The COVID-19 pandemic, which posed challenges for accommodating student learning, also opened avenues for using digital resources in online learning. However, differences were observed in their use, effectiveness, and intensity across developed and least developed societies. This is referred to as “digital inequalities,” caused by factors such as insufficient organizational-level support and teachers’ digital competence (DC). This study was conducted to determine teachers’ DC and reveal if their DC was explained by their digital nativeness and principals’ digital instructional leadership capital. The study used a quantitative research method, whereby data were collected from 393 teachers. The researchers used SmartPLS 4 and SPSS 24 to analyze data. The findings complement the available literature and help pave ways to promote the integration of digital resources in teaching and learning.
{"title":"Teachers’ digital competence in the post COVID-19 era: The effects of digital nativeness, and digital leadership capital","authors":"Nazir Ahmed Jogezai, D. Koroleva, F. Baloch","doi":"10.30935/cedtech/13620","DOIUrl":"https://doi.org/10.30935/cedtech/13620","url":null,"abstract":"The COVID-19 pandemic, which posed challenges for accommodating student learning, also opened avenues for using digital resources in online learning. However, differences were observed in their use, effectiveness, and intensity across developed and least developed societies. This is referred to as “digital inequalities,” caused by factors such as insufficient organizational-level support and teachers’ digital competence (DC). This study was conducted to determine teachers’ DC and reveal if their DC was explained by their digital nativeness and principals’ digital instructional leadership capital. The study used a quantitative research method, whereby data were collected from 393 teachers. The researchers used SmartPLS 4 and SPSS 24 to analyze data. The findings complement the available literature and help pave ways to promote the integration of digital resources in teaching and learning.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45276240","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}
This research investigates the effect of multiple intelligences (MIs) teaching strategy with technology-enriched environments on business administration students’ self-efficacy, confidence, and learning outcomes. The study involved 276 participants from a university’s business administration department, undergoing an international business course. A range of technology-based activities incorporating MI strategies was employed, exploring key topics such as globalization, corporate social responsibility, and market segmentation. Hypothesis testing revealed that high expectations and changes in viewpoints positively impacted self-concept, ability, and motivation, contributing to improved learning outcomes. The integration of technology in teaching facilitated these transformations, demonstrating how digital tools like virtual reality, interactive platforms, and online tutorials can enhance learning experiences. However, the effect on learning gain varied when viewpoints changed, indicating a need for further research into the differential impact of technology on learning outcomes. Despite some limitations, the study offers compelling evidence supporting the integration of MIs teaching strategy with technology-enriched environments in business administration education. Future studies should further explore the role of emerging technologies in this context.
{"title":"Enhancing business students’ self-efficacy and learning outcomes: A multiple intelligences and technology approach","authors":"Sri Gunawan, C. Shieh","doi":"10.30935/cedtech/13647","DOIUrl":"https://doi.org/10.30935/cedtech/13647","url":null,"abstract":"This research investigates the effect of multiple intelligences (MIs) teaching strategy with technology-enriched environments on business administration students’ self-efficacy, confidence, and learning outcomes. The study involved 276 participants from a university’s business administration department, undergoing an international business course. A range of technology-based activities incorporating MI strategies was employed, exploring key topics such as globalization, corporate social responsibility, and market segmentation. Hypothesis testing revealed that high expectations and changes in viewpoints positively impacted self-concept, ability, and motivation, contributing to improved learning outcomes. The integration of technology in teaching facilitated these transformations, demonstrating how digital tools like virtual reality, interactive platforms, and online tutorials can enhance learning experiences. However, the effect on learning gain varied when viewpoints changed, indicating a need for further research into the differential impact of technology on learning outcomes. Despite some limitations, the study offers compelling evidence supporting the integration of MIs teaching strategy with technology-enriched environments in business administration education. Future studies should further explore the role of emerging technologies in this context.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48020455","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}
Carmen Ricardo, Camilo Vieira, Roxana Quintero-Manes, John Cano
While some students had experience receiving online education prior to the COVID-19 pandemic, the emergency remote modality offered a different experience given that higher education faculty had limited time for planning and, most of them, did not have any experience in online education. This research aims to identify the differences between undergraduate students’ perceptions and preferences on emergency remote and online education. Researchers identified a set of online education courses–that pre-existed COVID-19 times–and courses that were transformed into remote education courses–designed as a response of the COVID-19 emergency. Participants of this study are a group of students who, during the same academic semester, participated in both online and (emergency) remote courses. Researchers used a survey to understand students’ perceptions and preferences assessing their experiences in different dimensions (e.g., interaction and evaluation). Researchers used the add-on preferential groups model to identify which of the two modalities was preferred by the students for each dimension. The quantitative analysis was complemented using content analysis of responses to open-ended questions, seeking to gain a better understanding of students’ perceptions and preferences between online and emergency remote education. The results show that students have a positive view of the online and remote modalities; however, each of these modalities offers students advantages for specific dimensions. For example, the remote modality was preferred for having greater interaction among peers and with the instructor. On the other hand, online education provided more flexibility. Students suggested improving assessments’ approaches and instructors’ technological skills for both modalities.
{"title":"Online or remote education? Preferences of Colombian higher education students","authors":"Carmen Ricardo, Camilo Vieira, Roxana Quintero-Manes, John Cano","doi":"10.30935/cedtech/13606","DOIUrl":"https://doi.org/10.30935/cedtech/13606","url":null,"abstract":"While some students had experience receiving online education prior to the COVID-19 pandemic, the emergency remote modality offered a different experience given that higher education faculty had limited time for planning and, most of them, did not have any experience in online education. This research aims to identify the differences between undergraduate students’ perceptions and preferences on emergency remote and online education. Researchers identified a set of online education courses–that pre-existed COVID-19 times–and courses that were transformed into remote education courses–designed as a response of the COVID-19 emergency. Participants of this study are a group of students who, during the same academic semester, participated in both online and (emergency) remote courses. Researchers used a survey to understand students’ perceptions and preferences assessing their experiences in different dimensions (e.g., interaction and evaluation). Researchers used the add-on preferential groups model to identify which of the two modalities was preferred by the students for each dimension. The quantitative analysis was complemented using content analysis of responses to open-ended questions, seeking to gain a better understanding of students’ perceptions and preferences between online and emergency remote education. The results show that students have a positive view of the online and remote modalities; however, each of these modalities offers students advantages for specific dimensions. For example, the remote modality was preferred for having greater interaction among peers and with the instructor. On the other hand, online education provided more flexibility. Students suggested improving assessments’ approaches and instructors’ technological skills for both modalities.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43347812","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}
This study investigated how Thai EFL pre-service teachers (PSTs) use technology in their classrooms and the level of substitution, augmentation, modification, and redefinition (SAMR) they implement. Seven English education majors enrolled in the course “teaching internship 2” in their fourth year at a Thai university participated in the study. Due to COVID-19, the participants were trained to teach online, but during their teaching practicum, they were required to teach in a traditional on-site setting. Because of this novel arrangement, it was essential to investigate how these PSTs incorporate technology into the classroom. For the purpose of analyzing the process of educational technology integration, this study employed SAMR model. Observations and semi-structured interviews were used as data collection methods. Throughout the semester, observations were conducted twice. SAMR observation form was used to investigate how PSTs used technology in their teaching. Participants were asked to participate in an interview after each observation. The interviews included open-ended questions based on the conceptual framework of SAMR. Observation results show that technological tools were used to engage students, check comprehension, create teaching content, and evaluate students’ understanding. For the study, the participants were divided into three groups based on the extent of technological tools used. One participant was deemed to be in the substitution stage, five participants in the augmentation stage, and only one participant in the modification stage. The results of the interviews indicated that teacher motivation and the availability of ICT equipment, as well as familiarity with technological tools, played a significant role in PSTs’ integration of technology into the classroom. The study’s conclusions are helpful in developing PSTs’ technology integration in EFL classrooms. SAMR model should be introduced to PSTs to let them critically reflect on and develop their own technology integration.
{"title":"Exploring Thai EFL pre-service teachers’ technology integration based on SAMR model","authors":"Atipat Boonmoh, Intrira Kulavichian","doi":"10.30935/cedtech/13567","DOIUrl":"https://doi.org/10.30935/cedtech/13567","url":null,"abstract":"This study investigated how Thai EFL pre-service teachers (PSTs) use technology in their classrooms and the level of substitution, augmentation, modification, and redefinition (SAMR) they implement. Seven English education majors enrolled in the course “teaching internship 2” in their fourth year at a Thai university participated in the study. Due to COVID-19, the participants were trained to teach online, but during their teaching practicum, they were required to teach in a traditional on-site setting. Because of this novel arrangement, it was essential to investigate how these PSTs incorporate technology into the classroom. For the purpose of analyzing the process of educational technology integration, this study employed SAMR model. Observations and semi-structured interviews were used as data collection methods. Throughout the semester, observations were conducted twice. SAMR observation form was used to investigate how PSTs used technology in their teaching. Participants were asked to participate in an interview after each observation. The interviews included open-ended questions based on the conceptual framework of SAMR. Observation results show that technological tools were used to engage students, check comprehension, create teaching content, and evaluate students’ understanding. For the study, the participants were divided into three groups based on the extent of technological tools used. One participant was deemed to be in the substitution stage, five participants in the augmentation stage, and only one participant in the modification stage. The results of the interviews indicated that teacher motivation and the availability of ICT equipment, as well as familiarity with technological tools, played a significant role in PSTs’ integration of technology into the classroom. The study’s conclusions are helpful in developing PSTs’ technology integration in EFL classrooms. SAMR model should be introduced to PSTs to let them critically reflect on and develop their own technology integration.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46611406","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}
Flipped instruction has garnered significant interest in higher education for its potential to enhance student motivation and self-regulated learning. This quasi-experimental study examined the impact of flipped teaching on motivation and self-directed learning attributes among 106 entrepreneurship students at universities in Taiwan. Students completed pre- and post-intervention surveys measuring intrinsic motivation, extrinsic motivation, and facets of self-directed learning. Bayesian paired samples t-tests revealed that flipped instruction significantly increased both intrinsic and extrinsic motivation. Self-directed learning attributes including internal processes, behavioral approaches, and environmental preferences also improved following the flipped teaching intervention. Additionally, machine learning models were developed to predict students’ final exam scores based on pre-intervention motivation, self-directed learning, and learning expectations. A linear regression model accounted for 59.1% of variance in exam scores, with pre-learning expectations emerging as the strongest positive predictor. However, pre-intervention intrinsic motivation intriguingly showed a negative relationship with predicted exam performance. Overall, this study provides preliminary evidence that flipped instruction can increase student motivation and self-directed learning capabilities. The predictive modeling also suggests complex interactions between attributes in influencing academic achievement. Further research with larger, more diverse samples is recommended to validate the motivational and self-regulatory benefits of flipped teaching for higher education students.
{"title":"Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome","authors":"Hsin-Ming Hsieh, Alex Maritz","doi":"10.30935/cedtech/13649","DOIUrl":"https://doi.org/10.30935/cedtech/13649","url":null,"abstract":"Flipped instruction has garnered significant interest in higher education for its potential to enhance student motivation and self-regulated learning. This quasi-experimental study examined the impact of flipped teaching on motivation and self-directed learning attributes among 106 entrepreneurship students at universities in Taiwan. Students completed pre- and post-intervention surveys measuring intrinsic motivation, extrinsic motivation, and facets of self-directed learning. Bayesian paired samples t-tests revealed that flipped instruction significantly increased both intrinsic and extrinsic motivation. Self-directed learning attributes including internal processes, behavioral approaches, and environmental preferences also improved following the flipped teaching intervention. Additionally, machine learning models were developed to predict students’ final exam scores based on pre-intervention motivation, self-directed learning, and learning expectations. A linear regression model accounted for 59.1% of variance in exam scores, with pre-learning expectations emerging as the strongest positive predictor. However, pre-intervention intrinsic motivation intriguingly showed a negative relationship with predicted exam performance. Overall, this study provides preliminary evidence that flipped instruction can increase student motivation and self-directed learning capabilities. The predictive modeling also suggests complex interactions between attributes in influencing academic achievement. Further research with larger, more diverse samples is recommended to validate the motivational and self-regulatory benefits of flipped teaching for higher education students.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43910191","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}
This research studied the impact of integrating virtual laboratories in chemistry lessons among 22 pre-service teachers who were enrolled in a Bachelor of Education program, focusing on middle and high school science. These participants were systematically divided into an experimental group (EG) and a control group. Both groups engaged in the same organic chemistry lesson and subsequent lab session, the only difference being that EG received additional training via a virtual laboratory prior to the hands-on lab session. A survey, conducted both before and after the experiment, was utilized to measure participants’ attitudes towards the use of virtual laboratories. The quantitative data analysis revealed a significant positive shift in EG’s attitudes post-intervention, suggesting that virtual laboratory experiences enhance their learning and engagement. Specifically, participants exhibited improved understanding of the educational methodologies and heightened engagement during the physical lab work. However, no significant differences were observed between the two groups concerning the technical aspects of the experiments, implying that the virtual labs’ impact on perspectives about the technical components of a chemistry lab was consistent across both groups. These findings support the view of virtual laboratories as a viable supporting tool for science education, promoting technology integration into teaching practices to meet the demands of 21st century learning outcomes. This research concludes with recommendations for future studies to explore further the implications of virtual labs on various aspects of science education.
{"title":"Technology-enhanced learning through virtual laboratories in chemistry education","authors":"Fatimah Alhashem, Abdullah Alfailakawi","doi":"10.30935/cedtech/13739","DOIUrl":"https://doi.org/10.30935/cedtech/13739","url":null,"abstract":"This research studied the impact of integrating virtual laboratories in chemistry lessons among 22 pre-service teachers who were enrolled in a Bachelor of Education program, focusing on middle and high school science. These participants were systematically divided into an experimental group (EG) and a control group. Both groups engaged in the same organic chemistry lesson and subsequent lab session, the only difference being that EG received additional training via a virtual laboratory prior to the hands-on lab session. A survey, conducted both before and after the experiment, was utilized to measure participants’ attitudes towards the use of virtual laboratories. The quantitative data analysis revealed a significant positive shift in EG’s attitudes post-intervention, suggesting that virtual laboratory experiences enhance their learning and engagement. Specifically, participants exhibited improved understanding of the educational methodologies and heightened engagement during the physical lab work. However, no significant differences were observed between the two groups concerning the technical aspects of the experiments, implying that the virtual labs’ impact on perspectives about the technical components of a chemistry lab was consistent across both groups. These findings support the view of virtual laboratories as a viable supporting tool for science education, promoting technology integration into teaching practices to meet the demands of 21<sup>st</sup> century learning outcomes. This research concludes with recommendations for future studies to explore further the implications of virtual labs on various aspects of science education.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135373003","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}
Naglaa Ali, Ieda M. Santos, Rehab AlHakmani, Othman Abu Khurma, Myint Swe Khine, Usama Kassem
It is becoming increasingly vital for the next generation of students to acquire problem-solving, critical thinking, and collaborative skills for them to be successful in the 21st century. The use of technology greatly bolsters the integration of these skills. Robotics, one of the many emerging arrays of technologies, presents learners with challenges and opportunities for developing innovative ideas, critical thinking, and higher-order thinking skills. As a result, the Ministry of Education in Dubai realized these potentials and took an essential step in the form of the distribution of Lego Mindstorms Education kits to schools with the goal of encouraging teachers to use these kits in their classrooms. This research study aimed to investigate teachers’ perceptions of a training on Lego Mindstorms in terms of content, methodology, activities, and recommendations. In addition, the study investigated how teachers perceived Lego Mindstorms based on TAM model. A total of 59 high school (cycle 2) teachers participated in the current study. The data from the teachers were collected using both quantitative and qualitative approaches. Data analysis consists of descriptive statistics and thematic analysis. Teachers showed positive perceptions of robotics integration, emphasizing its potential to enhance teaching and learning. Their willingness to learn and adapt, combined with their recommendations for enhanced training methods, highlights the importance of continuous professional development for effective robotics integration. Teachers expressed the need for more practical training, hands-on activities, and a balance between theoretical and practical aspects. A positive correlation between perceived learning usefulness, perceived teaching usefulness, perceived ease of use, attitudes, and teachers’ intention to use Lego Mindstorms in their future teaching was found.
{"title":"Exploring technology acceptance: Teachers' perspectives on robotics in teaching and learning in the UAE","authors":"Naglaa Ali, Ieda M. Santos, Rehab AlHakmani, Othman Abu Khurma, Myint Swe Khine, Usama Kassem","doi":"10.30935/cedtech/13646","DOIUrl":"https://doi.org/10.30935/cedtech/13646","url":null,"abstract":"It is becoming increasingly vital for the next generation of students to acquire problem-solving, critical thinking, and collaborative skills for them to be successful in the 21st century. The use of technology greatly bolsters the integration of these skills. Robotics, one of the many emerging arrays of technologies, presents learners with challenges and opportunities for developing innovative ideas, critical thinking, and higher-order thinking skills. As a result, the Ministry of Education in Dubai realized these potentials and took an essential step in the form of the distribution of Lego Mindstorms Education kits to schools with the goal of encouraging teachers to use these kits in their classrooms. This research study aimed to investigate teachers’ perceptions of a training on Lego Mindstorms in terms of content, methodology, activities, and recommendations. In addition, the study investigated how teachers perceived Lego Mindstorms based on TAM model. A total of 59 high school (cycle 2) teachers participated in the current study. The data from the teachers were collected using both quantitative and qualitative approaches. Data analysis consists of descriptive statistics and thematic analysis. Teachers showed positive perceptions of robotics integration, emphasizing its potential to enhance teaching and learning. Their willingness to learn and adapt, combined with their recommendations for enhanced training methods, highlights the importance of continuous professional development for effective robotics integration. Teachers expressed the need for more practical training, hands-on activities, and a balance between theoretical and practical aspects. A positive correlation between perceived learning usefulness, perceived teaching usefulness, perceived ease of use, attitudes, and teachers’ intention to use Lego Mindstorms in their future teaching was found.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46568039","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 present study aimed to examine the barriers faced by Taiwanese university English as a foreign language (EFL) instructors when incorporating mobile-assisted language learning (MALL) into their teaching, and to explore how these barriers are influenced by the instructors’ background characteristics. To assess the variables, a survey questionnaire was developed and administered to a sample of 350 university instructors. Additionally, interviews were conducted with a subset of instructors to complement and clarify the quantitative data. The findings indicated that university EFL instructors encountered moderate barriers when integrating MALL into their teaching practices. Furthermore, the study identified significant differences in the barriers experienced based on the amount of time instructors dedicated to MALL on a daily basis. Both quantitative and qualitative data highlighted the importance of time as a critical factor for successful MALL integration. As a recommendation, it is advised that university administrators consider reducing instructors’ workload to facilitate the seamless integration of MALL.
{"title":"Identifying barriers faced by university EFL instructors in integrating mobile-assisted language learning","authors":"K. Chen","doi":"10.30935/cedtech/13621","DOIUrl":"https://doi.org/10.30935/cedtech/13621","url":null,"abstract":"The present study aimed to examine the barriers faced by Taiwanese university English as a foreign language (EFL) instructors when incorporating mobile-assisted language learning (MALL) into their teaching, and to explore how these barriers are influenced by the instructors’ background characteristics. To assess the variables, a survey questionnaire was developed and administered to a sample of 350 university instructors. Additionally, interviews were conducted with a subset of instructors to complement and clarify the quantitative data. The findings indicated that university EFL instructors encountered moderate barriers when integrating MALL into their teaching practices. Furthermore, the study identified significant differences in the barriers experienced based on the amount of time instructors dedicated to MALL on a daily basis. Both quantitative and qualitative data highlighted the importance of time as a critical factor for successful MALL integration. As a recommendation, it is advised that university administrators consider reducing instructors’ workload to facilitate the seamless integration of MALL.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48774253","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}
Sara Dias-Trindade, J. Moreira, Juan Gabriel García Huertas, Pablo Garrido Pintado, Ana Mas Miguel
The potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by earlier studies, this research aims to identify the most fragile and robust areas of digital competences of Portuguese and Spanish university teachers. The quantitative methodological approach emphasizes teachers’ perception of their digital competences in three dimensions: teachers’ professional competences, teachers’ pedagogical competences and students’ competences and involved 347 teachers from Portugal and Spain. The results show that teachers of the two institutions have an overall moderate level of digital proficiency–level B1 and B2–and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4–assessment–, while Spanish teachers are already at level B2) highlight the need to invest in specific training that may address specific frailties, and therefore allow for the promotion of their digital competences. Results relating to teaching experience and age show that there is no direct relation between either factor or being digitally competent. Regarding gender, results reveal that men had slightly better results than women. Overall, what the results show is the need for teachers to increase the level of digital competence through specific training, prepared according to the specificities of each institution, and the importance of developing public policies that prepare teachers for a more digital education.
{"title":"Teachers’ digital competences in higher education in Portugal and Spain","authors":"Sara Dias-Trindade, J. Moreira, Juan Gabriel García Huertas, Pablo Garrido Pintado, Ana Mas Miguel","doi":"10.30935/cedtech/13604","DOIUrl":"https://doi.org/10.30935/cedtech/13604","url":null,"abstract":"The potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by earlier studies, this research aims to identify the most fragile and robust areas of digital competences of Portuguese and Spanish university teachers. The quantitative methodological approach emphasizes teachers’ perception of their digital competences in three dimensions: teachers’ professional competences, teachers’ pedagogical competences and students’ competences and involved 347 teachers from Portugal and Spain. The results show that teachers of the two institutions have an overall moderate level of digital proficiency–level B1 and B2–and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4–assessment–, while Spanish teachers are already at level B2) highlight the need to invest in specific training that may address specific frailties, and therefore allow for the promotion of their digital competences. Results relating to teaching experience and age show that there is no direct relation between either factor or being digitally competent. Regarding gender, results reveal that men had slightly better results than women. Overall, what the results show is the need for teachers to increase the level of digital competence through specific training, prepared according to the specificities of each institution, and the importance of developing public policies that prepare teachers for a more digital education.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42139858","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 COVID-19 pandemic led to a rapid transition to online learning, thereby significantly impacting higher education. This study examines the experiences of students, instructors, and university administrators from 22 Thai universities during the pandemic and explores the potential consequences for the future of higher education. Utilizing a mixed-methods approach, data were gathered through focus group discussions with 30 participants and a survey conducted with 510 undergraduate, graduate, and postgraduate students. The findings highlight the importance of flexibility, technology integration, and adaptability in curricula and instructional methods to enable effective online learning. Additionally, the study emphasizes the need for continuous improvement in the education sector, driven by the rapidly changing demands of the job market and the evolving nature of technology. Practical steps to be taken include prioritizing student learning outcomes, fostering digital literacy among instructors and students, and promoting collaboration across disciplines. Future research should examine the long-term impact of the pandemic on higher education and explore additional strategies for supporting students and instructors in the next normal.
{"title":"Fostering technology integration and adaptability in higher education: Insights from the COVID-19 pandemic","authors":"Premika Farsawang, Noawanit Songkram","doi":"10.30935/cedtech/13513","DOIUrl":"https://doi.org/10.30935/cedtech/13513","url":null,"abstract":"The COVID-19 pandemic led to a rapid transition to online learning, thereby significantly impacting higher education. This study examines the experiences of students, instructors, and university administrators from 22 Thai universities during the pandemic and explores the potential consequences for the future of higher education. Utilizing a mixed-methods approach, data were gathered through focus group discussions with 30 participants and a survey conducted with 510 undergraduate, graduate, and postgraduate students. The findings highlight the importance of flexibility, technology integration, and adaptability in curricula and instructional methods to enable effective online learning. Additionally, the study emphasizes the need for continuous improvement in the education sector, driven by the rapidly changing demands of the job market and the evolving nature of technology. Practical steps to be taken include prioritizing student learning outcomes, fostering digital literacy among instructors and students, and promoting collaboration across disciplines. Future research should examine the long-term impact of the pandemic on higher education and explore additional strategies for supporting students and instructors in the next normal.","PeriodicalId":37088,"journal":{"name":"Contemporary Educational Technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46956290","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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