The proliferation of smartphones and web technology 2.0 raises the possibilities for supporting mobile learning during the COVID-19 outbreak. This quantitative research attempted to justify the use of mobile learning as a potential tool to fill the gap of restricted learning in higher education during this COVID-19 crisis. Respondents were chosen through multi-stage random sampling. A total of 116 teachers and 291 students from a state university in the Philippines answered the online survey. As results indicated, mobile internet access through smartphones was the primary educational gadget used by the students nowadays. They were familiar with mobile learning however they had little experience in the utilization of it before the pandemic crisis. Most of the teachers and students viewed mobile learning as an indispensable learning tool and agreed about its significance during this time of restricted learning despite some difficulties in implementation. However, some teachers and the majority of the students resisted using m-learning after the crisis. Such reasons must be addressed by the institution to ensure the effective implementation of m-learning for learning continuity nowadays and for the possible transition into m-learning in the future. It is also crucial to consider the qualitative part of this study to shed more light on the perception of the respondents and the veracity of the results.
{"title":"Mobile Learning as a Solution for Restricted Learning during the COVID-19 Pandemic","authors":"D. Bacolod","doi":"10.21601/jdet/11584","DOIUrl":"https://doi.org/10.21601/jdet/11584","url":null,"abstract":"The proliferation of smartphones and web technology 2.0 raises the possibilities for supporting mobile learning during the COVID-19 outbreak. This quantitative research attempted to justify the use of mobile learning as a potential tool to fill the gap of restricted learning in higher education during this COVID-19 crisis. Respondents were chosen through multi-stage random sampling. A total of 116 teachers and 291 students from a state university in the Philippines answered the online survey. As results indicated, mobile internet access through smartphones was the primary educational gadget used by the students nowadays. They were familiar with mobile learning however they had little experience in the utilization of it before the pandemic crisis. Most of the teachers and students viewed mobile learning as an indispensable learning tool and agreed about its significance during this time of restricted learning despite some difficulties in implementation. However, some teachers and the majority of the students resisted using m-learning after the crisis. Such reasons must be addressed by the institution to ensure the effective implementation of m-learning for learning continuity nowadays and for the possible transition into m-learning in the future. It is also crucial to consider the qualitative part of this study to shed more light on the perception of the respondents and the veracity of the results.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121597015","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}
M. Cahapay, Thalia Carreon, Kenneth N. Garcia, Erwin Emperado Rotas, Romina Amador, Jeorge Louie D. Anoba
of Remote Teaching Efficacy Scale in Employed ABSTRACT This paper describes the level of remote teaching efficacy of teachers amid the COVID-19 crisis and assesses the psychometric properties of the proposed Remote Teaching Efficacy (RTE) Scale. A 10-item scale originally used in the context of online teaching was modified to suit the context of the current massive migration to emergency remote teaching. A sample of 1,061 K to 12 employed Filipino teachers were surveyed. The items of the scale were subjected to tests of internal consistency and factor analysis. The result showed that, despite the global crisis affecting the educational system, the teachers have a high level of remote teaching efficacy. On the other hand, RTE Scale demonstrated acceptable indices of corrected item-total correlations between .73 and .82. A high overall Cronbach’s alpha at .95 was also sought, supported by excellent factor loadings between .79 and .84. Thus, this paper concludes that RTE Scale is a reliable and valid scale that can be used to measure the remote teaching efficacy of teachers.
{"title":"Psychometric Properties of Remote Teaching Efficacy Scale in Employed Filipino Teachers during COVID-19 Crisis","authors":"M. Cahapay, Thalia Carreon, Kenneth N. Garcia, Erwin Emperado Rotas, Romina Amador, Jeorge Louie D. Anoba","doi":"10.21601/jdet/11435","DOIUrl":"https://doi.org/10.21601/jdet/11435","url":null,"abstract":"of Remote Teaching Efficacy Scale in Employed ABSTRACT This paper describes the level of remote teaching efficacy of teachers amid the COVID-19 crisis and assesses the psychometric properties of the proposed Remote Teaching Efficacy (RTE) Scale. A 10-item scale originally used in the context of online teaching was modified to suit the context of the current massive migration to emergency remote teaching. A sample of 1,061 K to 12 employed Filipino teachers were surveyed. The items of the scale were subjected to tests of internal consistency and factor analysis. The result showed that, despite the global crisis affecting the educational system, the teachers have a high level of remote teaching efficacy. On the other hand, RTE Scale demonstrated acceptable indices of corrected item-total correlations between .73 and .82. A high overall Cronbach’s alpha at .95 was also sought, supported by excellent factor loadings between .79 and .84. Thus, this paper concludes that RTE Scale is a reliable and valid scale that can be used to measure the remote teaching efficacy of teachers.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114162678","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}
A ABSTRACT The aim of this study was to examine the perspective of adult learners on the relationship that exist between motivation to learn, readiness to learn and the use of m-learning for teaching and learning activities. In order to accomplish this, descriptive research survey design was adopted by this study. The population of the study comprised of adult students at the distance learning programmes of Federal Universities in Southwest, Nigeria. The sample for the study comprised of one hundred and twenty adult learners that were selected using multistage sampling techniques. A questionnaire was designed for data collection and validated through face and content validity while the reliability was done through Cronbach Alpha with coefficient 0.89. Collated data were analyzed through simple percentage and Pearson product moment correlation. The findings revealed that adult learners use mobile devices and there are significant relationships between motivation to learn, readiness to learn and the use of m-learning. It was recommended that m-learning should be formally introduced into adult education programme in Nigeria.
{"title":"M-learning: A Nexus for Adult Learners’ Motivation and Readiness to Learn in Federal Universities at Southwest, Nigeria","authors":"B. Aremu, O. Adeoluwa","doi":"10.21601/jdet/11361","DOIUrl":"https://doi.org/10.21601/jdet/11361","url":null,"abstract":"A ABSTRACT The aim of this study was to examine the perspective of adult learners on the relationship that exist between motivation to learn, readiness to learn and the use of m-learning for teaching and learning activities. In order to accomplish this, descriptive research survey design was adopted by this study. The population of the study comprised of adult students at the distance learning programmes of Federal Universities in Southwest, Nigeria. The sample for the study comprised of one hundred and twenty adult learners that were selected using multistage sampling techniques. A questionnaire was designed for data collection and validated through face and content validity while the reliability was done through Cronbach Alpha with coefficient 0.89. Collated data were analyzed through simple percentage and Pearson product moment correlation. The findings revealed that adult learners use mobile devices and there are significant relationships between motivation to learn, readiness to learn and the use of m-learning. It was recommended that m-learning should be formally introduced into adult education programme in Nigeria.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133869105","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}
Danilo V. Rogayan Jr., May J. Padrique, Joshua Costales
Instruction Students’ Motivation and ABSTRACT Teaching social studies requires more engaging and more student-centered strategies. The use of technology as pedagogy in this digital era is a typical picture in teaching social studies courses. Technology-integrated teaching is also a trend now due to educational disruption brought about by the COVID-19 pandemic. This one-group pre-post-test action research investigated the effects of Computer-Assisted Instruction (CAI) on motivation and academic performance in social studies among students in a public secondary school in Zambales, Philippines. Findings revealed that the students had a fair level of motivation (M=3.20) towards the subject before the intervention and had a high motivation (M=3.59) after their exposure to CAI. The class had an average (M=23.18) academic performance in social studies before the intervention and had improved to above average (M=37.82) after the treatment. There was a significant difference in the motivation and academic performance of students after the application of the CAI. The study recommends the use of CAI in teaching select concepts in social studies to improve students’ motivation and academic performance. Contextualization of CAI is also recommended specifically in this era of disruptive technologies and era of educational disruption.
{"title":"Can Computer-Assisted Instruction Improve Students’ Motivation and Academic Performance in Social Studies?","authors":"Danilo V. Rogayan Jr., May J. Padrique, Joshua Costales","doi":"10.21601/jdet/11334","DOIUrl":"https://doi.org/10.21601/jdet/11334","url":null,"abstract":"Instruction Students’ Motivation and ABSTRACT Teaching social studies requires more engaging and more student-centered strategies. The use of technology as pedagogy in this digital era is a typical picture in teaching social studies courses. Technology-integrated teaching is also a trend now due to educational disruption brought about by the COVID-19 pandemic. This one-group pre-post-test action research investigated the effects of Computer-Assisted Instruction (CAI) on motivation and academic performance in social studies among students in a public secondary school in Zambales, Philippines. Findings revealed that the students had a fair level of motivation (M=3.20) towards the subject before the intervention and had a high motivation (M=3.59) after their exposure to CAI. The class had an average (M=23.18) academic performance in social studies before the intervention and had improved to above average (M=37.82) after the treatment. There was a significant difference in the motivation and academic performance of students after the application of the CAI. The study recommends the use of CAI in teaching select concepts in social studies to improve students’ motivation and academic performance. Contextualization of CAI is also recommended specifically in this era of disruptive technologies and era of educational disruption.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132248897","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}
Accepted: 28 Sep. 2021 This article investigates the culture of the student online community of pre-service teachers relative to their engagement in social media at a state university in the Philippines. It analyzes students’ engagement to facilitate authentic learning within the bounds of social media platforms during the COVID-19 pandemic. The author used a digital ethnographic design to investigate the use of social media as an emerging technology to supplement pre-service teachers’ authentic learning during COVID-19. The deductive thematic analysis, which was anchored in the lens of constructivism and social media engagement theory, revealed that the use of emerging technologies such as Facebook expands students’ cognitive, behavioral, and emotional engagement in the online community. Although students have difficulty identifying unofficial reports, they expressed a positive response to using social media to supplement pedagogical platforms amid the crisis. The study recommends conducting an empirical investigation into the responsiveness of Facebook as an emergency platform to supplement pedagogy during the global online experiment.
{"title":"Digital Ethnography on Students’ Authentic Engagement in Social Media Platforms during the Global Online Experiment","authors":"C. Toquero","doi":"10.21601/jdet/11310","DOIUrl":"https://doi.org/10.21601/jdet/11310","url":null,"abstract":"Accepted: 28 Sep. 2021 This article investigates the culture of the student online community of pre-service teachers relative to their engagement in social media at a state university in the Philippines. It analyzes students’ engagement to facilitate authentic learning within the bounds of social media platforms during the COVID-19 pandemic. The author used a digital ethnographic design to investigate the use of social media as an emerging technology to supplement pre-service teachers’ authentic learning during COVID-19. The deductive thematic analysis, which was anchored in the lens of constructivism and social media engagement theory, revealed that the use of emerging technologies such as Facebook expands students’ cognitive, behavioral, and emotional engagement in the online community. Although students have difficulty identifying unofficial reports, they expressed a positive response to using social media to supplement pedagogical platforms amid the crisis. The study recommends conducting an empirical investigation into the responsiveness of Facebook as an emergency platform to supplement pedagogy during the global online experiment.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122710379","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}
Konstantinos Lavidas, Artemis Eleftheriadi, V. Komis
Mathematics in Early Education with ICT: The Views of Two Contrasting Groups. ABSTRACT The aim of this study is to compare the views of preschool teachers using ICT to those who do not, on the basis of the benefits and the barriers that ICT bring in teaching and learning mathematics. Twenty preschool teachers took part in this study: nine who do not use ICT and eleven, who do use them for teaching mathematics. Data were collected with semi-structured interviews and analyzed using the thematic content analysis method. Results indicate that preschool teachers, who use ICT in teaching mathematics, teach mathematical concepts such as spatio-temporal, orientation, classification, matching, serializations, quantities, mathematical operations, patterns, comparisons, volume, shapes, and size. Moreover, despite the benefits of ICT observed by teachers of both groups, but mainly from the one using ICT, the overall use of ICT in the teaching of mathematics is obsoleted. The main barriers of ICT integration, according to preschool teachers are the lack of training on its integration and the role during the teaching of mathematics. Implications for in-service teacher training and educational policy are discussed. the educational process. This research study seeks to provide insight into the reasons behind the low integration of ICT in the teaching of mathematics.
{"title":"Teaching Mathematics in Early Childhood Education with ICT: The Views of Two Contrasting Teachers’ Groups","authors":"Konstantinos Lavidas, Artemis Eleftheriadi, V. Komis","doi":"10.21601/jdet/11117","DOIUrl":"https://doi.org/10.21601/jdet/11117","url":null,"abstract":"Mathematics in Early Education with ICT: The Views of Two Contrasting Groups. ABSTRACT The aim of this study is to compare the views of preschool teachers using ICT to those who do not, on the basis of the benefits and the barriers that ICT bring in teaching and learning mathematics. Twenty preschool teachers took part in this study: nine who do not use ICT and eleven, who do use them for teaching mathematics. Data were collected with semi-structured interviews and analyzed using the thematic content analysis method. Results indicate that preschool teachers, who use ICT in teaching mathematics, teach mathematical concepts such as spatio-temporal, orientation, classification, matching, serializations, quantities, mathematical operations, patterns, comparisons, volume, shapes, and size. Moreover, despite the benefits of ICT observed by teachers of both groups, but mainly from the one using ICT, the overall use of ICT in the teaching of mathematics is obsoleted. The main barriers of ICT integration, according to preschool teachers are the lack of training on its integration and the role during the teaching of mathematics. Implications for in-service teacher training and educational policy are discussed. the educational process. This research study seeks to provide insight into the reasons behind the low integration of ICT in the teaching of mathematics.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121654068","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 onset of COVID-19 transmissions enforced school closures worldwide to restrict health threats particularly to students and teachers. Educational responses are developed to pursue the goals of education amid the COVID-19 outbreak. Among these educational responses is the integration of technology in acquiring knowledge through Mobile Learning or M-learning. This article presents the benefits, universal design principles, and strategies of Mobile Learning for the purpose of convenient and accessible learning through the use of mobile phones and ubiquitous technologies. Nonetheless, gaps in curriculum planning, course contents, and technological expertise among instructors need to be addressed to reinforce the implementation of effective Mobile Learning.
{"title":"Mobile Learning Grounded on Universal Instructional Design Principles on the Shift to Emergency Online Education","authors":"C. Toquero, K. J. Talidong","doi":"10.21601/JDET/10943","DOIUrl":"https://doi.org/10.21601/JDET/10943","url":null,"abstract":"The onset of COVID-19 transmissions enforced school closures worldwide to restrict health threats particularly to students and teachers. Educational responses are developed to pursue the goals of education amid the COVID-19 outbreak. Among these educational responses is the integration of technology in acquiring knowledge through Mobile Learning or M-learning. This article presents the benefits, universal design principles, and strategies of Mobile Learning for the purpose of convenient and accessible learning through the use of mobile phones and ubiquitous technologies. Nonetheless, gaps in curriculum planning, course contents, and technological expertise among instructors need to be addressed to reinforce the implementation of effective Mobile Learning.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128592356","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 : 2021-04-01DOI: 10.20944/PREPRINTS202104.0001.V1
Mohammad Nur Ullah, Bikram Biswas, M. Mamun Miah
Institutional support and quality education are linked in a significant way. During Covid-19, institutional support is critical to closing the huge academic gap that has emerged as physical academic practices have been moved to a virtual education system using technology. This research aims to assess institutional support for online education in Bangladesh during the Covid-19 pandemic. This analysis is focused on the three main elements of the Adapted Model of Institutional Support (AMIS) of Bond et al, 2007, and the Institutional Support Model (ISM) of Valverde and Rodriguez, 2002, namely Financial Support (FS), Technical Support (TS), and Mentoring Support (MS). According to the findings, a few universities in Bangladesh have provided average support for continuing online education, while others have just started taking online classes. Several problems have been discovered, such as the lack of dedicated software for conducting online academic activities, lack of training and grooming, lack of mentoring, poor internet access, lack of smartphones, high internet package rates, and so on. This study concludes with some policy recommendations for a smooth online education system in Bangladesh.
{"title":"Assessing Institutional Support to Online Education at Tertiary Level in Bangladesh Coping with Covid-19 Pandemic: An Empirical Study","authors":"Mohammad Nur Ullah, Bikram Biswas, M. Mamun Miah","doi":"10.20944/PREPRINTS202104.0001.V1","DOIUrl":"https://doi.org/10.20944/PREPRINTS202104.0001.V1","url":null,"abstract":"Institutional support and quality education are linked in a significant way. During Covid-19, institutional support is critical to closing the huge academic gap that has emerged as physical academic practices have been moved to a virtual education system using technology. This research aims to assess institutional support for online education in Bangladesh during the Covid-19 pandemic. This analysis is focused on the three main elements of the Adapted Model of Institutional Support (AMIS) of Bond et al, 2007, and the Institutional Support Model (ISM) of Valverde and Rodriguez, 2002, namely Financial Support (FS), Technical Support (TS), and Mentoring Support (MS). According to the findings, a few universities in Bangladesh have provided average support for continuing online education, while others have just started taking online classes. Several problems have been discovered, such as the lack of dedicated software for conducting online academic activities, lack of training and grooming, lack of mentoring, poor internet access, lack of smartphones, high internet package rates, and so on. This study concludes with some policy recommendations for a smooth online education system in Bangladesh.","PeriodicalId":417923,"journal":{"name":"Journal of Digital Educational Technology","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116296031","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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