learning","authors":"Aweke Shishigu, Kassa Michael, M. Atnafu","doi":"10.1177/20427530241241767","DOIUrl":"https://doi.org/10.1177/20427530241241767","url":null,"abstract":"Ethiopia has envisioned becoming a middle-income country in the year 2030. To achieve this vision, several initiatives including the ESDP (I-VI), GQIP, and the education development Roadmap have been undertaken to improve the quality of education at all levels. Apart from those initiatives, it is equally important to rethink of a pedagogical approach that suits the contemporary technological advancement and cultural contexts. Currently, our world is experiencing scientific and technological changes, but the customary methods are relatively unable to cope with these changes. It is no longer viable to rely on one-size-fits-all curriculum. So far, the impact of instructional technology on students learning is not consistent and lacks specific context of students’ environment. This indicates that there is a need for intensive investigation to make learning more meaningful and interactive. This study aimed to restructure the existing mathematics course in Ethiopian higher education so as to produce a pedagogically enhanced learning environment. To achieve the goal of the study, a pedagogical intervention with a time series design was made at Wolkite University, Ethiopia. The repeated measures ANOVA show significant difference between students’ mean scores of course achievement measured before, during and after the intervention (F (2.182, 52.358) = 8.354, p < .05, ƞ2 = 0.258). The multiple comparison test further shows a significant improvement of students’ mathematical achievement. It was also found that when technology was used as a tool to enhance students learning, it can overcome the math anxiety caused by the cognitive failure. Therefore, blended learning could be a good approach to enhance students’ mathematics achievement. This might also be extended at lower levels. Additional imperative implications for practice and future research are forwarded.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140383690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-25DOI: 10.1177/20427530241239398
A. K. Shirotriya, Kishore Mukhopadhyay, Deepti Joshi, Rakesh Vishwakarma
The use of social media is increasingly prevalent for many reasons and academic literature suggests that social media helps encourage physical activity. This research investigated how social media content affected the physical activity of students during the COVID-19 lockdown and subsequent COVID-19 pandemic restrictions. This descriptive cross-sectional study took place between February 2021 and May 2021 at three different academic institutions located in various states in India. A self-made questionnaire consisting of 10 close-ended and 3 open-ended questions was designed to assess students’ utilization of social media to gather knowledge of physical activities from different platforms. A web-based survey was used to collect data from 606 students (of whom 361 (59.57%) were male and 243 (40.10%) were female) from different courses and degree levels using criterion-based purposive sampling. Close-ended questions were analyzed using the percentage method and open-ended questions were analyzed with a collaborative data analysis approach which revealed three themes namely interest, self-care and impact. The results of this study indicate that students are taking help from social media to carry out their physical activities. The outcomes of this study will serve as the baseline information which is helpful in developing and validating methods that best capture the diverse needs of teachers and students within the context of online delivery of physical activities.
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