Pub Date : 2022-10-02DOI: 10.1080/09523987.2022.2153991
Lina Guo, Mairaj Jafri, P. Williams, Chuang Wang
ABSTRACT Sense-making is the process by which people give meaning to their collective experiences. Sense is viewed as knowledge, and the environment in which the sense is made is interconnected with communication effectiveness. Considering the critical role of sense-making in the learning process, scholars have emphasised the significance of providing interactive learning environments for students’ effective learning. By employing a modified version of Dervin’s sense-making theory, this qualitative case study explores the nature of students’ sense-making processes in a peer self-founded online learning group without teacher involvement. The study analysed online Chat logs generated by 30 English language learning students from a secondary school in China. The Chat logs were students’ discussions on a module of English writing: “Read and then write”. The researchers made meaning of the students experiences through their dialogue and interaction, which revealed the essence of a sense-making process: gap facing, gapdefining, gap bridging and gap bridged. The observations were followed with students’ interviews held to identify the factors contributing to an interactive learning environment for effective sense-making. The study found that the affordances of an interactive environment impact the communication outcomes through the interactional achievement in the sense-making process.
{"title":"Students’ sense-making in technology-enhanced interactive environments","authors":"Lina Guo, Mairaj Jafri, P. Williams, Chuang Wang","doi":"10.1080/09523987.2022.2153991","DOIUrl":"https://doi.org/10.1080/09523987.2022.2153991","url":null,"abstract":"ABSTRACT Sense-making is the process by which people give meaning to their collective experiences. Sense is viewed as knowledge, and the environment in which the sense is made is interconnected with communication effectiveness. Considering the critical role of sense-making in the learning process, scholars have emphasised the significance of providing interactive learning environments for students’ effective learning. By employing a modified version of Dervin’s sense-making theory, this qualitative case study explores the nature of students’ sense-making processes in a peer self-founded online learning group without teacher involvement. The study analysed online Chat logs generated by 30 English language learning students from a secondary school in China. The Chat logs were students’ discussions on a module of English writing: “Read and then write”. The researchers made meaning of the students experiences through their dialogue and interaction, which revealed the essence of a sense-making process: gap facing, gapdefining, gap bridging and gap bridged. The observations were followed with students’ interviews held to identify the factors contributing to an interactive learning environment for effective sense-making. The study found that the affordances of an interactive environment impact the communication outcomes through the interactional achievement in the sense-making process.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79235814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/09523987.2022.2153989
Aakash Kamble, Devidas Golhar, Parag Kalkar
ABSTRACT The sudden outbreak of the Covid-19 pandemic resulted in a transition to an online teaching-learning (OTL) methodology, forcing India’s institutions to adopt it. The present study investigates OTL’s acceptance by faculty instructors/teachers employed in India’s higher educational institutions using the technology acceptance model (TAM). A survey of 433 respondents studied the intention to use OTL by teachers. The study considered India’s higher educational institutions and utilized web-based questionnaire survey methods for collecting the responses. The study found support for OTL’s perceived usefulness and the perceived ease of use, facilitating conditions to be significant determinants for attitude towards the use of technology by users. The study introduced service conditions related to the faculty instructor/teacher’s employment in the higher educational institutions and its bearing on their work routine. The study did not find service conditions as a significant determinant of attitude towards using OTL technology. The results present evidence of a valid model to predict technology acceptance among India’s teachers.
{"title":"Technology acceptance for online teaching-learning: perspectives of teachers from higher education in India","authors":"Aakash Kamble, Devidas Golhar, Parag Kalkar","doi":"10.1080/09523987.2022.2153989","DOIUrl":"https://doi.org/10.1080/09523987.2022.2153989","url":null,"abstract":"ABSTRACT The sudden outbreak of the Covid-19 pandemic resulted in a transition to an online teaching-learning (OTL) methodology, forcing India’s institutions to adopt it. The present study investigates OTL’s acceptance by faculty instructors/teachers employed in India’s higher educational institutions using the technology acceptance model (TAM). A survey of 433 respondents studied the intention to use OTL by teachers. The study considered India’s higher educational institutions and utilized web-based questionnaire survey methods for collecting the responses. The study found support for OTL’s perceived usefulness and the perceived ease of use, facilitating conditions to be significant determinants for attitude towards the use of technology by users. The study introduced service conditions related to the faculty instructor/teacher’s employment in the higher educational institutions and its bearing on their work routine. The study did not find service conditions as a significant determinant of attitude towards using OTL technology. The results present evidence of a valid model to predict technology acceptance among India’s teachers.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84159623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/09523987.2022.2153992
Y. Kuo, Yu-Tung Kuo, Hungwei Tseng
ABSTRACT This study examined the factors affecting minority students’ learning experience in Wiki-based environments. These factors included perceived collaborative learning, sense of community, Wiki self-efficacy, and perceived learning experience. The relationships of these factors were explored. The participants were 45 African American students enrolled in two undergraduate-level management courses in which Wiki was used to facilitate the process of group work. A mixed methods approach was applied to analyze the collected data. Results indicated that sense of community and collaborative learning significantly contributed to perceived learning in Wiki-based environments. However, Wiki self-efficacy was not a good predictor of perceived learning. Most of the minority students were positive about their group learning experience that involved collaborative processes as well as the development of knowledge and skills. Emotional support and support for cognitive or meta-cognitive processing were identified as factors that had potential influences on Wiki-based collaborative group learning.
{"title":"Exploring factors influencing minority students’ perceived learning in collaborative Wiki-based learning environments","authors":"Y. Kuo, Yu-Tung Kuo, Hungwei Tseng","doi":"10.1080/09523987.2022.2153992","DOIUrl":"https://doi.org/10.1080/09523987.2022.2153992","url":null,"abstract":"ABSTRACT This study examined the factors affecting minority students’ learning experience in Wiki-based environments. These factors included perceived collaborative learning, sense of community, Wiki self-efficacy, and perceived learning experience. The relationships of these factors were explored. The participants were 45 African American students enrolled in two undergraduate-level management courses in which Wiki was used to facilitate the process of group work. A mixed methods approach was applied to analyze the collected data. Results indicated that sense of community and collaborative learning significantly contributed to perceived learning in Wiki-based environments. However, Wiki self-efficacy was not a good predictor of perceived learning. Most of the minority students were positive about their group learning experience that involved collaborative processes as well as the development of knowledge and skills. Emotional support and support for cognitive or meta-cognitive processing were identified as factors that had potential influences on Wiki-based collaborative group learning.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77179687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/09523987.2022.2153990
M. Habes, M. Elareshi, S. Salloum, Sana Ali, Raghad M. Alfaisal, Abdul-Karim Ziani, Hetam Alsridi
ABSTRACT Mobile learning (e.g., WhatsApp) is considered a good platform for educational information and communication, but the educative value of this platform, especially during Covid-19, remains unexplored. This study investigates the factors of mobile learning acceptance (MLA) in Jordan, utilizing the Technology Acceptance Model (TAM) alongside knowledge-sharing, WhatsApp features, and Internet availability as external factor constructs. A hybrid analysis approach was performed on the data to validate the research model via a random sample of 580 university students in Jordan. The study found that PEU and PU were found to be significant predictors of the behavioral intention to accept WhatsApp in education. The findings also revealed that behavioral intention toward MLA was significantly and positively influenced by some of the external factors.
{"title":"Students’ perceptions of mobile learning technology acceptance during Covid-19: WhatsApp in focus","authors":"M. Habes, M. Elareshi, S. Salloum, Sana Ali, Raghad M. Alfaisal, Abdul-Karim Ziani, Hetam Alsridi","doi":"10.1080/09523987.2022.2153990","DOIUrl":"https://doi.org/10.1080/09523987.2022.2153990","url":null,"abstract":"ABSTRACT Mobile learning (e.g., WhatsApp) is considered a good platform for educational information and communication, but the educative value of this platform, especially during Covid-19, remains unexplored. This study investigates the factors of mobile learning acceptance (MLA) in Jordan, utilizing the Technology Acceptance Model (TAM) alongside knowledge-sharing, WhatsApp features, and Internet availability as external factor constructs. A hybrid analysis approach was performed on the data to validate the research model via a random sample of 580 university students in Jordan. The study found that PEU and PU were found to be significant predictors of the behavioral intention to accept WhatsApp in education. The findings also revealed that behavioral intention toward MLA was significantly and positively influenced by some of the external factors.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85651738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/09523987.2022.2136078
Earl Aguilera, T. Phan
ABSTRACT The shift to emergency remote teaching during the COVID-19 pandemic has further revealed a range of issues related to technology-enhanced learning (TEL). Among these were educators’ lack of prior exposure to more creative and participatory forms of TEL in credential coursework and professional development. To address the new realities of schooling, we must first understand the TEL practices that aspiring teachers have had in their teacher education courses. This study examined the TEL practices of aspiring teachers within and beyond their educational coursework prior to the COVID-19 pandemic, as well as their perceived degree of proficiency with these practices. Our survey research found that participants reported more experience and proficiency with TEL practices involving consumption-based and transactional modes of learning, and less experience and proficiency with practices related to creativity, collaboration, and knowledge generation. We discuss how these findings suggest improvements for credentialing programs in the area of TEL.
{"title":"Aspiring teachers’ technology-enhanced learning practices within and beyond teacher education coursework: lessons for a post COVID-19 era","authors":"Earl Aguilera, T. Phan","doi":"10.1080/09523987.2022.2136078","DOIUrl":"https://doi.org/10.1080/09523987.2022.2136078","url":null,"abstract":"ABSTRACT The shift to emergency remote teaching during the COVID-19 pandemic has further revealed a range of issues related to technology-enhanced learning (TEL). Among these were educators’ lack of prior exposure to more creative and participatory forms of TEL in credential coursework and professional development. To address the new realities of schooling, we must first understand the TEL practices that aspiring teachers have had in their teacher education courses. This study examined the TEL practices of aspiring teachers within and beyond their educational coursework prior to the COVID-19 pandemic, as well as their perceived degree of proficiency with these practices. Our survey research found that participants reported more experience and proficiency with TEL practices involving consumption-based and transactional modes of learning, and less experience and proficiency with practices related to creativity, collaboration, and knowledge generation. We discuss how these findings suggest improvements for credentialing programs in the area of TEL.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74300231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/09523987.2022.2136080
Gali Naveh, Amit Shelef
ABSTRACT Hundreds of academic institutions around the world dedicated considerable funding to lecture recording to accompany face-to-face teaching prior to the massive transition to distance education due to Covid-19. Furthermore, there is reason to believe that they will continue to do so after teaching will return to the physical classroom. Thus, a methodological examination of the success of lecture recordings as augmentation to face-to-face teaching should be of managerial interest. In this study, five success categories of lecture recording in a college were evaluated based on the information system success model promulgated by DeLone & McLean (1992). Results obtained through a campus-wide questionnaire and system log files showed relatively low usage of the system by students, who gave a somewhat low evaluation of system quality, information quality, and general satisfaction, but a higher assessment for the contribution of the system to their learning. Analysis also found significant correlations between success categories suggested by DeLone & McLean, with some exceptions. These results raise questions regarding the high-cost investments in lecture recording. These questions and the implication of the findings for research and higher education decision makers are discussed.
{"title":"Lecture Recording Success in Academic Face- to- Face Teaching","authors":"Gali Naveh, Amit Shelef","doi":"10.1080/09523987.2022.2136080","DOIUrl":"https://doi.org/10.1080/09523987.2022.2136080","url":null,"abstract":"ABSTRACT Hundreds of academic institutions around the world dedicated considerable funding to lecture recording to accompany face-to-face teaching prior to the massive transition to distance education due to Covid-19. Furthermore, there is reason to believe that they will continue to do so after teaching will return to the physical classroom. Thus, a methodological examination of the success of lecture recordings as augmentation to face-to-face teaching should be of managerial interest. In this study, five success categories of lecture recording in a college were evaluated based on the information system success model promulgated by DeLone & McLean (1992). Results obtained through a campus-wide questionnaire and system log files showed relatively low usage of the system by students, who gave a somewhat low evaluation of system quality, information quality, and general satisfaction, but a higher assessment for the contribution of the system to their learning. Analysis also found significant correlations between success categories suggested by DeLone & McLean, with some exceptions. These results raise questions regarding the high-cost investments in lecture recording. These questions and the implication of the findings for research and higher education decision makers are discussed.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86138141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/09523987.2022.2136083
R. Hobbs, Mary H. Moen, Rongwei Tang, Pam Steager
ABSTRACT Even though media literacy education has grown in the United States and around the world, policymakers still lack knowledge about the scope and depth of implementation of media literacy learning activities in the elementary and secondary grades. This study reports how the Media Literacy Implementation Index (MLI) was developed and validated using a quota sample of stakeholders from across all school districts and local communities in Rhode Island. Using an established theoretical framework for media literacy, we first constructed a scale to examine the likelihood that learners may encounter a set of media literacy learning activities. Multiple methods were then used to assess reliability and validity of the instrument including cognitive pretesting, think aloud protocols, a content validation of MLI learning activities in relation to national education standards documents, and statistical validation including principal components analysis to assess internal consistency, reliability, and validity. An easy-to-implement measure of the scope and depth of media literacy education in elementary and secondary schools will be useful to diverse stakeholders including educators, school leaders, librarians, parents, community members, and elected public officials.
{"title":"Measuring the implementation of media literacy statewide: a validation study","authors":"R. Hobbs, Mary H. Moen, Rongwei Tang, Pam Steager","doi":"10.1080/09523987.2022.2136083","DOIUrl":"https://doi.org/10.1080/09523987.2022.2136083","url":null,"abstract":"ABSTRACT Even though media literacy education has grown in the United States and around the world, policymakers still lack knowledge about the scope and depth of implementation of media literacy learning activities in the elementary and secondary grades. This study reports how the Media Literacy Implementation Index (MLI) was developed and validated using a quota sample of stakeholders from across all school districts and local communities in Rhode Island. Using an established theoretical framework for media literacy, we first constructed a scale to examine the likelihood that learners may encounter a set of media literacy learning activities. Multiple methods were then used to assess reliability and validity of the instrument including cognitive pretesting, think aloud protocols, a content validation of MLI learning activities in relation to national education standards documents, and statistical validation including principal components analysis to assess internal consistency, reliability, and validity. An easy-to-implement measure of the scope and depth of media literacy education in elementary and secondary schools will be useful to diverse stakeholders including educators, school leaders, librarians, parents, community members, and elected public officials.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89851942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/09523987.2022.2136081
Athina Devourou, Athanasios Christopoulos, A. Jimoyiannis
ABSTRACT The paper presents an experimental study aiming to explore primary school students’ response to Mobile Seamless Learning activities. The educational intervention and the consequent investigation were conducted in a suburban primary school in Greece, with second grade pupils, in the context of a learning subject entitled “Studying our Living Environment”. The participant students (n = 14) engaged in both face-to-face (in-class, outdoor) and online (home) collaborative and individualistic activities supported by a variety of digital applications. Primary research data were gathered upon completion of the intervention via 5 group interviews and 12 individual interviews. The findings have shown that Mobile Seamless Learning can facilitate pupils’ active engagement and improve their attitudes toward collaboration. Moreover, this approach can lead to the development of a learning community that promotes learners’ motivation, enables them to construct new knowledge, and develop essential skills.
{"title":"Mobile seamless learning in primary education: a case study on second grade students in Greece","authors":"Athina Devourou, Athanasios Christopoulos, A. Jimoyiannis","doi":"10.1080/09523987.2022.2136081","DOIUrl":"https://doi.org/10.1080/09523987.2022.2136081","url":null,"abstract":"ABSTRACT The paper presents an experimental study aiming to explore primary school students’ response to Mobile Seamless Learning activities. The educational intervention and the consequent investigation were conducted in a suburban primary school in Greece, with second grade pupils, in the context of a learning subject entitled “Studying our Living Environment”. The participant students (n = 14) engaged in both face-to-face (in-class, outdoor) and online (home) collaborative and individualistic activities supported by a variety of digital applications. Primary research data were gathered upon completion of the intervention via 5 group interviews and 12 individual interviews. The findings have shown that Mobile Seamless Learning can facilitate pupils’ active engagement and improve their attitudes toward collaboration. Moreover, this approach can lead to the development of a learning community that promotes learners’ motivation, enables them to construct new knowledge, and develop essential skills.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74515339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/09523987.2022.2101203
Kara D. Sage, Sophia Jackson, Larissa Mauer, Kayden Stockdale
ABSTRACT Students frequently recruit digital devices to aid their academics. Past research has often focused on computers, with growing research on more mobile devices like tablets. Despite owning smartphones at high rates, little research has focused on college students’ use of smartphones for academics. In the present study, students were randomly assigned to use either their smartphone or laptop to complete six brief academic tasks. They then answered questions regarding perceptions of these devices for the research tasks as well as their more general experiences with, and perceptions of, such mobile devices in education. Results showed that smartphones and laptops were equally effective for completing the tasks, but student perceptions favored laptops over smartphones. Quantitative and qualitative data also suggested that, while students saw significant educational value in laptops, views on smartphones were mixed. That said, students also identified approaches where smartphones could be particularly useful for classroom activities. If implemented in ways that highlight their affordances, both laptops and smartphones can be effective educational tools allowing for diverse approaches in the classroom.
{"title":"Equal in effectiveness but not yet perception: smartphones and laptops for completing brief academic tasks","authors":"Kara D. Sage, Sophia Jackson, Larissa Mauer, Kayden Stockdale","doi":"10.1080/09523987.2022.2101203","DOIUrl":"https://doi.org/10.1080/09523987.2022.2101203","url":null,"abstract":"ABSTRACT Students frequently recruit digital devices to aid their academics. Past research has often focused on computers, with growing research on more mobile devices like tablets. Despite owning smartphones at high rates, little research has focused on college students’ use of smartphones for academics. In the present study, students were randomly assigned to use either their smartphone or laptop to complete six brief academic tasks. They then answered questions regarding perceptions of these devices for the research tasks as well as their more general experiences with, and perceptions of, such mobile devices in education. Results showed that smartphones and laptops were equally effective for completing the tasks, but student perceptions favored laptops over smartphones. Quantitative and qualitative data also suggested that, while students saw significant educational value in laptops, views on smartphones were mixed. That said, students also identified approaches where smartphones could be particularly useful for classroom activities. If implemented in ways that highlight their affordances, both laptops and smartphones can be effective educational tools allowing for diverse approaches in the classroom.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72368152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/09523987.2022.2101204
Debolina Adhya, S. Panda
ABSTRACT This paper reports the findings of a research study on the attitude of Indian teacher educators towards technology-enabled learning (TEL); if any age, gender, teaching position, and mode of teaching differences existed in their attitude; and their attitude to TEL post-pandemic when the imposed remote teaching may cease to exist. An online survey was conducted on 20 teacher education institutions, to which 112 educators responded. The results indicated that teacher educators had positive attitude towards TEL generally; that age, gender and teaching position did not influence their attitude to TEL, though open and distance learning (ODL) teacher educators showed more positive attitude than their campus-based counterparts. Their attitude towards use of TEL, post-Covid, focused more on the parameters of open educational resources (OER), institutional repository, multimedia-based teaching, and faculty capacity building. The results have been discussed in relation to previous research studies, the existing teacher education policy, and institutional contexts of teacher education.
{"title":"Teacher educators’ attitude towards technology-enabled learning and its incorporation into teaching-learning during and post-pandemic","authors":"Debolina Adhya, S. Panda","doi":"10.1080/09523987.2022.2101204","DOIUrl":"https://doi.org/10.1080/09523987.2022.2101204","url":null,"abstract":"ABSTRACT This paper reports the findings of a research study on the attitude of Indian teacher educators towards technology-enabled learning (TEL); if any age, gender, teaching position, and mode of teaching differences existed in their attitude; and their attitude to TEL post-pandemic when the imposed remote teaching may cease to exist. An online survey was conducted on 20 teacher education institutions, to which 112 educators responded. The results indicated that teacher educators had positive attitude towards TEL generally; that age, gender and teaching position did not influence their attitude to TEL, though open and distance learning (ODL) teacher educators showed more positive attitude than their campus-based counterparts. Their attitude towards use of TEL, post-Covid, focused more on the parameters of open educational resources (OER), institutional repository, multimedia-based teaching, and faculty capacity building. The results have been discussed in relation to previous research studies, the existing teacher education policy, and institutional contexts of teacher education.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85013589","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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