The purposes of this research were 1) to study the user experience and needs of EFL students and teachers in learning English writing skills; 2) t to design and develop a mobile-assisted language learning (MALL) application, teaching writing procedure, and writing activities; and 3) to implement a MALL application and, teaching writing procedure to students. The samples were 665 EFL lower secondary students in Thailand as the online survey respondents and five high school teachers as the interviewees. The experiment samples were 35 EFL lower secondary students. The research instruments consist of the MALL application, the learning process, English writing tasks, English writing tests, scoring writing rubrics, and a questionnaire on student satisfaction. The experimental period lasted for 8 weeks. The data were analysed by using frequency, mean, standard deviation, priority needs index, dependent t-test, and one-way ANOVA with repeated measure analysis. The research result indicated that 1) lower secondary students were able to use the internet on a regular basis. Students wanted to learn writing skills relevant to the student's experience through the study of writing errors, writing samples, writing styles, peer assessment, and constructive feedback from teachers. 2) The learning process of mobile-assisted language learning application using a task-based approach and gamification to enhance lower secondary students’ English writing skills consisted of 3 components: pre-task, task process, and language focus. The 7 steps are as follows: selecting themes, exploring topics, drafting ideas, editing tasks, giving feedback, reviewing submissions, and concluding findings. 3) The experiment results indicated that the samples’ English writing skills in the post-test were higher than in the pre-test at the .05 level of significance. 4) The difference in mean scores in the English writing tasks showed that there was a difference between English writing scores at the .05 level of significance (F=1579.266, sig=.000). 5) The result of satisfaction showed that the respondents were very satisfied with the learning process and MALL application.
{"title":"Mobile-Assisted Language Learning using Task-Based Approach and Gamification for Enhancing Writing Skills in EFL Students","authors":"Pawarit Pingmuang, Prakob Koraneekij","doi":"10.34190/ejel.20.5.2339","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2339","url":null,"abstract":"The purposes of this research were 1) to study the user experience and needs of EFL students and teachers in learning English writing skills; 2) t to design and develop a mobile-assisted language learning (MALL) application, teaching writing procedure, and writing activities; and 3) to implement a MALL application and, teaching writing procedure to students. The samples were 665 EFL lower secondary students in Thailand as the online survey respondents and five high school teachers as the interviewees. The experiment samples were 35 EFL lower secondary students. The research instruments consist of the MALL application, the learning process, English writing tasks, English writing tests, scoring writing rubrics, and a questionnaire on student satisfaction. The experimental period lasted for 8 weeks. The data were analysed by using frequency, mean, standard deviation, priority needs index, dependent t-test, and one-way ANOVA with repeated measure analysis. The research result indicated that 1) lower secondary students were able to use the internet on a regular basis. Students wanted to learn writing skills relevant to the student's experience through the study of writing errors, writing samples, writing styles, peer assessment, and constructive feedback from teachers. 2) The learning process of mobile-assisted language learning application using a task-based approach and gamification to enhance lower secondary students’ English writing skills consisted of 3 components: pre-task, task process, and language focus. The 7 steps are as follows: selecting themes, exploring topics, drafting ideas, editing tasks, giving feedback, reviewing submissions, and concluding findings. 3) The experiment results indicated that the samples’ English writing skills in the post-test were higher than in the pre-test at the .05 level of significance. 4) The difference in mean scores in the English writing tasks showed that there was a difference between English writing scores at the .05 level of significance (F=1579.266, sig=.000). 5) The result of satisfaction showed that the respondents were very satisfied with the learning process and MALL application.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47829479","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}
Suriagiri Suriagiri, Norlaila, Albertus Wahyurudhanto, Juhriyansyah Dalle
The education sector was severely impacted due to the pandemic; thus, educational institutions had to shift toward an online learning system. This adaptation in the educational system posits a challenging question: which mode of learning would be best to engage and satisfy the students in the post-COVID-19 era? Therefore, drawing on the self-identity theory, this study explores the differential impact of intrinsic motivational factors (interest/enjoyment, competence, autonomy, and belongingness) on digital engagement and online class satisfaction versus on-campus psychological engagement and physical class satisfaction. Surveying 496 students from six Indonesian universities shows that digital technologies make the learning process interesting and joyful for students compared to on-campus classroom learning, thus resulting in more digitally engaged and satisfied students. Simultaneously, competence is found to be positively impacting online and on-campus students’ engagement and satisfaction at an equal level. Moreover, autonomy and belongingness show more students’ engagement and satisfaction within the campuses than in an online learning mode. These findings suggest that the post-COVID-19 era can take advantage of both these methods to incorporate a hybrid mix of blended learning to achieve the best learning outcomes in terms of engagement and students' satisfaction. Implications for higher education institutions and directions for future research are suggested.
{"title":"Online Vs. In-Campus, Comparative Analysis of Intrinsic Motivation Inventory, Student Engagement and Satisfaction: A way forward for Post COVID-19 Era","authors":"Suriagiri Suriagiri, Norlaila, Albertus Wahyurudhanto, Juhriyansyah Dalle","doi":"10.34190/ejel.20.5.2618","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2618","url":null,"abstract":"The education sector was severely impacted due to the pandemic; thus, educational institutions had to shift toward an online learning system. This adaptation in the educational system posits a challenging question: which mode of learning would be best to engage and satisfy the students in the post-COVID-19 era? Therefore, drawing on the self-identity theory, this study explores the differential impact of intrinsic motivational factors (interest/enjoyment, competence, autonomy, and belongingness) on digital engagement and online class satisfaction versus on-campus psychological engagement and physical class satisfaction. Surveying 496 students from six Indonesian universities shows that digital technologies make the learning process interesting and joyful for students compared to on-campus classroom learning, thus resulting in more digitally engaged and satisfied students. Simultaneously, competence is found to be positively impacting online and on-campus students’ engagement and satisfaction at an equal level. Moreover, autonomy and belongingness show more students’ engagement and satisfaction within the campuses than in an online learning mode. These findings suggest that the post-COVID-19 era can take advantage of both these methods to incorporate a hybrid mix of blended learning to achieve the best learning outcomes in terms of engagement and students' satisfaction. Implications for higher education institutions and directions for future research are suggested.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44562229","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}
It has been extensively researched how satisfied students are with the vast majority of goods and services offered by educational institutions of higher learning. However, there appears to be a paucity of research on students' satisfaction with the facilities and services of computer-based assessment (CBA) centers in higher education institutions, especially when the centers are equipped and staffed by third-party vendors. The CBA centers are public and private examination centers in developing countries that administer computer-based tests for higher education and other external organizations. Although satisfaction with the services and facilities is essential, it has been asserted that having the feeling of trust when using the CBA is even more critical to the students. Trust is essential for the success of any technological advancement, especially in the field of education. Any educational technology that lacks the stakeholders' trust, regardless of how effective it may be, is doomed to fail to be adopted on a large scale. However, limited studies have investigated how students' trust in the CBA affects their satisfaction. Therefore, this study aims to model and analyze the roles of CBA center service satisfaction and perceived trust in the CBA in attaining overall satisfaction by exploring their roles in influencing student satisfaction. A research framework based on the updated information system success model (ISSM) is validated using a survey incorporating system quality, service quality, question content, the cost-effectiveness of CBA services, CBA center service satisfaction, and perceived trust. A total of 459 survey responses collected from three higher education institutions in Nigeria were analyzed using structural equation modelling. As a result, the findings confirmed that students' satisfaction with services at the CBA centers is a mediator between service quality, system quality, and overall satisfaction with CBA. The correlation between CBA centre service satisfaction and overall CBA satisfaction was also found to be the strongest, indicating that student satisfaction with the services and facilities at the CBA centre is crucial. CBA center managers and institutions can utilize the findings from this study to successfully implement the CBA. In enhancing students‘ CBA satisfaction, higher education institutions should consider focusing on the necessary steps towards improving the conditions of the CBA centers in terms of infrastructure and services rendered. Meanwhile, to increase student satisfaction besides enhancing the system and service quality and cost-effectiveness, institutions should seriously consider promoting the CBA to the students by highlighting the personal impact of the CBA in terms of trust by improving the quality and features of the CBA.
{"title":"Modelling Students' Satisfaction with Computer-Based Assessment (CBA) Environments in Higher Education: The Roles of CBA Center Service Satisfaction and Perceived Trust","authors":"H. Bello, N. A. Abdullah","doi":"10.34190/ejel.20.5.2595","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2595","url":null,"abstract":"It has been extensively researched how satisfied students are with the vast majority of goods and services offered by educational institutions of higher learning. However, there appears to be a paucity of research on students' satisfaction with the facilities and services of computer-based assessment (CBA) centers in higher education institutions, especially when the centers are equipped and staffed by third-party vendors. The CBA centers are public and private examination centers in developing countries that administer computer-based tests for higher education and other external organizations. Although satisfaction with the services and facilities is essential, it has been asserted that having the feeling of trust when using the CBA is even more critical to the students. Trust is essential for the success of any technological advancement, especially in the field of education. Any educational technology that lacks the stakeholders' trust, regardless of how effective it may be, is doomed to fail to be adopted on a large scale. However, limited studies have investigated how students' trust in the CBA affects their satisfaction. Therefore, this study aims to model and analyze the roles of CBA center service satisfaction and perceived trust in the CBA in attaining overall satisfaction by exploring their roles in influencing student satisfaction. A research framework based on the updated information system success model (ISSM) is validated using a survey incorporating system quality, service quality, question content, the cost-effectiveness of CBA services, CBA center service satisfaction, and perceived trust. A total of 459 survey responses collected from three higher education institutions in Nigeria were analyzed using structural equation modelling. As a result, the findings confirmed that students' satisfaction with services at the CBA centers is a mediator between service quality, system quality, and overall satisfaction with CBA. The correlation between CBA centre service satisfaction and overall CBA satisfaction was also found to be the strongest, indicating that student satisfaction with the services and facilities at the CBA centre is crucial. CBA center managers and institutions can utilize the findings from this study to successfully implement the CBA. In enhancing students‘ CBA satisfaction, higher education institutions should consider focusing on the necessary steps towards improving the conditions of the CBA centers in terms of infrastructure and services rendered. Meanwhile, to increase student satisfaction besides enhancing the system and service quality and cost-effectiveness, institutions should seriously consider promoting the CBA to the students by highlighting the personal impact of the CBA in terms of trust by improving the quality and features of the CBA.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48502286","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 individuals living in the 21st century have become the consumers of digital innovations and have to adapt, adopt and adapt to the new norm of surviving and thriving in the digital society. Familiarity with the latest technologies is not the only requirement for survival. One also needs to have relevant digital competencies to complete tasks with optimized outputs and efficiently deal with the chain of digital changes. The current study introduces the South Pacific digital literacy framework (SPDLF) driven by 6 essential literacies and sixty attributes. The study intends to provide a three-stage statistical validation for the South Pacific digital literacy framework. The three stages of validation include;(1) evaluating the strongest predictors of digital literacy from the six literacies in the SPDLF, (2) evaluating the significant predictors of each of the six literacies and (3) evaluating the significant attributes from a total of sixty attributes in the SPDLF. The results show that all attributes in the SPDLF are statistically significant, therefore, all attributes are significant contributors to digital literacy in the South Pacific digital literacy framework.
{"title":"Talismans of Digital Literacy: A Statistical Overview","authors":"P. Reddy, K. Chaudhary, B. Sharma, Ronil Chand","doi":"10.34190/ejel.20.5.2599","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2599","url":null,"abstract":"The individuals living in the 21st century have become the consumers of digital innovations and have to adapt, adopt and adapt to the new norm of surviving and thriving in the digital society. Familiarity with the latest technologies is not the only requirement for survival. One also needs to have relevant digital competencies to complete tasks with optimized outputs and efficiently deal with the chain of digital changes. The current study introduces the South Pacific digital literacy framework (SPDLF) driven by 6 essential literacies and sixty attributes. The study intends to provide a three-stage statistical validation for the South Pacific digital literacy framework. The three stages of validation include;(1) evaluating the strongest predictors of digital literacy from the six literacies in the SPDLF, (2) evaluating the significant predictors of each of the six literacies and (3) evaluating the significant attributes from a total of sixty attributes in the SPDLF. The results show that all attributes in the SPDLF are statistically significant, therefore, all attributes are significant contributors to digital literacy in the South Pacific digital literacy framework.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42398282","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 purpose of this research study is to explore insights to create more contextual lecturer performance indicators (LPIs); and to gain a fairer and more useful evaluation tool for lecturers in the online environment during the COVID-19 pandemic. This significant change in conditions has forced higher education to understand the new requirements, especially of lecturers, who have played a central role in creating engaging moments for students in online classes. This study adopts a qualitative approach, based on the need for a more in-depth exploration of new phenomena. It explores students’ daily lives in class, which were expressed through social media, and gains further understanding through in-depth interviews with students and lecturers. The results indicate that most of the items taken from the Social-Task-Technology-Fit (STTF) framework remain the same; there are not many changes compared to the era before the pandemic. However, some aspects have new meanings that need to be revisited to capture the lecturers' performance in the new context. Three new themes emerged from the exploration study which have never been discussed in previous studies on LPIs for online teaching, especially in abnormal conditions such as a pandemic. The first theme concerns the variations in digital literacy of lecturers and the implications for lecturers' performance. The second theme is the dynamic ratio of social versus task activities, which implies the need to focus on academic (task-oriented) or non-academic (social) tasks. The third theme is the degree of controllability of each performance. This study provides awareness of the importance of weighting in evaluating lecturer performance, especially when not all lecturers are digitally literate, not all factors are controllable, and the ratios between social versus task requirements are not the same. These weighted evaluations have never been discussed in previous studies, which mainly used quantitative surveys. In addition, these insights can also be applied to online learning beyond the pandemic. The study results can be used by higher education information management to design more contextual LPIs for the early detection of issues with lecturer performance.
{"title":"Contextualizing Lecturer Performance Indicators to Online Teaching and Learning Activities: Insights for Application during the COVID-19 Pandemic And Beyond","authors":"Amalia E. Maulana, D. Arli","doi":"10.34190/ejel.20.5.2644","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2644","url":null,"abstract":"The purpose of this research study is to explore insights to create more contextual lecturer performance indicators (LPIs); and to gain a fairer and more useful evaluation tool for lecturers in the online environment during the COVID-19 pandemic. This significant change in conditions has forced higher education to understand the new requirements, especially of lecturers, who have played a central role in creating engaging moments for students in online classes. This study adopts a qualitative approach, based on the need for a more in-depth exploration of new phenomena. It explores students’ daily lives in class, which were expressed through social media, and gains further understanding through in-depth interviews with students and lecturers. The results indicate that most of the items taken from the Social-Task-Technology-Fit (STTF) framework remain the same; there are not many changes compared to the era before the pandemic. However, some aspects have new meanings that need to be revisited to capture the lecturers' performance in the new context. Three new themes emerged from the exploration study which have never been discussed in previous studies on LPIs for online teaching, especially in abnormal conditions such as a pandemic. The first theme concerns the variations in digital literacy of lecturers and the implications for lecturers' performance. The second theme is the dynamic ratio of social versus task activities, which implies the need to focus on academic (task-oriented) or non-academic (social) tasks. The third theme is the degree of controllability of each performance. This study provides awareness of the importance of weighting in evaluating lecturer performance, especially when not all lecturers are digitally literate, not all factors are controllable, and the ratios between social versus task requirements are not the same. These weighted evaluations have never been discussed in previous studies, which mainly used quantitative surveys. In addition, these insights can also be applied to online learning beyond the pandemic. The study results can be used by higher education information management to design more contextual LPIs for the early detection of issues with lecturer performance.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44929270","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 evolution of wireless technology and the development of mobile applications cover more and more areas of human activity. These can be used not only for communication, but also for educational purposes. This research aims to analyze implications of Mobile Learning as a didactic strategy for the development of an inclusive education that is committed to improving education for sustainable development. Following the quality standards of the PRISMA statement, a systematic review of research focused on didactic experiences that use Mobile Learning for the attention of students with educational needs in the context of education for sustainable development has been carried out. The Web of Science (WoS) and Scopus databases have been used during the period 2010-2020, obtaining a sample of 21 publications. Results reveal the growing interest of the international scientific community in this research. It is a didactic strategy that facilitates the teaching-learning process for students with functional diversity, a tool to support the teaching task and a promoter of an inclusive education that is committed to sustainable learning. Among its limitations, aspects related to the teacher, the implementation of mobile technology in the teaching-learning process or its use as a learning tool stand out. Mobile Learning has become a new educational paradigm, which establishes a binomial between technology and education to respond to the objectives of the 2030 Agenda. It has become a new educational paradigm in line with our model of society based on information and knowledge and access to Information and Communication Technologies. In this way, a binomial has been established between technology and education that aims to implement benefits for the agents involved at a quantitative and qualitative level for the implementation of an inclusive education that caters to students with functional diversity and is committed to improving education for sustainable development.
无线技术的发展和移动应用的发展覆盖了越来越多的人类活动领域。它们不仅可以用于交流，还可以用于教育目的。本研究旨在分析移动学习作为一种教学策略对全纳教育发展的影响，该策略致力于改善教育以促进可持续发展。遵循PRISMA声明的质量标准，对在可持续发展教育背景下使用移动学习引起有教育需求的学生注意的教学经验的研究进行了系统回顾。在2010-2020年期间，我们使用了Web of Science (WoS)和Scopus数据库，获得了21篇出版物的样本。结果表明，国际科学界对这项研究的兴趣日益浓厚。它是一种教学策略，可以促进功能多样化学生的教与学过程，是支持教学任务的工具，也是致力于可持续学习的全纳教育的推动者。在其局限性中，与教师相关的方面，移动技术在教学过程中的实施或其作为学习工具的使用突出。移动学习已成为一种新的教育范式，它在技术和教育之间建立了二元关系，以响应2030年议程的目标。它已经成为一种新的教育模式，符合我们以信息和知识以及获取信息和通信技术为基础的社会模式。这样，在技术和教育之间建立了一个二项式，旨在在定量和定性层面上实现参与主体的利益，以实施一种满足功能多样性学生的全纳教育，并致力于改善教育以促进可持续发展。
{"title":"Implications of Mobile Learning for Sustainable Inclusive Education: A Systematic Review","authors":"Mcpegala Pegalajar Palomino","doi":"10.34190/ejel.20.5.2612","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2612","url":null,"abstract":"The evolution of wireless technology and the development of mobile applications cover more and more areas of human activity. These can be used not only for communication, but also for educational purposes. This research aims to analyze implications of Mobile Learning as a didactic strategy for the development of an inclusive education that is committed to improving education for sustainable development. Following the quality standards of the PRISMA statement, a systematic review of research focused on didactic experiences that use Mobile Learning for the attention of students with educational needs in the context of education for sustainable development has been carried out. The Web of Science (WoS) and Scopus databases have been used during the period 2010-2020, obtaining a sample of 21 publications. Results reveal the growing interest of the international scientific community in this research. It is a didactic strategy that facilitates the teaching-learning process for students with functional diversity, a tool to support the teaching task and a promoter of an inclusive education that is committed to sustainable learning. Among its limitations, aspects related to the teacher, the implementation of mobile technology in the teaching-learning process or its use as a learning tool stand out. Mobile Learning has become a new educational paradigm, which establishes a binomial between technology and education to respond to the objectives of the 2030 Agenda. It has become a new educational paradigm in line with our model of society based on information and knowledge and access to Information and Communication Technologies. In this way, a binomial has been established between technology and education that aims to implement benefits for the agents involved at a quantitative and qualitative level for the implementation of an inclusive education that caters to students with functional diversity and is committed to improving education for sustainable development.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44191889","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 paper discusses digital skills and their role in collaborative distance learning. Collaboration is considered to be one of the most effective, yet challenging, methods of teaching and learning. Many learners avoid collaborative tasks, for different reasons. We believe that the level of digital skills may be a key to understanding their attitude. A study was conducted at Nicolaus Copernicus University in Toruń, Poland. The respondents assessed, amongst other items, the level of their own digital skills. Based on this assessment, three groups of students with different skill levels were distinguished. Further analyses showed that students with different level of digital skills vary according to their own experiences in collaborative online learning, but not in terms of views on the phenomenon, technologies used, or computer hardware. Most differences are between the low and high skill groups. However, they are also present between the low and average, and the average and high skill groups. These results contribute to the discussion on the need to individualise the teaching and learning process and highlight the roles of digital competence development for all participants in the learning process.
{"title":"Digital Skills and Online Collaborative Learning: The Study Report","authors":"W. Kwiatkowska, Lidia Wiśniewska-Nogaj","doi":"10.34190/ejel.20.5.2412","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2412","url":null,"abstract":"This paper discusses digital skills and their role in collaborative distance learning. Collaboration is considered to be one of the most effective, yet challenging, methods of teaching and learning. Many learners avoid collaborative tasks, for different reasons. We believe that the level of digital skills may be a key to understanding their attitude. A study was conducted at Nicolaus Copernicus University in Toruń, Poland. The respondents assessed, amongst other items, the level of their own digital skills. Based on this assessment, three groups of students with different skill levels were distinguished. Further analyses showed that students with different level of digital skills vary according to their own experiences in collaborative online learning, but not in terms of views on the phenomenon, technologies used, or computer hardware. Most differences are between the low and high skill groups. However, they are also present between the low and average, and the average and high skill groups. These results contribute to the discussion on the need to individualise the teaching and learning process and highlight the roles of digital competence development for all participants in the learning process.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46801947","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}
R. Sa'di, T. Sharadgah, Ahmad Abdelraziq, Maha S. Yaseen
As the COVID-19 pandemic was spreading rapidly throughout the world, the most widespread reaction in many countries to curtail the disease was lockdown. As a result, educational institutions had to find an alternative to face-to-face learning. The most obvious solution was e-learning. Conventional tertiary institutions with little virtual learning experience had to deal with an unprecedented challenge. This study delineates practices that can be suggested for conventional institutions of tertiary education that may be planning to acquire more e-learning experience in the post-COVID era so that they may be better prepared to move on beyond traditional classroom teaching. The qualitative research method was utilized to carry out this study. The data collected for the study comprised mainly two sources: the existing literature that tackles the issue of how tertiary institutions around the world shifted to e-learning during the pandemic, and an analysis by the researchers of COVID-related circulars that were issued by the Saudi Ministry of Education and by Prince Sattam bin Abdulaziz University. The review of related literature and the analysis of the circulars enabled the researchers to produce a number of suggestions aimed at improving the e-learning experience of conventional tertiary institutions. The researchers followed five steps in their literature review: (1) pinpointing search terms and then creating a search strategy and implementing it, (2) sorting the studies gathered, excluding duplicates and studies deemed irrelevant, and decreeing standards for deciding what to keep and what to rule out, (3) evaluating the studies in the light of those standards, (4) obtaining data, and (5) analysing data. This study does not recommend that conventional tertiary institutions become 100% online, but it does suggest that those institutions should make some learning content digitally accessible, build community partnerships, encourage self-study skills among students, help students change their learning style from passive to active, and revisit their e-assessment practices. This paper also stresses the importance of giving further support to teaching staff, sheds light on how institution buildings can reopen smoothly as the restrictions ease, discusses what factors influence the outcomes of e-learning, and tackles the issue of student dropouts during the pandemic. This study concludes by outlining the important notion of adopting blended learning and developing e-learning programs on an international scale.
{"title":"Future Proposals for E-Learning at Conventional Tertiary Institutions as they Move on Past the COVID Experience","authors":"R. Sa'di, T. Sharadgah, Ahmad Abdelraziq, Maha S. Yaseen","doi":"10.34190/ejel.20.5.2565","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2565","url":null,"abstract":"As the COVID-19 pandemic was spreading rapidly throughout the world, the most widespread reaction in many countries to curtail the disease was lockdown. As a result, educational institutions had to find an alternative to face-to-face learning. The most obvious solution was e-learning. Conventional tertiary institutions with little virtual learning experience had to deal with an unprecedented challenge. This study delineates practices that can be suggested for conventional institutions of tertiary education that may be planning to acquire more e-learning experience in the post-COVID era so that they may be better prepared to move on beyond traditional classroom teaching. The qualitative research method was utilized to carry out this study. The data collected for the study comprised mainly two sources: the existing literature that tackles the issue of how tertiary institutions around the world shifted to e-learning during the pandemic, and an analysis by the researchers of COVID-related circulars that were issued by the Saudi Ministry of Education and by Prince Sattam bin Abdulaziz University. The review of related literature and the analysis of the circulars enabled the researchers to produce a number of suggestions aimed at improving the e-learning experience of conventional tertiary institutions. The researchers followed five steps in their literature review: (1) pinpointing search terms and then creating a search strategy and implementing it, (2) sorting the studies gathered, excluding duplicates and studies deemed irrelevant, and decreeing standards for deciding what to keep and what to rule out, (3) evaluating the studies in the light of those standards, (4) obtaining data, and (5) analysing data. This study does not recommend that conventional tertiary institutions become 100% online, but it does suggest that those institutions should make some learning content digitally accessible, build community partnerships, encourage self-study skills among students, help students change their learning style from passive to active, and revisit their e-assessment practices. This paper also stresses the importance of giving further support to teaching staff, sheds light on how institution buildings can reopen smoothly as the restrictions ease, discusses what factors influence the outcomes of e-learning, and tackles the issue of student dropouts during the pandemic. This study concludes by outlining the important notion of adopting blended learning and developing e-learning programs on an international scale.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48202549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic brought the learning process into the home and family space, such that parent marital status can affect the student’s studies. These circumstances might pose a challenge for students in general and in particular for those coping, in addition to COVID-19, with family difficulties such as their parents’ divorce. Hence, it is necessary to examine how family situations affect students’ functioning and motivation to study. The current study seeks to address the issue of motivation to study among children of divorced parents versus children of married parents, particularly following the effects of distance learning during COVID-19. This is a pilot study that explores the association between motivation to study in a time of crisis (COVID), which requires a new (digital) study skill, and familial status, family support. In order to relate to this issue, we conducted a study among 148 respondents, school children aged 12-18. Forty-three percent of the respondents were children of divorced parents, while 52.7% were the children of married parents. Through questionnaires, these respondents addressed their parents’ marital status and their attitude to distance versus face-to-face learning. The study also addressed the motivation of these teenagers to study and the association between the different learning methods and parent marital status. The research findings indicate that children of divorced parents have lower intrinsic motivation than children of married parents. It was also found that the variable most influencing motivation to study is learning in the face-to-face method, at 17.1%. A decline in motivation in general, and higher extrinsic motivation among children of divorced parents, derive mainly from parent marital status and the complexities stemming from parents’ divorce. The unstable psychological state of children of divorced parents, both in general and during COVID-19 in particular, affect the level of motivation to study. The findings of the current study indicate the complexities experienced by students during distance learning, their preferences for a certain study method, whether face-to-face or online, and their motivating factors, whether extrinsic or intrinsic. In addition, the study indicated the significance of family support, with its complexities. The research findings may have considerable consequences for the coping of students from different types of families, in normal times in general and in times of crisis in particular.
{"title":"Motivation to Study During COVID-19 as a Function of Parent Marital Status","authors":"N. Davidovitch","doi":"10.34190/ejel.20.5.2534","DOIUrl":"https://doi.org/10.34190/ejel.20.5.2534","url":null,"abstract":"The COVID-19 pandemic brought the learning process into the home and family space, such that parent marital status can affect the student’s studies. These circumstances might pose a challenge for students in general and in particular for those coping, in addition to COVID-19, with family difficulties such as their parents’ divorce. Hence, it is necessary to examine how family situations affect students’ functioning and motivation to study. The current study seeks to address the issue of motivation to study among children of divorced parents versus children of married parents, particularly following the effects of distance learning during COVID-19. This is a pilot study that explores the association between motivation to study in a time of crisis (COVID), which requires a new (digital) study skill, and familial status, family support. In order to relate to this issue, we conducted a study among 148 respondents, school children aged 12-18. Forty-three percent of the respondents were children of divorced parents, while 52.7% were the children of married parents. Through questionnaires, these respondents addressed their parents’ marital status and their attitude to distance versus face-to-face learning. The study also addressed the motivation of these teenagers to study and the association between the different learning methods and parent marital status. The research findings indicate that children of divorced parents have lower intrinsic motivation than children of married parents. It was also found that the variable most influencing motivation to study is learning in the face-to-face method, at 17.1%. A decline in motivation in general, and higher extrinsic motivation among children of divorced parents, derive mainly from parent marital status and the complexities stemming from parents’ divorce. The unstable psychological state of children of divorced parents, both in general and during COVID-19 in particular, affect the level of motivation to study. The findings of the current study indicate the complexities experienced by students during distance learning, their preferences for a certain study method, whether face-to-face or online, and their motivating factors, whether extrinsic or intrinsic. In addition, the study indicated the significance of family support, with its complexities. The research findings may have considerable consequences for the coping of students from different types of families, in normal times in general and in times of crisis in particular.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41960003","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}
With the rapid adoption of online learning spaces since the advent of COVID-19, more and more calls are being made in higher education to move from emergency remote teaching and learning to appropriate online education. Although much has been written about the designing of online learning from both a technological and pedagogical perspective, limited contemporary literature is available to understand the complexity of interdisciplinary collaborative online learning. This limitation is investigated in this paper that reports on the first iteration of a Design-Based Research (DBR) study. Within this iteration, a qualitative exploratory research design that applies an inductive approach between researchers from Information Systems (IS) and Urban Planning (URP) is discussed. The aim was to develop design principles for interdisciplinary collaborative online learning spaces. This paper reports on the data generated during a semester-long, inter-institutional, interdisciplinary student project that was embedded in co-creating social digital innovations for pressing environmental problems faced by marginalised communities in Cape Town, South Africa. The participants for this study are 38 Honours degree IS students and 22 Advanced Diploma URP students (N=60). Participants, individually and in groups, completed a total of three reflective structured questionnaires using Google Forms during the semester that generated the dataset for this paper. The theoretical framing that underpins this research study is sociomateriality. The attraction to sociomateriality is its ability to not merely shift attention from the human to the non-human but rather a focus on entanglements and the interrelated nature of components that constitute the learning space. This focus on entanglements is needed for an understanding of the complexities associated with interdisciplinary collaborative online learning. Engaging this complex learning space through the data has revealed four design principles namely: (1) creating immersive context-sensitive learning experiences, (2) designing opportunities to collaboratively (co)-construct knowledge, (3) focusing on the intra-action of socio-technical and socio-cultural entanglements and (4) foregrounding relationality as a tool to foster agency. It is argued in this paper that the aforementioned design principles are necessary for developing interdisciplinary collaborative online learning spaces that afford students a complex learning experience. Complex learning is considered fundamental in developing abilities in students to appropriately respond to the myriad 21st-century societal challenges that await.
{"title":"Exploring Interdisciplinary Collaborative Online Learning Spaces through Sociomateriality in Cape Town, South Africa","authors":"C. van den Berg, B. Verster","doi":"10.34190/ejel.20.4.2359","DOIUrl":"https://doi.org/10.34190/ejel.20.4.2359","url":null,"abstract":"With the rapid adoption of online learning spaces since the advent of COVID-19, more and more calls are being made in higher education to move from emergency remote teaching and learning to appropriate online education. Although much has been written about the designing of online learning from both a technological and pedagogical perspective, limited contemporary literature is available to understand the complexity of interdisciplinary collaborative online learning. This limitation is investigated in this paper that reports on the first iteration of a Design-Based Research (DBR) study. Within this iteration, a qualitative exploratory research design that applies an inductive approach between researchers from Information Systems (IS) and Urban Planning (URP) is discussed. The aim was to develop design principles for interdisciplinary collaborative online learning spaces. This paper reports on the data generated during a semester-long, inter-institutional, interdisciplinary student project that was embedded in co-creating social digital innovations for pressing environmental problems faced by marginalised communities in Cape Town, South Africa. The participants for this study are 38 Honours degree IS students and 22 Advanced Diploma URP students (N=60). Participants, individually and in groups, completed a total of three reflective structured questionnaires using Google Forms during the semester that generated the dataset for this paper. The theoretical framing that underpins this research study is sociomateriality. The attraction to sociomateriality is its ability to not merely shift attention from the human to the non-human but rather a focus on entanglements and the interrelated nature of components that constitute the learning space. This focus on entanglements is needed for an understanding of the complexities associated with interdisciplinary collaborative online learning. Engaging this complex learning space through the data has revealed four design principles namely: (1) creating immersive context-sensitive learning experiences, (2) designing opportunities to collaboratively (co)-construct knowledge, (3) focusing on the intra-action of socio-technical and socio-cultural entanglements and (4) foregrounding relationality as a tool to foster agency. It is argued in this paper that the aforementioned design principles are necessary for developing interdisciplinary collaborative online learning spaces that afford students a complex learning experience. Complex learning is considered fundamental in developing abilities in students to appropriately respond to the myriad 21st-century societal challenges that await.","PeriodicalId":46105,"journal":{"name":"Electronic Journal of e-Learning","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44723677","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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