Pub Date : 2022-06-15DOI: 10.1177/20427530221107775
Sean B. Eom
This paper examines the impact of using mobile devices, the pivotal element of a student-centered ecosystem, on the learning process and learning outcomes from a system’s view in which mobile technologies are considered a critical success factor to facilitate the dialogue and self-regulatory learning processes, thereby enhancing e-learning outcomes. We synthesize the disparate literature to develop an elevated model. A total of 323 valid and unduplicated responses from students who have completed at least one online course at a Midwestern university in the U.S. were used to examine the structural model, using SmartPLS v. 3.3.2. The results of this study show that the use of mobile devices positively affects student-instructor and student-student dialogues. It also facilitates the self-regulation process, which in turn positively affects the learning outcomes. Integrating mobile technology enables educational institutions to design and build distance learning systems that allow students to be highly flexible with their locations and schedules in the learning process. We discuss several implications of this research for educational institutions and distance learners in a student-centered higher education ecosystem.
{"title":"The effects of the use of mobile devices on the E-learning process and perceived learning outcomes in university online education","authors":"Sean B. Eom","doi":"10.1177/20427530221107775","DOIUrl":"https://doi.org/10.1177/20427530221107775","url":null,"abstract":"This paper examines the impact of using mobile devices, the pivotal element of a student-centered ecosystem, on the learning process and learning outcomes from a system’s view in which mobile technologies are considered a critical success factor to facilitate the dialogue and self-regulatory learning processes, thereby enhancing e-learning outcomes. We synthesize the disparate literature to develop an elevated model. A total of 323 valid and unduplicated responses from students who have completed at least one online course at a Midwestern university in the U.S. were used to examine the structural model, using SmartPLS v. 3.3.2. The results of this study show that the use of mobile devices positively affects student-instructor and student-student dialogues. It also facilitates the self-regulation process, which in turn positively affects the learning outcomes. Integrating mobile technology enables educational institutions to design and build distance learning systems that allow students to be highly flexible with their locations and schedules in the learning process. We discuss several implications of this research for educational institutions and distance learners in a student-centered higher education ecosystem.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"80 - 101"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42727498","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 : 2022-06-15DOI: 10.1177/20427530221108539
Hakan Kılınç, Koksal Buyuk
This experimental study within the scope of Anadolu University Open Education Faculty in Turkey aims to examine the effect of online group discussion techniques. In this context, the online group discussion technique, which is applied by dividing the learners into manageable groups in online learning environments, has been examined within the scope of intrinsic motivation, social presence, and perceived learning variables. Sequential explanatory mixed method design was used to conduct this study. The online group discussion process was applied in the study’s experimental group by dividing the learners into manageable groups. In this process, a field expert accompanied each group. In the control group, the discussion process was left to its natural state, and all learners who took the relevant course were included in a single group. Before and after the experimental process, data were collected from 250 learners through the study scales, and then five learners were interviewed. The findings obtained within the study’s scope show that the design to be applied in the online group discussion technique used in online learning environments is important in increasing the efficiency to be obtained from the process. In this context, it has been observed that to manage online learning processes effectively, attention should be paid to the fact that the groups must be less than 150 learners to not show mass features. Online group discussions in groups that do not show mass features positively affected the learners’ intrinsic motivation, social presence, and perceived learning levels. However, acting in line with the principles of social constructivism theory and the community of inquiry theory in learning processes has increased the discussions’ efficiency. Besides, it has been observed that the increase in the social presence and intrinsic motivation of the learners positively affects their perceived learning levels.
{"title":"Examination of online group discussions in terms of intrinsic motivation, social presence, and perceived learning","authors":"Hakan Kılınç, Koksal Buyuk","doi":"10.1177/20427530221108539","DOIUrl":"https://doi.org/10.1177/20427530221108539","url":null,"abstract":"This experimental study within the scope of Anadolu University Open Education Faculty in Turkey aims to examine the effect of online group discussion techniques. In this context, the online group discussion technique, which is applied by dividing the learners into manageable groups in online learning environments, has been examined within the scope of intrinsic motivation, social presence, and perceived learning variables. Sequential explanatory mixed method design was used to conduct this study. The online group discussion process was applied in the study’s experimental group by dividing the learners into manageable groups. In this process, a field expert accompanied each group. In the control group, the discussion process was left to its natural state, and all learners who took the relevant course were included in a single group. Before and after the experimental process, data were collected from 250 learners through the study scales, and then five learners were interviewed. The findings obtained within the study’s scope show that the design to be applied in the online group discussion technique used in online learning environments is important in increasing the efficiency to be obtained from the process. In this context, it has been observed that to manage online learning processes effectively, attention should be paid to the fact that the groups must be less than 150 learners to not show mass features. Online group discussions in groups that do not show mass features positively affected the learners’ intrinsic motivation, social presence, and perceived learning levels. However, acting in line with the principles of social constructivism theory and the community of inquiry theory in learning processes has increased the discussions’ efficiency. Besides, it has been observed that the increase in the social presence and intrinsic motivation of the learners positively affects their perceived learning levels.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"370 - 401"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41759173","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 : 2022-06-13DOI: 10.1177/20427530221107761
Murat Çoban, Y. Göktas
This research aims to investigate the impact of three different training methods (digital game, drill, and traditional education) on the motivation of the students to teach earthquake preparedness and earthquake prevention knowledge to primary school students. The explanatory design from the mixed-methods research was used in the study. The sample of the study consists of 294 students at the fourth-grade level in three different elementary schools in one of Turkey’s easternmost provinces. At the end of different educational methods, the motivation scale about the course was used to determine the motivations of the students. Focus group interviews were conducted with students randomly selected from each study group to examine in depth the reasons for the differentiation of motivation levels of the students. The findings showed that students who participated in the traditional education method were more motivated than the other methods of teaching. Besides, students who study with the digital game were found to be less motivated. In this study, the limitations and advantages of educational methods in terms of motivation were examined in-depth, and the reasons affecting motivation were discussed. The results can provide important insights to educators, educational game designers, and educational politicians.
{"title":"Comparison of the digital game, drills, and traditional education methods in terms of motivation in earthquake education","authors":"Murat Çoban, Y. Göktas","doi":"10.1177/20427530221107761","DOIUrl":"https://doi.org/10.1177/20427530221107761","url":null,"abstract":"This research aims to investigate the impact of three different training methods (digital game, drill, and traditional education) on the motivation of the students to teach earthquake preparedness and earthquake prevention knowledge to primary school students. The explanatory design from the mixed-methods research was used in the study. The sample of the study consists of 294 students at the fourth-grade level in three different elementary schools in one of Turkey’s easternmost provinces. At the end of different educational methods, the motivation scale about the course was used to determine the motivations of the students. Focus group interviews were conducted with students randomly selected from each study group to examine in depth the reasons for the differentiation of motivation levels of the students. The findings showed that students who participated in the traditional education method were more motivated than the other methods of teaching. Besides, students who study with the digital game were found to be less motivated. In this study, the limitations and advantages of educational methods in terms of motivation were examined in-depth, and the reasons affecting motivation were discussed. The results can provide important insights to educators, educational game designers, and educational politicians.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"25 - 52"},"PeriodicalIF":0.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49208348","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 : 2022-06-13DOI: 10.1177/20427530221107789
Arif Bakla, Esmira Mehdiyev
Pre-class work assumes a central role in flipped learning, which has recently enjoyed immense popularity across various disciplines. This qualitative case study investigates the factors associated with learners’ doing/failing to do the pre-class tasks in flipped learning. It also compares teacher-created interactive videos and YouTube videos in terms of how they fit into flipped learning as instructional materials that can be used to motivate learners to do pre-class tasks. The learners in an English language teaching methodology course were asked to take turns each week to watch either teacher-created videos enriched (via PlayPosit) with quizzes and discussion questions or YouTube videos. The qualitative data were collected using semi-structured interviews with six participants recruited using criterion sampling. The participants’ reflective journals and the lecturer’s diary triangulated the data. The results indicated that the learners found the YouTube videos more enjoyable and teacher-created interactive videos more instructive, due to the embedded interactions they had rather than the teacher’s presence. However, the task completion levels in the pre-class work were low in both teacher-created and YouTube videos. Pedagogically considered, effective and enjoyable delivery rather than teacher presence in videos seems more critical for learners. Therefore, using high-quality ready-made videos and enriching them with interactive elements could be a viable option in flipped learning.
{"title":"A qualitative study of teacher-created interactive videos versus YouTube videos in flipped learning","authors":"Arif Bakla, Esmira Mehdiyev","doi":"10.1177/20427530221107789","DOIUrl":"https://doi.org/10.1177/20427530221107789","url":null,"abstract":"Pre-class work assumes a central role in flipped learning, which has recently enjoyed immense popularity across various disciplines. This qualitative case study investigates the factors associated with learners’ doing/failing to do the pre-class tasks in flipped learning. It also compares teacher-created interactive videos and YouTube videos in terms of how they fit into flipped learning as instructional materials that can be used to motivate learners to do pre-class tasks. The learners in an English language teaching methodology course were asked to take turns each week to watch either teacher-created videos enriched (via PlayPosit) with quizzes and discussion questions or YouTube videos. The qualitative data were collected using semi-structured interviews with six participants recruited using criterion sampling. The participants’ reflective journals and the lecturer’s diary triangulated the data. The results indicated that the learners found the YouTube videos more enjoyable and teacher-created interactive videos more instructive, due to the embedded interactions they had rather than the teacher’s presence. However, the task completion levels in the pre-class work were low in both teacher-created and YouTube videos. Pedagogically considered, effective and enjoyable delivery rather than teacher presence in videos seems more critical for learners. Therefore, using high-quality ready-made videos and enriching them with interactive elements could be a viable option in flipped learning.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"19 1","pages":"495 - 514"},"PeriodicalIF":0.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47875984","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 : 2022-06-13DOI: 10.1177/20427530221108027
Nisha S. Raj, R. V G
Learning analytics aims at helping the students to attain their learning goals. The predictions in learning analytics are made to enhance the effectiveness of educational interferences. This study predicts student engagement at an early phase of a Virtual Learning Environment (VLE) course by analyzing data collected from consecutive years. The prediction model is developed using machine learning techniques applied to a subset of Open University Learning Analytics Dataset, provided by Open University (OU), Britain. The investigated data belongs to 7,775 students who attended social science courses for consecutive assessment years. The experiments are conducted with a reduced feature set to predict whether the students are highly or lowly engaged in the courses. The attributes indicating students' interaction with the VLE, their scores, and final results are the most contributing variables for the predictive analysis. Based on these variables, a reduced feature vector is constructed. The baseline used in the study is the linear regression model. The model’s best results showed 95% accurate, 95% precise, and 98% relevant results with the Random Forest classification algorithm. Early prediction’s relevant features are a subset of click activities, which provided a functional interface between the students and the VLE.
{"title":"Early prediction of student engagement in virtual learning environments using machine learning techniques","authors":"Nisha S. Raj, R. V G","doi":"10.1177/20427530221108027","DOIUrl":"https://doi.org/10.1177/20427530221108027","url":null,"abstract":"Learning analytics aims at helping the students to attain their learning goals. The predictions in learning analytics are made to enhance the effectiveness of educational interferences. This study predicts student engagement at an early phase of a Virtual Learning Environment (VLE) course by analyzing data collected from consecutive years. The prediction model is developed using machine learning techniques applied to a subset of Open University Learning Analytics Dataset, provided by Open University (OU), Britain. The investigated data belongs to 7,775 students who attended social science courses for consecutive assessment years. The experiments are conducted with a reduced feature set to predict whether the students are highly or lowly engaged in the courses. The attributes indicating students' interaction with the VLE, their scores, and final results are the most contributing variables for the predictive analysis. Based on these variables, a reduced feature vector is constructed. The baseline used in the study is the linear regression model. The model’s best results showed 95% accurate, 95% precise, and 98% relevant results with the Random Forest classification algorithm. Early prediction’s relevant features are a subset of click activities, which provided a functional interface between the students and the VLE.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"19 1","pages":"537 - 554"},"PeriodicalIF":0.0,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49632298","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 student’s perceptions around their online learning experience during the sanitary confinement period. It tests the impact of social presence on the performance of learners through an integrator model that includes direct, mediating and moderating relationships. This research uses the method of structural equations (AMOS 21) and the macro Spss for the test of mediating and moderating effects. The model is tested on a sample of 234 students interviewed through a self-administered questionnaire. The results of this study showed that social presence influences positively collaborative learning, learner satisfaction and engagement. Satisfaction and engagement play a mediating role between collaborative learning and academic performance. Finally, the results proved the moderating role of selfefficacy on the relationship between satisfaction-performance and engagement-performance has been invalidated. From where, it is recommended that teachers design their learning modules based on collaborative activities and using interactive social media tools to enhance the e-learning experience.
{"title":"Impact of the Covid-19 pandemic on perceptions and behaviors of university students in Tunisia","authors":"Nozha Erragcha, Hanene Babay, Souheil Bchir, Salma Saidi","doi":"10.1177/20427530221108462","DOIUrl":"https://doi.org/10.1177/20427530221108462","url":null,"abstract":"This research investigates student’s perceptions around their online learning experience during the sanitary confinement period. It tests the impact of social presence on the performance of learners through an integrator model that includes direct, mediating and moderating relationships. This research uses the method of structural equations (AMOS 21) and the macro Spss for the test of mediating and moderating effects. The model is tested on a sample of 234 students interviewed through a self-administered questionnaire. The results of this study showed that social presence influences positively collaborative learning, learner satisfaction and engagement. Satisfaction and engagement play a mediating role between collaborative learning and academic performance. Finally, the results proved the moderating role of selfefficacy on the relationship between satisfaction-performance and engagement-performance has been invalidated. From where, it is recommended that teachers design their learning modules based on collaborative activities and using interactive social media tools to enhance the e-learning experience.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46430273","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 : 2022-06-12DOI: 10.1177/20427530221108015
Vera Paola Shoda
Let’s Play (LP) is the term used to describe the videos of people providing commentary as they play video games that follow either live streaming or pre-edited format uploaded in online video sharing platforms. Previous studies on LP have shown its possible use in literary practice and pedagogical potential. This paper goes deeper into the analysis of showing LPs’ use in pedagogy in three sections. The first section is an academic review of the previous researches on e-learning design. Results show that recommended characteristics and functions for effective e-learning environments are similar to LPs’ environment and innovation. The second section examines LPs’ use in pedagogy by analyzing the LP viewers’ behavior in the Livestream chat. Results show that the behavior of LP viewers in the Livestream chat is similar to student behavior in e-learning, such as providing comments, asking questions, and peer-teaching. The third section comprises comparisons of the game events in LP with learning activities. Results show that the game events found in LP are relatable to the activities in learning, such as taking examinations, learning concepts, and doing exercise questions. The last section of the paper describes the proposed idea of Let’s Learn (LL), which combines the technical characteristics of LP, integrated humor, application of games, integrated humor, and peer learning. This research paper contributes to the research on evidence of LP’s massive potential in literacy instruction. It proposes the concept of LL, which is an adapted format of LP applied in education.
{"title":"Let’s play videos in literacy practice: From let’s play to let’s learn","authors":"Vera Paola Shoda","doi":"10.1177/20427530221108015","DOIUrl":"https://doi.org/10.1177/20427530221108015","url":null,"abstract":"Let’s Play (LP) is the term used to describe the videos of people providing commentary as they play video games that follow either live streaming or pre-edited format uploaded in online video sharing platforms. Previous studies on LP have shown its possible use in literary practice and pedagogical potential. This paper goes deeper into the analysis of showing LPs’ use in pedagogy in three sections. The first section is an academic review of the previous researches on e-learning design. Results show that recommended characteristics and functions for effective e-learning environments are similar to LPs’ environment and innovation. The second section examines LPs’ use in pedagogy by analyzing the LP viewers’ behavior in the Livestream chat. Results show that the behavior of LP viewers in the Livestream chat is similar to student behavior in e-learning, such as providing comments, asking questions, and peer-teaching. The third section comprises comparisons of the game events in LP with learning activities. Results show that the game events found in LP are relatable to the activities in learning, such as taking examinations, learning concepts, and doing exercise questions. The last section of the paper describes the proposed idea of Let’s Learn (LL), which combines the technical characteristics of LP, integrated humor, application of games, integrated humor, and peer learning. This research paper contributes to the research on evidence of LP’s massive potential in literacy instruction. It proposes the concept of LL, which is an adapted format of LP applied in education.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"19 1","pages":"515 - 536"},"PeriodicalIF":0.0,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49062836","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 : 2022-06-12DOI: 10.1177/20427530221108031
I. Ohanu, Taiwo Olabanji Shodipe, Chinenye Maria-Goretti Ohanu, J. E. Anene-Okeakwa
There are declines in learning outcomes despite teacher’s efforts to attain the lesson goals and objectives. The application of technology in education paved way for constructive teaching and learning, which made the evaluative processes convenient. Hence, this study investigated system quality, technology acceptance model and theory of planned behaviour models as an agent to adopt blended learning tools. The sample used for the study was 1200 students from seven public higher institutions in Lagos State using a stratified sampling technique to select the students from their respective colleges. A seven-point Likert scale was used to collect data from the selected samples. SmartPLS3 was used to analyze the data using the bootstrapping method. It was found that system quality influences the perceived ease of use, perceived usefulness, attitude, subjective norms, perceived behavioural control towards intentions to use and culminated into actual usage of blended learning. Also, there is a strong mediating influence of system quality and the antecedents of technology acceptance model as against the theory of planned behaviour towards the actual usage of blended learning. Therefore, education institutions will have to create enabling classroom environment and quality blended learning tools which gives the facilitators the privilege to interact well with the learners and the subject matter without abrupt alteration of the lesson processes/procedures.
{"title":"System quality, technology acceptance model and theory of planned behaviour models: Agents for adopting blended learning tools","authors":"I. Ohanu, Taiwo Olabanji Shodipe, Chinenye Maria-Goretti Ohanu, J. E. Anene-Okeakwa","doi":"10.1177/20427530221108031","DOIUrl":"https://doi.org/10.1177/20427530221108031","url":null,"abstract":"There are declines in learning outcomes despite teacher’s efforts to attain the lesson goals and objectives. The application of technology in education paved way for constructive teaching and learning, which made the evaluative processes convenient. Hence, this study investigated system quality, technology acceptance model and theory of planned behaviour models as an agent to adopt blended learning tools. The sample used for the study was 1200 students from seven public higher institutions in Lagos State using a stratified sampling technique to select the students from their respective colleges. A seven-point Likert scale was used to collect data from the selected samples. SmartPLS3 was used to analyze the data using the bootstrapping method. It was found that system quality influences the perceived ease of use, perceived usefulness, attitude, subjective norms, perceived behavioural control towards intentions to use and culminated into actual usage of blended learning. Also, there is a strong mediating influence of system quality and the antecedents of technology acceptance model as against the theory of planned behaviour towards the actual usage of blended learning. Therefore, education institutions will have to create enabling classroom environment and quality blended learning tools which gives the facilitators the privilege to interact well with the learners and the subject matter without abrupt alteration of the lesson processes/procedures.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"255 - 281"},"PeriodicalIF":0.0,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42644003","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 : 2022-06-08DOI: 10.1177/20427530221107510
Placidius Ndibalema
This paper addresses the paradox of transition to online distance learning during COVID-19 pandemic in Higher Education Institutions (HEIs) in developing countries. The systematic review methodological procedures were employed to draw some limitations and possible opportunities that may inform future practices on online distance learning. The findings reveal several limitations such as digital inequalities, lack of reliable internet access, low readiness and technological competence among instructors and students, and limited availability of digital solutions. The findings also reveal that most students faced social emotional challenges due to rapid and blind transition to online distance learning. It was concluded that most limitations were due to lack of digital culture even before the outbreak of COVID-19 pandemic. It is recommended that deliberate investment should be made to promote digital culture and equity. Further possible areas for research recommended in this paper include exploration of digital inclusion among marginalized groups in developing countries.
{"title":"Constraints of transition to online distance learning in Higher Education Institutions during COVID-19 in developing countries: A systematic review","authors":"Placidius Ndibalema","doi":"10.1177/20427530221107510","DOIUrl":"https://doi.org/10.1177/20427530221107510","url":null,"abstract":"This paper addresses the paradox of transition to online distance learning during COVID-19 pandemic in Higher Education Institutions (HEIs) in developing countries. The systematic review methodological procedures were employed to draw some limitations and possible opportunities that may inform future practices on online distance learning. The findings reveal several limitations such as digital inequalities, lack of reliable internet access, low readiness and technological competence among instructors and students, and limited availability of digital solutions. The findings also reveal that most students faced social emotional challenges due to rapid and blind transition to online distance learning. It was concluded that most limitations were due to lack of digital culture even before the outbreak of COVID-19 pandemic. It is recommended that deliberate investment should be made to promote digital culture and equity. Further possible areas for research recommended in this paper include exploration of digital inclusion among marginalized groups in developing countries.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"19 1","pages":"595 - 618"},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42328772","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 : 2022-06-07DOI: 10.1177/20427530221107506
Sohni Siddiqui, Imtiaz Arif, P. Hinduja
The world has changed drastically in terms of telecommunication, running online businesses and daily life activities to keep social distancing and to perform the regular everyday tasks since the pandemic COVID-19. Governments have several times declared smart, partial or full lockdowns to deal with the health crisis situation, that has impacted the social activities, gatherings and has impacted the functionality of several professions, including education that are directly or indirectly impacted by the lockdowns. In the education environment the students in large numbers are expected to gather for lectures, labs and meet folks from industry and/or other sectors. The lockdown required the teachers to come up with alternative to meeting in person to online meetings and adapting to online-synchronous and asynchronous teaching styles. To meet the targets set for an academic year, a distinctive rise in e-learning has been observed where teaching and learning is undertaken remotely using digital platforms. This study aims to reveal the impact of computer-assisted teaching on the development of technostress among Pakistani teachers during the pandemic COVID-19. In addition, the role of teachers’ self-efficacy is evaluated and motivation to leave the teaching profession is investigated in the coming endemic climate. The researchers have opted to a quantitative approach with a cross-sectional survey to generalize the statistically obtained results and test hypotheses. A total of 242 teachers at different levels of education voluntarily participated in the research during the lockdown from March to April 2020, where all regular educational activities were suspended and online classes were introduced as an alternative way to meet educational goals. The findings revealed that Learning Teaching Process Oriented and Technical Issues Oriented are the main contributing factors towards the development of technology stress and motivation to leave the teaching profession. Moreover, teachers' perception of self-efficacy in using computers is negatively associated with technology stress. It is recommended that computer-based instructional coaching be designed for teachers prior to engaging them in digitally oriented online courses to improve their self-efficacy in using computers and to promote a well-developed digital infrastructure to avoid the development of technology stress and discouragement for tutelage.
{"title":"Technostress: A catalyst to leave the teaching profession - A survey designed to measure technostress among teachers in Pakistan during COVID-19 pandemic","authors":"Sohni Siddiqui, Imtiaz Arif, P. Hinduja","doi":"10.1177/20427530221107506","DOIUrl":"https://doi.org/10.1177/20427530221107506","url":null,"abstract":"The world has changed drastically in terms of telecommunication, running online businesses and daily life activities to keep social distancing and to perform the regular everyday tasks since the pandemic COVID-19. Governments have several times declared smart, partial or full lockdowns to deal with the health crisis situation, that has impacted the social activities, gatherings and has impacted the functionality of several professions, including education that are directly or indirectly impacted by the lockdowns. In the education environment the students in large numbers are expected to gather for lectures, labs and meet folks from industry and/or other sectors. The lockdown required the teachers to come up with alternative to meeting in person to online meetings and adapting to online-synchronous and asynchronous teaching styles. To meet the targets set for an academic year, a distinctive rise in e-learning has been observed where teaching and learning is undertaken remotely using digital platforms. This study aims to reveal the impact of computer-assisted teaching on the development of technostress among Pakistani teachers during the pandemic COVID-19. In addition, the role of teachers’ self-efficacy is evaluated and motivation to leave the teaching profession is investigated in the coming endemic climate. The researchers have opted to a quantitative approach with a cross-sectional survey to generalize the statistically obtained results and test hypotheses. A total of 242 teachers at different levels of education voluntarily participated in the research during the lockdown from March to April 2020, where all regular educational activities were suspended and online classes were introduced as an alternative way to meet educational goals. The findings revealed that Learning Teaching Process Oriented and Technical Issues Oriented are the main contributing factors towards the development of technology stress and motivation to leave the teaching profession. Moreover, teachers' perception of self-efficacy in using computers is negatively associated with technology stress. It is recommended that computer-based instructional coaching be designed for teachers prior to engaging them in digitally oriented online courses to improve their self-efficacy in using computers and to promote a well-developed digital infrastructure to avoid the development of technology stress and discouragement for tutelage.","PeriodicalId":39456,"journal":{"name":"E-Learning","volume":"20 1","pages":"53 - 79"},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45834213","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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