In the wake of the 2018 liberalization of journalistic freedoms in Ethiopia, new waves of political unrest and a re-tightened grip on the media have emerged. A key feature in this context is the increasing reference to ethnic contrasts reflecting regional differences. While Ethiopia is a unique country in the African context in the sense of never having been colonized (with the exception of a brief period of Italian occupation), features of the contemporary media situation are also of general validity in understanding political realities in other African countries. This paper explores the concept of ‘journalism paradigms’ in that regard, with the follow-up question of how an understanding of journalism paradigms founded on ethnic boundaries might also contribute toward a more distinctly ‘African’ journalism research framework.
{"title":"Ethnicity as journalism paradigm: Polarization and political parallelism of Ethiopian news in transition","authors":"Solomon Kebede, Oddgeir Tveiten","doi":"10.30935/ojcmt/13333","DOIUrl":"https://doi.org/10.30935/ojcmt/13333","url":null,"abstract":"In the wake of the 2018 liberalization of journalistic freedoms in Ethiopia, new waves of political unrest and a re-tightened grip on the media have emerged. A key feature in this context is the increasing reference to ethnic contrasts reflecting regional differences. While Ethiopia is a unique country in the African context in the sense of never having been colonized (with the exception of a brief period of Italian occupation), features of the contemporary media situation are also of general validity in understanding political realities in other African countries. This paper explores the concept of ‘journalism paradigms’ in that regard, with the follow-up question of how an understanding of journalism paradigms founded on ethnic boundaries might also contribute toward a more distinctly ‘African’ journalism research framework.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44329257","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 use of artificial intelligence (AI) in education is becoming increasingly prevalent, and its encroachment and impact on online education and assessment is a topic of interest to researchers and lecturers. ChatGPT is one such AI model that has been trained on a large corpus of text data to generate human-like responses to questions and prompts. Using the theory of disruptive innovation as a foundation for our argument, this conceptual article explores the potential and disruption of ChatGPT in online assessment. This article also considers the ethical implications of using ChatGPT, particularly in relation to online assessment in distance education. While the use of AI in online assessment presents a myriad of limitations and possibilities, it is crucial to approach its use with caution and consider the ethical implications of academic integrity for online assessment. This article aims to contribute to the ongoing discussion and debate around the use of AI in online higher education and assessment, highlighting the need for continued research and critical evaluation of its impact.
{"title":"ChatGPT: An ever-increasing encroachment of artificial intelligence in online assessment in distance education","authors":"K. Naidu","doi":"10.30935/ojcmt/13291","DOIUrl":"https://doi.org/10.30935/ojcmt/13291","url":null,"abstract":"The use of artificial intelligence (AI) in education is becoming increasingly prevalent, and its encroachment and impact on online education and assessment is a topic of interest to researchers and lecturers. ChatGPT is one such AI model that has been trained on a large corpus of text data to generate human-like responses to questions and prompts. Using the theory of disruptive innovation as a foundation for our argument, this conceptual article explores the potential and disruption of ChatGPT in online assessment. This article also considers the ethical implications of using ChatGPT, particularly in relation to online assessment in distance education. While the use of AI in online assessment presents a myriad of limitations and possibilities, it is crucial to approach its use with caution and consider the ethical implications of academic integrity for online assessment. This article aims to contribute to the ongoing discussion and debate around the use of AI in online higher education and assessment, highlighting the need for continued research and critical evaluation of its impact.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45341685","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 examined English as a foreign language (EFL) learners’ reading comprehension ability through the Internet-based reading resources in a blended language learning environment: the integration of online reading activities into conventional face-to-face reading instructions. Participants were Thai EFL undergraduates divided into a control group and an experimental group. The experimental group self-selected online articles concerning contents of interest to share, read, and discuss on a social network platform, which was particularly created to foster learner-to-learner interactions throughout a 16-week course focusing on reading comprehension. Data on learners’ reading comprehension abilities were collected from both a pre- and post-test. Reading comprehension ability was determined via performance based on five reading comprehension strategies, namely (1) finding the main ideas, (2) scanning for specific details, (3) identifying the correct referent to a pronoun, (4) making inferences, and (5) figuring out the meaning of new vocabulary in context. The findings showed that learners in the experimental group performed significantly better than the control group. In addition, scanning for specific details as a reading comprehension strategy effected significant improvement among the other reading comprehension strategies. The findings suggested that a blended learning environment with the use of the Internet-based reading resources could serve to provide a dynamic learning environment to foster EFL learners’ reading comprehension.
{"title":"The interplay between the Internet-based reading resources and learner-to-learner interactions in blended language learning","authors":"Sonthaya Rattanasak","doi":"10.30935/ojcmt/13050","DOIUrl":"https://doi.org/10.30935/ojcmt/13050","url":null,"abstract":"This research examined English as a foreign language (EFL) learners’ reading comprehension ability through the Internet-based reading resources in a blended language learning environment: the integration of online reading activities into conventional face-to-face reading instructions. Participants were Thai EFL undergraduates divided into a control group and an experimental group. The experimental group self-selected online articles concerning contents of interest to share, read, and discuss on a social network platform, which was particularly created to foster learner-to-learner interactions throughout a 16-week course focusing on reading comprehension. Data on learners’ reading comprehension abilities were collected from both a pre- and post-test. Reading comprehension ability was determined via performance based on five reading comprehension strategies, namely (1) finding the main ideas, (2) scanning for specific details, (3) identifying the correct referent to a pronoun, (4) making inferences, and (5) figuring out the meaning of new vocabulary in context. The findings showed that learners in the experimental group performed significantly better than the control group. In addition, scanning for specific details as a reading comprehension strategy effected significant improvement among the other reading comprehension strategies. The findings suggested that a blended learning environment with the use of the Internet-based reading resources could serve to provide a dynamic learning environment to foster EFL learners’ reading comprehension.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47711650","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}
Anas M. R. Alsobeh, Iyad Alazzam, Amani Shatnawi, Iman Khasawneh
Cybersecurity for Jordanians’ adolescents/teens has become a complicated phenomenon representing complex socio-technical concerns for the personalities of adolescents in Jordanian society. Recent cyberattacks have had a significant impact on teens in Jordan, both personally and in terms of their quality of life. As such, it is important to develop strategies to increase cybersecurity awareness among teens in Jordan. This research was conducted in both planned and random areas in Jordan, with the aim of understanding the differences in risk-aware cultures and teens’ opinions and activities after introducing cybersecurity awareness in cyberspace. The study was based on 400 responses, and numerous statistical analyses were applied to the responses from each area, including the validity and reliability test, feasibility test of a variable, correlation test, and carried out using SPSS. Moreover, multiple coefficients of determination, hypothesis testing and partial statistical tests were carried out. The research hypotheses indicate that there is a mediation effect of the cyber scale and personal factors (planned/random) with a 76% acceptance rate. This suggests that understanding the significant association between the cyber scale and the quality-of-life scale is important, and that effective cyber-risk management is critical to realizing the importance of cybersecurity awareness. As such, it is recommended that national cybersecurity programs be launched in all sectors in Jordan. Overall, this research highlights the importance of increasing cybersecurity awareness among teens in Jordan. It is essential that teens are educated on the risks associated with cyberattacks, and that effective strategies are developed to protect them from such attacks. By doing so, teens in Jordan can be better equipped to protect themselves and their society from the dangers of cyberattacks.
{"title":"Cybersecurity awareness factors among adolescents in Jordan: Mediation effect of cyber scale and personal factors","authors":"Anas M. R. Alsobeh, Iyad Alazzam, Amani Shatnawi, Iman Khasawneh","doi":"10.30935/ojcmt/12942","DOIUrl":"https://doi.org/10.30935/ojcmt/12942","url":null,"abstract":"Cybersecurity for Jordanians’ adolescents/teens has become a complicated phenomenon representing complex socio-technical concerns for the personalities of adolescents in Jordanian society. Recent cyberattacks have had a significant impact on teens in Jordan, both personally and in terms of their quality of life. As such, it is important to develop strategies to increase cybersecurity awareness among teens in Jordan. This research was conducted in both planned and random areas in Jordan, with the aim of understanding the differences in risk-aware cultures and teens’ opinions and activities after introducing cybersecurity awareness in cyberspace. The study was based on 400 responses, and numerous statistical analyses were applied to the responses from each area, including the validity and reliability test, feasibility test of a variable, correlation test, and carried out using SPSS. Moreover, multiple coefficients of determination, hypothesis testing and partial statistical tests were carried out. The research hypotheses indicate that there is a mediation effect of the cyber scale and personal factors (planned/random) with a 76% acceptance rate. This suggests that understanding the significant association between the cyber scale and the quality-of-life scale is important, and that effective cyber-risk management is critical to realizing the importance of cybersecurity awareness. As such, it is recommended that national cybersecurity programs be launched in all sectors in Jordan. Overall, this research highlights the importance of increasing cybersecurity awareness among teens in Jordan. It is essential that teens are educated on the risks associated with cyberattacks, and that effective strategies are developed to protect them from such attacks. By doing so, teens in Jordan can be better equipped to protect themselves and their society from the dangers of cyberattacks.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49239197","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 digitalization of education is critical to transforming the education system in the face of the challenges of the post-pandemic technologized world. This research aims to determine the content of digital ethics and its role as a tool of effective communication in the cyberspace of each college, suitable for the practical solution of the assigned educational tasks. The data come from a questionnaire of 150 students and 60 faculty members in bachelor's and master's degree programs, conducted in April-May 2021 as part of a distance learning program. In addition, 30 administrators and 20 graduates were interviewed. The research results show that traditional moral values are undergoing significant change and must be modernized and codified. Relationships in the digital environment should be based on moral norms: duty, the self-discipline of the actors involved, mutual responsibility, and respect. The moral qualities displayed by individuals in the digital environment using digital technologies are the leading indicators of their professional suitability. The article mentions the main problems faced by the actors: digital literacy, personal image, place of implementation of pedagogical interaction, and rules of remote dialog. The study will contribute to further analysis and evaluation of the adequacy of specific measures taken by higher education institutions to develop and implement programs for ethical modernization of the educational process within the tasks of state educational reforms.
{"title":"Digital ethics in higher education: Modernizing moral values for effective communication in cyberspace","authors":"E. Zvereva","doi":"10.30935/ojcmt/13033","DOIUrl":"https://doi.org/10.30935/ojcmt/13033","url":null,"abstract":"The digitalization of education is critical to transforming the education system in the face of the challenges of the post-pandemic technologized world. This research aims to determine the content of digital ethics and its role as a tool of effective communication in the cyberspace of each college, suitable for the practical solution of the assigned educational tasks. The data come from a questionnaire of 150 students and 60 faculty members in bachelor's and master's degree programs, conducted in April-May 2021 as part of a distance learning program. In addition, 30 administrators and 20 graduates were interviewed. The research results show that traditional moral values are undergoing significant change and must be modernized and codified. Relationships in the digital environment should be based on moral norms: duty, the self-discipline of the actors involved, mutual responsibility, and respect. The moral qualities displayed by individuals in the digital environment using digital technologies are the leading indicators of their professional suitability. The article mentions the main problems faced by the actors: digital literacy, personal image, place of implementation of pedagogical interaction, and rules of remote dialog. The study will contribute to further analysis and evaluation of the adequacy of specific measures taken by higher education institutions to develop and implement programs for ethical modernization of the educational process within the tasks of state educational reforms.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41517184","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. Masalimova, K. Erdyneeva, Nina I. Kryukova, Oleg V. Khlusyanov, A. D. Chudnovskiy, D. Dobrokhotov
Augmented reality (AR) overlays virtual elements on real-time images. Because to its ubiquitous use on desktop computers and handheld devices, it has become a major study topic. AR provides benefits like engagement, motivation, and learning result, but drawbacks like the technology tool and application and pedagogical challenges. After 2015, global Google searches for AR increased. This study analyzed “AR” literature released after 2015. Exclusion and inclusion criteria are studies were divided into social sciences and education and published in English. Research should be published during 2015-2022. 3,823 studies were analyzed. AR publications will increase after 2020. Annual citations averaged 2.49. Computer & Education leads the top ten journals in citations. National Taiwan Normal University and Beijing Normal University have the most publications when ordered by writers’ institutions. China leads global publications, whereas the US leads overall publications. China led in citations, followed by the US. Macedonia led the average number of article citations, followed by Israel. The strategic map shows the center and density of key issues. “Student learning,” “AR applications,” and “AR technology” are linked and vital terms. Based on the results of the bibliometric study, researchers who wish to work on AR may emphasize theme-based learning studies and AR. Researchers that are considering conducting bibliometric analysis on AR are urged to conduct research utilizing many databases.
{"title":"Bibliometric analysis of augmented reality in education and social science","authors":"A. Masalimova, K. Erdyneeva, Nina I. Kryukova, Oleg V. Khlusyanov, A. D. Chudnovskiy, D. Dobrokhotov","doi":"10.30935/ojcmt/13018","DOIUrl":"https://doi.org/10.30935/ojcmt/13018","url":null,"abstract":"Augmented reality (AR) overlays virtual elements on real-time images. Because to its ubiquitous use on desktop computers and handheld devices, it has become a major study topic. AR provides benefits like engagement, motivation, and learning result, but drawbacks like the technology tool and application and pedagogical challenges. After 2015, global Google searches for AR increased. This study analyzed “AR” literature released after 2015. Exclusion and inclusion criteria are studies were divided into social sciences and education and published in English. Research should be published during 2015-2022. 3,823 studies were analyzed. AR publications will increase after 2020. Annual citations averaged 2.49. Computer & Education leads the top ten journals in citations. National Taiwan Normal University and Beijing Normal University have the most publications when ordered by writers’ institutions. China leads global publications, whereas the US leads overall publications. China led in citations, followed by the US. Macedonia led the average number of article citations, followed by Israel. The strategic map shows the center and density of key issues. “Student learning,” “AR applications,” and “AR technology” are linked and vital terms. Based on the results of the bibliometric study, researchers who wish to work on AR may emphasize theme-based learning studies and AR. Researchers that are considering conducting bibliometric analysis on AR are urged to conduct research utilizing many databases.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46950246","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 aims to show how formative assessment that is assisted by technology can improve student learning in English literature courses in higher education. Moreover, it explores how the use of technology could help implement formative assessment by the instructors to assure student learning in English literature courses in an efficient and timely manner. Formative assessment is somewhat new for higher education instructors, especially those who teach English literature. Applying this type of assessment is, unfortunately, not easy and the results are not always ideal. Nevertheless, to reach the goals of the study, a quantitative method is distributed to 50 English literature instructors from higher educational institutions that recently started implementing technology in their formative assessments. The significance of the study lies in the fact that the study is conducted in a region where formative assessment has recently been used in education, specifically in higher education English literature courses. The contribution also lies in how technology can help implement formative assessment, overcome any obstacles, and thus ensure student learning. The findings of the study show significant awareness of formative assessment in higher education, and especially among instructors of English literature. The findings also indicate that implementing technology with formative assessments enhances students’ learning in English literature course in higher education after COVID-19.
{"title":"The effect of implementing technology in formative assessments to ensure student learning in higher education English literature courses after COVID-19","authors":"N. Awajan","doi":"10.30935/ojcmt/13049","DOIUrl":"https://doi.org/10.30935/ojcmt/13049","url":null,"abstract":"This study aims to show how formative assessment that is assisted by technology can improve student learning in English literature courses in higher education. Moreover, it explores how the use of technology could help implement formative assessment by the instructors to assure student learning in English literature courses in an efficient and timely manner. Formative assessment is somewhat new for higher education instructors, especially those who teach English literature. Applying this type of assessment is, unfortunately, not easy and the results are not always ideal. Nevertheless, to reach the goals of the study, a quantitative method is distributed to 50 English literature instructors from higher educational institutions that recently started implementing technology in their formative assessments. The significance of the study lies in the fact that the study is conducted in a region where formative assessment has recently been used in education, specifically in higher education English literature courses. The contribution also lies in how technology can help implement formative assessment, overcome any obstacles, and thus ensure student learning. The findings of the study show significant awareness of formative assessment in higher education, and especially among instructors of English literature. The findings also indicate that implementing technology with formative assessments enhances students’ learning in English literature course in higher education after COVID-19.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43541591","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}
Juliette Mark, Lindsey Rice, Narissra Maria Punyanunt-Carter, Hannah R. Snidman
Digital communication and social networking continue to evolve as user demand increases. While much of the research examining motivations for social media focuses on Facebook, different social networking platforms offer a variety of features and uses increasing demand for continued research on motivations for use of social media platforms. Instagram includes a uniquely visual presentation style when compared to Facebook and emphasizes public connections rather than known social connections, so motivations for use of this platform may differ. The current research examined motivations for Instagram use, in general, focusing on the public affirmation aspects of this platform, as well as examined how this platform may affect motivations to connect with those in close relationships. Instagram use produced greater feelings of sadness when these public affirmation needs were not met. In addition, when close relationship needs were not met, feelings of sadness also increased. This research contributes to the existing literature on social networking site use and highlights unique motivations for use of the Instagram platform.
{"title":"Motivations for Instagram use: Personal validation and enhancing close relationships","authors":"Juliette Mark, Lindsey Rice, Narissra Maria Punyanunt-Carter, Hannah R. Snidman","doi":"10.30935/ojcmt/13014","DOIUrl":"https://doi.org/10.30935/ojcmt/13014","url":null,"abstract":"Digital communication and social networking continue to evolve as user demand increases. While much of the research examining motivations for social media focuses on Facebook, different social networking platforms offer a variety of features and uses increasing demand for continued research on motivations for use of social media platforms. Instagram includes a uniquely visual presentation style when compared to Facebook and emphasizes public connections rather than known social connections, so motivations for use of this platform may differ. The current research examined motivations for Instagram use, in general, focusing on the public affirmation aspects of this platform, as well as examined how this platform may affect motivations to connect with those in close relationships. Instagram use produced greater feelings of sadness when these public affirmation needs were not met. In addition, when close relationship needs were not met, feelings of sadness also increased. This research contributes to the existing literature on social networking site use and highlights unique motivations for use of the Instagram platform.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43411808","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. Ibragimov, Vagiz G. Gimaliev, E. Khrisanova, N. Aleksandrova, L. B. Omarova, Andrey G. Bakiev
The usage of mobile devices is increasing in frequency and scope. The percentage of students who use smartphones is quite high, in particular among those attending institutions of higher education. Like they would with any other technology, educators are doing research on the efficacy of using smartphones in the classroom. Studies have been conducted on the efficacy of using smartphones in face-to-face education as well as in the process of distant education, which has grown more common as a direct result of COVID-19. The purpose of this study is to do a meta-analysis of the data from previous experimental studies that looked at how well smartphones have been used over the past five years. The total effect size that has been calculated is 3.73. Since p = 0.05, this effect's size is statistically important. This finding has a big effect, as can be seen. For each study, an effect size calculation was done based on Hedges' g. The size of the effect is between -8 and 25.70.
{"title":"Assessing the effectiveness of smartphones in education: A Meta-analysis of recent studies","authors":"A. Ibragimov, Vagiz G. Gimaliev, E. Khrisanova, N. Aleksandrova, L. B. Omarova, Andrey G. Bakiev","doi":"10.30935/ojcmt/12877","DOIUrl":"https://doi.org/10.30935/ojcmt/12877","url":null,"abstract":"The usage of mobile devices is increasing in frequency and scope. The percentage of students who use smartphones is quite high, in particular among those attending institutions of higher education. Like they would with any other technology, educators are doing research on the efficacy of using smartphones in the classroom. Studies have been conducted on the efficacy of using smartphones in face-to-face education as well as in the process of distant education, which has grown more common as a direct result of COVID-19. The purpose of this study is to do a meta-analysis of the data from previous experimental studies that looked at how well smartphones have been used over the past five years. The total effect size that has been calculated is 3.73. Since p = 0.05, this effect's size is statistically important. This finding has a big effect, as can be seen. For each study, an effect size calculation was done based on Hedges' g. The size of the effect is between -8 and 25.70.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47247906","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}
Sign language is critical to deaf individuals’ education and mental health, as it provides them adequate opportunities to communicate well in school and express themselves and their feelings to others. Pre-service special educators should be able to use sign language effectively with their future deaf students. This study aimed to determine whether pre-service teachers are ready to learn sign language. A questionnaire comprising four readiness domains–motivation to learn sign language and social, personal, and kinetic aspects–was used in this study. Participants were 72 female pre-service teachers enrolled in a special education bachelor’s program at a university in Saudi Arabia. No statistically significant differences were observed in participants’ readiness to learn sign language based on their academic paths or academic grade point averages. This result indicates that the pre-service special education teachers possessed the necessary social, personal, and kinetic aspects of readiness to learn sign language and were highly motivated to learn sign language. The findings help advance the current literature on pre-service preparation programs. Recommendations for future practice are discussed.
{"title":"Pre-service special educators’ levels of readiness to learn sign language","authors":"Omar A. Alawajee","doi":"10.30935/ojcmt/12922","DOIUrl":"https://doi.org/10.30935/ojcmt/12922","url":null,"abstract":"Sign language is critical to deaf individuals’ education and mental health, as it provides them adequate opportunities to communicate well in school and express themselves and their feelings to others. Pre-service special educators should be able to use sign language effectively with their future deaf students. This study aimed to determine whether pre-service teachers are ready to learn sign language. A questionnaire comprising four readiness domains–motivation to learn sign language and social, personal, and kinetic aspects–was used in this study. Participants were 72 female pre-service teachers enrolled in a special education bachelor’s program at a university in Saudi Arabia. No statistically significant differences were observed in participants’ readiness to learn sign language based on their academic paths or academic grade point averages. This result indicates that the pre-service special education teachers possessed the necessary social, personal, and kinetic aspects of readiness to learn sign language and were highly motivated to learn sign language. The findings help advance the current literature on pre-service preparation programs. Recommendations for future practice are discussed.","PeriodicalId":42941,"journal":{"name":"Online Journal of Communication and Media Technologies","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49625004","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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