Pub Date : 2024-03-14DOI: 10.1177/20427530241239408
J. Adekannbi, Oyindamola Ipadeola
This study reports preliminary findings on undergraduate students’ perception of the Emergency Remote Teaching (ERT) at the University of Ibadan, Nigeria, during Covid-19. Proportional to size sampling was used in obtaining the sample size of 366, while respondents were selected using convenience sampling. Data collection was through a structured questionnaire containing both open and closed ended questions and data was collected on the factors - attitude, affect, motivation; perceived behavioural control (accessibility, self-efficacy, ease of use,); and cognitive engagement. Findings showed that students’ positive attitude towards face-to-face learning was significantly higher than towards ERT and correlation analysis showed a relationship between preference for face-to-face learning and struggling with ERT. Also, the average difference in students’ motivation for learning before and after commencement of ERT was not statistically significant. Students reported more frequent use of educational technologies after ERT commenced than before and the difference was statistically significant. Increase was reported in all the self-efficacy and cognitive engagement constructs. Positive changes reported were mainly acquisition of additional hobbies as well as business, social and technology skills. Challenges to online learning included poor power supply, cost of data subscription, network disruptions and distractions from family and friends.
{"title":"Perception of undergraduate students of Nigeria’s premier university on the use of emergency remote teaching during Covid-19","authors":"J. Adekannbi, Oyindamola Ipadeola","doi":"10.1177/20427530241239408","DOIUrl":"https://doi.org/10.1177/20427530241239408","url":null,"abstract":"This study reports preliminary findings on undergraduate students’ perception of the Emergency Remote Teaching (ERT) at the University of Ibadan, Nigeria, during Covid-19. Proportional to size sampling was used in obtaining the sample size of 366, while respondents were selected using convenience sampling. Data collection was through a structured questionnaire containing both open and closed ended questions and data was collected on the factors - attitude, affect, motivation; perceived behavioural control (accessibility, self-efficacy, ease of use,); and cognitive engagement. Findings showed that students’ positive attitude towards face-to-face learning was significantly higher than towards ERT and correlation analysis showed a relationship between preference for face-to-face learning and struggling with ERT. Also, the average difference in students’ motivation for learning before and after commencement of ERT was not statistically significant. Students reported more frequent use of educational technologies after ERT commenced than before and the difference was statistically significant. Increase was reported in all the self-efficacy and cognitive engagement constructs. Positive changes reported were mainly acquisition of additional hobbies as well as business, social and technology skills. Challenges to online learning included poor power supply, cost of data subscription, network disruptions and distractions from family and friends.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244127","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 : 2024-03-14DOI: 10.1177/20427530241239426
Joshua Ofori Essiam, G. Gyamfi, Jonathan Odame, A. Ayisi-Addo
The devastating effect of the Covid pandemic negatively affect most economies while conspicuously changing the mode of interactions in the educational sector from the traditional face-to-face to a full online deployment or a blend of virtual and in-person interactions during the post covid. The aim of this study is to determine the impact of technology on students’ virtual learning experiences after the peak of the covid pandemic. Three hundred and seventy-nine ( N = 379) undergraduate students participated in the study. Findings showed that the use of technology significantly predicted student online teaching and learning and also, influenced student virtual learning experiences positively. These findings will help managers of higher education institutions to invest into training and technology driven interactions to enhance students’ engagement.
{"title":"Technology as a predictor of students’ virtual learning experiences in post- covid era: Empirical analysis from a Ghanaian higher education institution","authors":"Joshua Ofori Essiam, G. Gyamfi, Jonathan Odame, A. Ayisi-Addo","doi":"10.1177/20427530241239426","DOIUrl":"https://doi.org/10.1177/20427530241239426","url":null,"abstract":"The devastating effect of the Covid pandemic negatively affect most economies while conspicuously changing the mode of interactions in the educational sector from the traditional face-to-face to a full online deployment or a blend of virtual and in-person interactions during the post covid. The aim of this study is to determine the impact of technology on students’ virtual learning experiences after the peak of the covid pandemic. Three hundred and seventy-nine ( N = 379) undergraduate students participated in the study. Findings showed that the use of technology significantly predicted student online teaching and learning and also, influenced student virtual learning experiences positively. These findings will help managers of higher education institutions to invest into training and technology driven interactions to enhance students’ engagement.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241906","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 : 2024-03-13DOI: 10.1177/20427530241239400
Simeo B Kisanjara
The use of E-learning as a new educational technology is currently a top priority in many universities in developing-countries. The main purpose of this research is to determine how e-learning affects the teaching and learning (T&L) performance in Tanzanian universities. Employing a questionnaire tool, a quantitative approach was used to collect the data. A total of 390 out of 400 respondents including lectures and students were taken into account, with a 97.5% response rate. Data in SPSS version 21 were analyzed using partial least squares structural equation modeling (PLS-SEM) technique and confirmatory factor analysis (CFA). According to the findings of this study, only one of the nine hypotheses tested have a non-significant effect on T&L performance, as indicated by p-values >0.01. Further, there is no statistically significant effect of perceived usefulness in using e-learning in T&L performance by lowering cost/expenses. Furthermore, other variables assessed including performance expectancy, ease of use, and perceived usefulness have significance effect on T&L performance by increased quality of instructional material delivery, convenience in teaching and learning facilities. The findings of this study inform policymakers on how to reformulate information and communication technology (ICT) policy to clearly spell out the adoption of e-learning for providing facilities in universities. The policy should, in particular, have a clear vision of implementing an appealing, conducive teaching and learning service delivery environment, as well as achieving appropriate and high T&L performance. By influencing the cost/expenses in T&L, quality of instructional material, and the convenience of T&L service delivery as the indicators of performance, this paper contributes to improve understanding of the factors of e-learning (including performance expectancy, perceived usefulness, and ease of use) on teaching and learning performance of the Tanzanian universities. These factors, which have a substantial influence on T&L performance in Tanzanian universities through affecting its indicators, were not thoroughly addressed in earlier relevant studies.
{"title":"E-learning use and teaching and learning performance in Tanzanian universities","authors":"Simeo B Kisanjara","doi":"10.1177/20427530241239400","DOIUrl":"https://doi.org/10.1177/20427530241239400","url":null,"abstract":"The use of E-learning as a new educational technology is currently a top priority in many universities in developing-countries. The main purpose of this research is to determine how e-learning affects the teaching and learning (T&L) performance in Tanzanian universities. Employing a questionnaire tool, a quantitative approach was used to collect the data. A total of 390 out of 400 respondents including lectures and students were taken into account, with a 97.5% response rate. Data in SPSS version 21 were analyzed using partial least squares structural equation modeling (PLS-SEM) technique and confirmatory factor analysis (CFA). According to the findings of this study, only one of the nine hypotheses tested have a non-significant effect on T&L performance, as indicated by p-values >0.01. Further, there is no statistically significant effect of perceived usefulness in using e-learning in T&L performance by lowering cost/expenses. Furthermore, other variables assessed including performance expectancy, ease of use, and perceived usefulness have significance effect on T&L performance by increased quality of instructional material delivery, convenience in teaching and learning facilities. The findings of this study inform policymakers on how to reformulate information and communication technology (ICT) policy to clearly spell out the adoption of e-learning for providing facilities in universities. The policy should, in particular, have a clear vision of implementing an appealing, conducive teaching and learning service delivery environment, as well as achieving appropriate and high T&L performance. By influencing the cost/expenses in T&L, quality of instructional material, and the convenience of T&L service delivery as the indicators of performance, this paper contributes to improve understanding of the factors of e-learning (including performance expectancy, perceived usefulness, and ease of use) on teaching and learning performance of the Tanzanian universities. These factors, which have a substantial influence on T&L performance in Tanzanian universities through affecting its indicators, were not thoroughly addressed in earlier relevant studies.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246349","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 : 2024-03-13DOI: 10.1177/20427530241239391
A. R. Prasetyo, A. Kadiyono, M. Sulastiana, Zainal Abidin
This study uses the multiphase mixed methods to answer research questions, the results of which are expected to be the basis for preparing Indonesian teachers to work happily when facing changes in online learning methods during the COVID-19 pandemic. The first phase explores how teachers perceive barriers to online learning through a descriptive survey method ( N = 201) with a content analysis. The second phase employs a quantitative method ( N = 201) with two analyses, namely: (1) regression analysis to examine the relationship between teachers’ stress and happiness at work; and (2) ANOVA analysis to observe differences in teachers’ stress and happiness at work for each type of school. Finally, the third phase uses an experimental design by applying the COPE method to the experimental group ( N = 100) to increase teachers’ happiness at work compared to the control group ( N = 101). The findings of the content analysis show that teachers face obstacles in dealing with changes in online learning methods. The findings of the regression analysis reveal that stress is significantly related to happiness at work, with stress affecting the happiness of 33.3% of teachers at work, while the findings of the ANOVA analysis indicate that teachers in all types of schools have moderate levels of stress and happiness at work in dealing with online learning methods. Furthermore, the application of the COPE method to the experimental group has been proven to significantly increase teachers’ happiness at work and reduce their stress levels. The results of this study highlight the importance of developing teachers’ happiness at work to be able to adapt with online learning methods.
{"title":"Stress and happiness at work: A mixed methods study on Indonesian teachers in adopting online learning methods during the COVID-19 pandemic","authors":"A. R. Prasetyo, A. Kadiyono, M. Sulastiana, Zainal Abidin","doi":"10.1177/20427530241239391","DOIUrl":"https://doi.org/10.1177/20427530241239391","url":null,"abstract":"This study uses the multiphase mixed methods to answer research questions, the results of which are expected to be the basis for preparing Indonesian teachers to work happily when facing changes in online learning methods during the COVID-19 pandemic. The first phase explores how teachers perceive barriers to online learning through a descriptive survey method ( N = 201) with a content analysis. The second phase employs a quantitative method ( N = 201) with two analyses, namely: (1) regression analysis to examine the relationship between teachers’ stress and happiness at work; and (2) ANOVA analysis to observe differences in teachers’ stress and happiness at work for each type of school. Finally, the third phase uses an experimental design by applying the COPE method to the experimental group ( N = 100) to increase teachers’ happiness at work compared to the control group ( N = 101). The findings of the content analysis show that teachers face obstacles in dealing with changes in online learning methods. The findings of the regression analysis reveal that stress is significantly related to happiness at work, with stress affecting the happiness of 33.3% of teachers at work, while the findings of the ANOVA analysis indicate that teachers in all types of schools have moderate levels of stress and happiness at work in dealing with online learning methods. Furthermore, the application of the COPE method to the experimental group has been proven to significantly increase teachers’ happiness at work and reduce their stress levels. The results of this study highlight the importance of developing teachers’ happiness at work to be able to adapt with online learning methods.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246581","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 : 2024-03-13DOI: 10.1177/20427530241239434
Elmira Tleuberlinova, Aigul O. Mukhametzhanova, Aigul Beisenbayeva, Svetlana Odintsova, K. Aidarbekova
The relevance of this study is determined by the necessity of developing of different types of identity, including national, in modern primary school students, which is impossible without the acceptance of certain values pertinent to a certain people. The purpose of this study is to determine the pedagogical conditions necessary for the development of an axiological system among younger schoolchildren that carries the values of the national environment. During this study, methods of analysis, synthesis, induction, incomplete deduction, incomplete statistical observation, conversations and interviews, as well as a descriptive method were used. The conducted research has shown that several diverse factors influence the successful inculcation of national-patriotic values to younger schoolchildren in conditions of widespread digitalisation, and to create the necessary pedagogical conditions for the development of a national-specific axiological system in primary school children, teachers should consider many factors. In particular, it is necessary to pay special attention to the development of teaching staff skills required for the competent application of modern information technologies. Ignoring this aspect of professional development of teaching staff can lead to an aggravation of miscommunication between generations and substantially complicate the inculcation of value orientations to younger generations. The results obtained in this study can be useful in organising educational work with elementary school students. Understanding and considering the specific features of the development of national values in children of primary school age will optimise both the background conditions of the pedagogical environment and conscious educational activities aimed at forming a national-specific value picture of the world in younger schoolchildren.
{"title":"Pedagogical conditions for instilling national values to younger schoolchildren in the digital age","authors":"Elmira Tleuberlinova, Aigul O. Mukhametzhanova, Aigul Beisenbayeva, Svetlana Odintsova, K. Aidarbekova","doi":"10.1177/20427530241239434","DOIUrl":"https://doi.org/10.1177/20427530241239434","url":null,"abstract":"The relevance of this study is determined by the necessity of developing of different types of identity, including national, in modern primary school students, which is impossible without the acceptance of certain values pertinent to a certain people. The purpose of this study is to determine the pedagogical conditions necessary for the development of an axiological system among younger schoolchildren that carries the values of the national environment. During this study, methods of analysis, synthesis, induction, incomplete deduction, incomplete statistical observation, conversations and interviews, as well as a descriptive method were used. The conducted research has shown that several diverse factors influence the successful inculcation of national-patriotic values to younger schoolchildren in conditions of widespread digitalisation, and to create the necessary pedagogical conditions for the development of a national-specific axiological system in primary school children, teachers should consider many factors. In particular, it is necessary to pay special attention to the development of teaching staff skills required for the competent application of modern information technologies. Ignoring this aspect of professional development of teaching staff can lead to an aggravation of miscommunication between generations and substantially complicate the inculcation of value orientations to younger generations. The results obtained in this study can be useful in organising educational work with elementary school students. Understanding and considering the specific features of the development of national values in children of primary school age will optimise both the background conditions of the pedagogical environment and conscious educational activities aimed at forming a national-specific value picture of the world in younger schoolchildren.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245111","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 : 2024-03-13DOI: 10.1177/20427530241239433
Boahemaa Brenya
The strong association between educators’ perceptions and teaching approaches must be considered when improving teaching quality in BL environments in higher education institutions (HEIs). Consequently, every effort to effectively initiate and implement instructional innovations and practices at the higher education level is highly dependent on educators’ perceptions, attitudes, characteristics, and approaches. However, there have not been many empirical studies to ascertain the relationship between teacher educators’ perceptions of and approaches to teaching in a BL mode. Therefore, this study sought to investigate the connection between educators’ perceptions and approaches to delivering instructions in a BL mode in a developing country. The study used a mixed-methods approach involving 10 participants in the qualitative data collection phase and 71 respondents in the quantitative data gathering phase from one public HEI in Ghana. While a thematic inductive tool was employed to analyze the qualitative data, R-package version 0.88 (2022) was used to analyze the quantitative data. The study’s results revealed a significant relationship between educators’ perceptions and approaches to teaching in a BL context. However, the study found no correlation between educators’ perception or approach and their ages or experiences of teaching in a BL mode. The findings of the study may encourage teachers to adopt a more positive attitude toward providing quality information to students learning in a BL environment.
在提高高等教育机构基本法环境下的教学质量时，必须考虑到教育工作者的观念与教学方法之间的密切联系。因此，在高等教育层面有效启动和实施教学创新与实践的每项努力都高度依赖于教育工作者的认知、态度、特点和方法。然而，目前还没有很多实证研究来确定师范教育工作者对基础教育模式的看法和教学方法之间的关系。因此，本研究试图调查发展中国家教育工作者对基础教育模式教学的看法和方法之间的关系。本研究采用混合方法，在定性数据收集阶段有 10 名参与者，在定量数据收集阶段有 71 名来自加纳一所公立高等院校的受访者。定性数据采用专题归纳工具进行分析，定量数据则采用 0.88 版 R 软件包（2022 年）进行分析。研究结果表明，在基础教育背景下，教育者的教学观念和教学方法之间存在着重要的关系。然而，研究发现，教育工作者的观念或方法与他们的年龄或基本法教学经验之间没有关联。研究结果可能会鼓励教师采取更积极的态度，为在基本法环境下学习的学生提供高质量的信息。
{"title":"Higher education teacher educators’ perceptions about approaches to teaching in a blended learning mode in a developing country","authors":"Boahemaa Brenya","doi":"10.1177/20427530241239433","DOIUrl":"https://doi.org/10.1177/20427530241239433","url":null,"abstract":"The strong association between educators’ perceptions and teaching approaches must be considered when improving teaching quality in BL environments in higher education institutions (HEIs). Consequently, every effort to effectively initiate and implement instructional innovations and practices at the higher education level is highly dependent on educators’ perceptions, attitudes, characteristics, and approaches. However, there have not been many empirical studies to ascertain the relationship between teacher educators’ perceptions of and approaches to teaching in a BL mode. Therefore, this study sought to investigate the connection between educators’ perceptions and approaches to delivering instructions in a BL mode in a developing country. The study used a mixed-methods approach involving 10 participants in the qualitative data collection phase and 71 respondents in the quantitative data gathering phase from one public HEI in Ghana. While a thematic inductive tool was employed to analyze the qualitative data, R-package version 0.88 (2022) was used to analyze the quantitative data. The study’s results revealed a significant relationship between educators’ perceptions and approaches to teaching in a BL context. However, the study found no correlation between educators’ perception or approach and their ages or experiences of teaching in a BL mode. The findings of the study may encourage teachers to adopt a more positive attitude toward providing quality information to students learning in a BL environment.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140247891","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 : 2024-03-13DOI: 10.1177/20427530241239410
Aliya Sh Barakova, O.A. Ussatova, Indira A Zhubankuzova, Assel Zh Nurbekova, Serzhan Mombekov
The development and investigation of content protection models for online courses is an urgent task in light of the growing popularity of online education and the need to protect content from unauthorised access and distribution. The purpose of this study is to create effective and reliable models for protecting the content of online courses. To achieve the goal, methods of analysis of existing content protection systems and mathematical modelling were used. Models based on various security approaches, including cryptography methods, watermarks, and access rights management systems, have been developed and tested. The main result of the research was the creation of tools to protect the content of online courses, which includes a comprehensive protection system using cryptographic algorithms and watermarks. An access rights management system has also been developed, which allows restricting access to content only for authorised users. The results obtained confirm the effectiveness of using a combined content protection system and can significantly reduce the risk of unauthorised access and distribution of online course content. The practical significance of the study lies in the possibility of applying the developed models for protecting the content of online courses in practical conditions. They can be used in various educational organisations providing online courses, and in other areas where protection of digital content from unauthorised access and distribution is required. The use of the developed content protection models will improve the security level of online courses and reduce the risks of leakage of confidential information. Moreover, the developed models can be used as an example in the development of similar digital content protection systems in other areas. In general, this research has a high practical significance and can be useful for everyone involved in the creation, storage, and distribution of digital content.
{"title":"Development and study of content protection models for online courses","authors":"Aliya Sh Barakova, O.A. Ussatova, Indira A Zhubankuzova, Assel Zh Nurbekova, Serzhan Mombekov","doi":"10.1177/20427530241239410","DOIUrl":"https://doi.org/10.1177/20427530241239410","url":null,"abstract":"The development and investigation of content protection models for online courses is an urgent task in light of the growing popularity of online education and the need to protect content from unauthorised access and distribution. The purpose of this study is to create effective and reliable models for protecting the content of online courses. To achieve the goal, methods of analysis of existing content protection systems and mathematical modelling were used. Models based on various security approaches, including cryptography methods, watermarks, and access rights management systems, have been developed and tested. The main result of the research was the creation of tools to protect the content of online courses, which includes a comprehensive protection system using cryptographic algorithms and watermarks. An access rights management system has also been developed, which allows restricting access to content only for authorised users. The results obtained confirm the effectiveness of using a combined content protection system and can significantly reduce the risk of unauthorised access and distribution of online course content. The practical significance of the study lies in the possibility of applying the developed models for protecting the content of online courses in practical conditions. They can be used in various educational organisations providing online courses, and in other areas where protection of digital content from unauthorised access and distribution is required. The use of the developed content protection models will improve the security level of online courses and reduce the risks of leakage of confidential information. Moreover, the developed models can be used as an example in the development of similar digital content protection systems in other areas. In general, this research has a high practical significance and can be useful for everyone involved in the creation, storage, and distribution of digital content.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245405","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 : 2024-03-13DOI: 10.1177/20427530241239423
Chatchawan Chaiyasat, Poowadol Srimalee, Anchida Wetprasit, Peter Williamson
During the COVID-19 pandemic, students’ language learning engagement through various forms of technology has received great attention among educators across institutions worldwide. This mixed-methods study attempts to investigate Thai EFL students’ engagement in online English courses, created by an English medium instruction (EMI) University, during the pandemic. A closed-ended questionnaire surveyed 248 Thai EFL students’ engagement with their English course and of this cohort, 56 participants were selected randomly to participate in a semi-structured interview. The statistical results revealed that the average level of students’ engagement with online English courses was generally above average. Significant and positive correlations existed between the four key dimensions of skill, psychological, participation, and performance engagement. In the qualitative inquiry, results suggested a range of issues contributing to positive and negative experiences. These were mainly focused on content, presentation styles, and student involvement. Findings contribute to understanding key success variables in English learning via an online environment.
{"title":"An explanatory sequential mixed-methods study of Thai English as a foreign language students’ engagement with emergency online learning in an English medium instruction university","authors":"Chatchawan Chaiyasat, Poowadol Srimalee, Anchida Wetprasit, Peter Williamson","doi":"10.1177/20427530241239423","DOIUrl":"https://doi.org/10.1177/20427530241239423","url":null,"abstract":"During the COVID-19 pandemic, students’ language learning engagement through various forms of technology has received great attention among educators across institutions worldwide. This mixed-methods study attempts to investigate Thai EFL students’ engagement in online English courses, created by an English medium instruction (EMI) University, during the pandemic. A closed-ended questionnaire surveyed 248 Thai EFL students’ engagement with their English course and of this cohort, 56 participants were selected randomly to participate in a semi-structured interview. The statistical results revealed that the average level of students’ engagement with online English courses was generally above average. Significant and positive correlations existed between the four key dimensions of skill, psychological, participation, and performance engagement. In the qualitative inquiry, results suggested a range of issues contributing to positive and negative experiences. These were mainly focused on content, presentation styles, and student involvement. Findings contribute to understanding key success variables in English learning via an online environment.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245470","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 : 2024-03-13DOI: 10.1177/20427530241239420
Galiya Otynshina, Raifa Dusembinova, Svetlana Odintsova, K. Aidarbekova, B. Shaushekova
The aim of this work is to identify effective means of distance learning, aimed at the formation of pedagogical competence among students-teachers. Achievement of the set goal is possible only by applying a number of special methods and approaches, among which dialectical and functional, as well as the method of analysis and synthesis, pedagogical observation, comparison, classification. The article produced a number of important results, including both theoretical and practical bases of the study. The practical value of the article lies in the fact that it can be used both in the form of teaching and methodical material in the process of training future teachers, and on an arbitrary basis by already working educational workers to improve their skills. In subsequent scientific developments it is necessary to determine the evolution of the development of distance-learning means of training teachers, in order to identify their main shortcomings and thus overcome.
{"title":"Development of pedagogical competences for future primary school teachers through distance learning","authors":"Galiya Otynshina, Raifa Dusembinova, Svetlana Odintsova, K. Aidarbekova, B. Shaushekova","doi":"10.1177/20427530241239420","DOIUrl":"https://doi.org/10.1177/20427530241239420","url":null,"abstract":"The aim of this work is to identify effective means of distance learning, aimed at the formation of pedagogical competence among students-teachers. Achievement of the set goal is possible only by applying a number of special methods and approaches, among which dialectical and functional, as well as the method of analysis and synthesis, pedagogical observation, comparison, classification. The article produced a number of important results, including both theoretical and practical bases of the study. The practical value of the article lies in the fact that it can be used both in the form of teaching and methodical material in the process of training future teachers, and on an arbitrary basis by already working educational workers to improve their skills. In subsequent scientific developments it is necessary to determine the evolution of the development of distance-learning means of training teachers, in order to identify their main shortcomings and thus overcome.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140247543","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 : 2024-03-12DOI: 10.1177/20427530241239425
Latifa Abdullah Almusfar
This paper aims to investigate the fundamental elements necessary for effective e-learning course design, and to explore the impact of personalization on learner engagement, motivation, satisfaction, and performance. Using a mixed-method approach, the study collects data from both an online survey and qualitative interviews to identify the key elements, including clear learning objectives, engaging multimedia, assessment and feedback, personalization, and accessible design. The data is analyzed using descriptive statistics, factor analysis, and regression analysis to determine the effects of personalization on learner outcomes. The findings suggest that personalization significantly enhances learner engagement, motivation, satisfaction, and performance, offering valuable insights into how e-learning courses can be designed to improve the overall learning experience. The article provides practical guidance for educators and instructional designers to create effective e-learning courses, underscoring the importance of personalization in optimizing the benefits of technology for learning. The study’s originality lies in its comprehensive examination of the essential elements of e-learning course design and the impact of personalization on learner outcomes, making a significant contribution to the field of e-learning research.
{"title":"Optimizing the E-learning experience: The importance of personalization and essential design elements","authors":"Latifa Abdullah Almusfar","doi":"10.1177/20427530241239425","DOIUrl":"https://doi.org/10.1177/20427530241239425","url":null,"abstract":"This paper aims to investigate the fundamental elements necessary for effective e-learning course design, and to explore the impact of personalization on learner engagement, motivation, satisfaction, and performance. Using a mixed-method approach, the study collects data from both an online survey and qualitative interviews to identify the key elements, including clear learning objectives, engaging multimedia, assessment and feedback, personalization, and accessible design. The data is analyzed using descriptive statistics, factor analysis, and regression analysis to determine the effects of personalization on learner outcomes. The findings suggest that personalization significantly enhances learner engagement, motivation, satisfaction, and performance, offering valuable insights into how e-learning courses can be designed to improve the overall learning experience. The article provides practical guidance for educators and instructional designers to create effective e-learning courses, underscoring the importance of personalization in optimizing the benefits of technology for learning. The study’s originality lies in its comprehensive examination of the essential elements of e-learning course design and the impact of personalization on learner outcomes, making a significant contribution to the field of e-learning research.","PeriodicalId":29943,"journal":{"name":"E-Learning and Digital Media","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140250040","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}
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